| Method |
Precise Learning Objective |
Linked |
Question / Activity
(Designed for maximum working out) |
Stepping Stones |
Pitstop Check
(Thinking Map) |
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Students should be able to describe the evidence for evolution including fossils and antibiotic resistance in bacteria. |
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What evidence is there now to support Darwin'stheory of evolution? Discuss the evidence we have to support Darwin’s theory and present in a suitable format. |
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The theory of evolution by natural selection is now widely accepted. Data is now available to support the theory of evolution.
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Fossils are the remains of organisms from millions of years ago, which are found in rocks. |
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What are fossils? Discuss how fossils provide evidence for evolution. |
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Extract and interpret information from charts, graphs and tables related to fossil evidence
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Fossils may be formed:
- from parts of organisms that have not decayed because one or more
of the conditions needed for decay are absent
- when parts of the organism are replaced by minerals as they decay
- as preserved traces of organisms, such as footprints, burrows and
rootlet traces. |
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How can fossils be formed? Observe fossils or pictures of fossils.
Model how a fossil can be formed. |
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Many early forms of life were soft-bodied, which means that they have left few traces behind.
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Why is there little evidence of very early life forms? |
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What traces there were have been mainly destroyed by geological activity. This is why scientists cannot be certain about how life began on Earth. |
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Why can we not be certain of how life on earthformed even from hard bodied organisms? |
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We can learn from fossils how much or how little different organisms
have changed as life developed on Earth.
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What is the main thing we can learn from fossils? |
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Appreciate why the fossil record is incomplete |
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Why is the fossil record described as incomplete? |
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Understand how scientific
methods and theories
develop over time.
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How do scientific methods and theories develop over time? Consider theories of how life on Earth began. |
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Students should be able to extract and interpret information from charts, graphs and tables such as evolutionary trees |
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Extinctions occur when there are no remaining individuals of a species still alive. |
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What is extinction? Give a list of extinct organisms and ask students to print images. Suggest reasons to explain why they died out.
Explain why some organisms are endangered. Give examples. Give reasons why it is important to prevent species from becoming extinct |
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Students should be able to describe factors which may contribute to the extinction of a species |
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What are some of the factors that contribute to extinction? Research causes of extinction and write a report/PowerPoint presentation to present to the class. |
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