Darwin vs Lamarck

Learning Area Biology: Evolution Year Level 12 Run Time 90 mins Lesson 4 of 24

Lesson aims  Students will understand Darwin and Lamarck’s evolutionary theories

 Students will know the limitations and applications of different evolutionary theories

Prior Knowledge  Students have prior knowledge in convergent and divergent evolution, homologous structures and adaptations

Methods to  Videos
imbed
The use of videos is an easy way to settle the class and engage students on a topic. Video clips can offer a clear and concise description of a
topic with accompanying imagery that a simple ‘chalk and talk’ can not offer. It assists with difficult concepts, and can add a fun element to
the classroom.

 Google Sites
Google.sites allows the creator to make a website collating a range of materials and sources in one place. When used in the classroom,
students have access to a variety of links to articles, video clips, websites etc. which have been handpicked by the educator. This can be time
consuming for the creator, but gives the teacher piece of mind that the students are using quality resources. By placing all these resources in
one place, students are not losing valuable time researching potentially unusual resources.

 Debate
The use of rap battles/debates/rebuttals in this class gives the students an opportunity to engage in their learning on a higher level. Rather
than spending a large amount of time researching a variety of theories on a topic, running the risk of relying on rote learning, students are
engaged due to the uniqueness of the task. This type of activity can be seen as ‘hiding’ the fact students are educating themselves on the
 topic. Due to playing off of one another, students only have to research one theory, and are consequently educated on the other theory due
to the nature of the activity.

Learning Time Activity Teacher Tasks Student Tasks Differentiation Assessment Resources/ Equipment
Phase

Engage 10 Watch video: Ash Play YouTube clip Watch clip Lyrics provided Youtube: Ash Ketchum vs Charles
mins Ketchum vs Charles Darwin. Epic Rap Battles of History
Darwin: Epic Rap (6:28)
Battles of History Available from:
https://www.youtube.com/
watch?v=EC7H99-7wxk
Explore 10 Students are Explains theories Participate in PowerPoint slides
mins introduced to the Guides discussion discussion
differing evolutionary Asks questions Ask questions
viewpoints of Charles Answers questions Answer questions
Darwin and Jean-
Baptiste Lamarck.
Explain 20 Students research the Provides link to Independently Students are given Pre-made Google.site
mins evidence and Darwin Vs Lamarck research Darwin access to a range of
limitations of Darwin Google.site and Lamarck’s reliable websites
and Lamarck’s Observes and guides evolutionary composed by the
evolutionary theories class theories teacher and put into
a Google.site doc.
Students are able to
seek further
information on
Darwin and Lamarck
if desired.
Elaborate 45 Students are placed in Guides students in Work in pairs as Production of The creation of Pre-made Google.Site
mins pairs and given the activity well as rap/debate/letter pairs can be done
choice of a rap battle, individually to etc. in a variety of
debate, letter rebuttal produce a ways dependent
or other (negotiated rap/debate/letter on the class
with teacher) to discuss etc dynamic.
 the views of Darwin Students can
verses Lamarck. choose whether
they want to
support Darwin
or Lamarck, and
be put in pairs
accordingly.
Students can be
paired with peers
at a similar
readiness level.
Students can
choose partners
and then decide
what role to play
within the
pairing.

Evaluate 5 Exit activity: Students Supply index cards Complete exit Exit card Index cards
mins give a brief summary of for exit activity activity
what evolutionary
theory they believe,
and pros and cons to
each theory
Lesson If not completed, students are to work on their task for homework.
follow In the following lesson, students are required to record their rap/debate, perform their rap/debate, or submit their written work to the teacher (as
up/ negotiated in the previous lesson).
future
lessons

Convergent and divergent evolution

Learning Area Biology: Evolution Year Level 12 Run Time 50 mins Lesson 2 of 24

Lesson  Students will understand convergent and divergent evolution

outcomes

Prior Knowledge  This is the first lesson on evolution. No assumed knowledge.

Methods to  Note taking

imbed
Note taking in the classroom can be rather boring but it provides the students with reference material to reflect upon later in the course
unit. Notes are particularly beneficial when preparing for exams.

 Group activity

As this lesson is largely content based, a fun group activity has been included to get students out of their seats and to engage them. This
activity can be arranged in a variety of ways such as individually or in groups or ‘nests’. This group activity is a simple way to relate
content to actions to further understanding.

Learning Time Activity Teacher Tasks Student Tasks Differentiation Assessment Resources/ Equipment
Phase

Engage 10 Students are introduced Present content Take notes PowerPoint slides Notes PowerPoint slides
mins to convergent and Answer questions Ask questions available
divergent evolution
Explore 10 Australian marsupials are Present content Ask questions Powerpoint slides
mins used as an example of Ask questions
Answer questions Answer questions
divergent evolution

Video clip: Why are

there so many
Marsupials in Australia?
YouTube clip: Why are
there so many Marsupials in
Australia? (3.30)
 Available from:
https://www.youtube.com
/watch?v=XEylZ7z2XAA
Explain 10 Activity: Students Set up activity Participate in activity Participation M&ms
mins demonstrate divergent Run activity Spoons
evolution using m&ms. Run discussion Forks
Each student is given one Chopsticks etc
tool to collect m&ms cups
with – chopstics, spoons, Plastic mat
tongs, forks etc. m&ms
are placed on a large mat
on the floor and students
are given 30 seconds to
collect as many m&ms as
they can and return
them to their desk. Each
m&m colour is given
nutritional value – yellow
and red are poisonous –
more than 4 will kill you,
brown is not very
nutritional – they have
no effect on your life,
blue and green are
nutritional – you need at
least 5 of these to
survive the day. How
many students are ‘alive’
after the activity? This
activity reflects the
divergent evolution of
Darwin’s finches.
Students discuss what
went well/what didn’t go
well and why in
reference to evolution.
Elaborate 10 Students are shown Guides discussion Participates in Participation PowerPoint slides
mins images of giant anteater, Ask questions discussion notes
aardvark, and long- Answer questions Asks questions
beaked echidna. Answer questions
Students write down the Takes notes
similar characteristics of
the three. This is
repeated with animals
such as pterosaur, bat,
and hawk, and a flying
fox, bat and the colugo.
Students are then told
that these animals are
not related but evolved
through convergent
evolution.
Evaluate 10 Students create a table in Guides class Takes notes in table Notes/table
mins their books depicting
divergent vs convergent
evolution. Students
complete this table with
what they have learnt
from the lesson
Dichotomous keys

Learning Area Biology: Evolution Year Level 12 Run Time 70 mins Lesson 6 of 24

Lesson  Students will understand that there is a common ancestor for all life on earth.
outcomes
 Students will be able to use a dichotomous key to make past evolutionary connections

Prior Knowledge  Students have prior knowledge in convergent and divergent evolution, homologous structures, adaptations, natural selection
Methods to  Worksheets
imbed Although sometimes seen as outdated, worksheets still play an important role in the classroom. Worksheets are easily adapted
for the different readiness levels of students, allowing for differentiation with a few altercations. Worksheets are ideally
formative reflections of students work. They can be collected by the teacher easily, providing a summary of understanding. They
can also be used by the teacher as a quick reflection of understanding when observing student work. Worksheets can be kept by
students and used as revision material at later stages.

 Peer assessment
By swapping worksheets with one another, students can see their peer’s standards. When students see that their partner has
put a lot of work in their worksheet, they create their own set of standards to achieve. Students can swap pieces of work with
close friends or classmates, creating different outcomes. Students swapping work with someone they are less familiar with may
lead to a higher level of personal standards, pushing themselves and their work further.

Learning Time Activity Teacher Tasks Student Tasks Differentiation Assessment Resources/ Equipment
Phase

Engage 10 Activity: Guide activity Brainstorm Participation in Variety of fun size chocolate
mins dichotomous key with ideas and chocolate bar activity bars
demonstration questions. characteristics. Blank paper
using chocolate Arrange
bars. chocolate bars in
In groups, students possible
are given a range groupings
of chocolate bars. dependent on
They are characteristics.
encouraged to
think about the
category that each
chocolate bar can
fit in e.g. contains
 nuts, contains
caramel, colours
etc. students
brainstorm
categories on
blank paper.
Students create a
chocolate bar
dichotomous key
Explore 10 Discussion format: Revise animal Ask questions PowerPoint presentation
mins students are adaptations/ Take notes if
introduced to the evolutions needed
dichotomous key, Define the
why and how it is dichotomous
used key and how
to use it

Explain 20 Students are given Assist Complete the Completion of alien Alien dichotomous key
mins a basic students with alien dichotomous key worksheet (completed by Kirsty
dichotomous key the alien dichotomous key worksheet Marshall)
depicting alien. dichotomous worksheet
They are to key worksheet
complete this
worksheet to
familiarise
themselves with
the concept.
Elaborate 20 Students are given Assist Create the animal Students at a creation of Animal dichotomous key
mins a dichotomous key students with dichotomous key. higher readiness dichotomous key worksheet (appendix 1)
worksheet the animal level to be given a worksheet
depicting a range dichotomous more complex list
of animals but no key worksheet of animals to
instructions. create a
Students are to dichotomous key
create from or create
dichotomous key one from scratch.
instructions for a
 peer to complete
the worksheet.
Evaluate 10 Students swap Assist Complete the Students can Completion of new Animal dichotomous key
mins their dichotomous students with animal swap worksheets dichotomous key worksheet (appendix 1)
key with a partner the animal dichotomous key with peers of a worksheet.
and complete the dichotomous worksheet. similar readiness
worksheet. key worksheet level.
Dichotomous Key
A dichotomous key helps us identify and categorise animals and plants
according to their characteristics.
Create your own dichotomous key using the animals pictured.
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Phylogenetic trees

Learning Area Biology: Evolution Year Level 12 Run Time 70 mins Lesson 7 of 24

Lesson aims  Students will build upon their understanding that there is a common ancestor for all life on earth.

 Students will be able to use a phylogenetic tree to predict past and present evolutionary traits

Prior Knowledge  Students have prior knowledge in convergent and divergent evolution, homologous structures, adaptations, natural selection and
dichotomous keys

Methods to  Puzzle
imbed
The puzzle provided ‘Build-a-tree: Evolution Puzzle Game’ introduces students to the at times complex issue of phylogenetic trees.
The puzzle acts as a revision tool on animal evolutionary adaptations, and slowly eases them into this new concept. Students are
able to move through the puzzle at their own speed, removing outside pressures. The puzzle gives students instant gratification
when levels are unlocked, motivating them to continue and building their knowledge.

 Internet generators

Internet generators and simulators allow students to get hands on with topics that can not be performed within the classroom. the
science discipline is at an advantage where students are often allowed to use their hands to engage in their education, but due to
safety, lack of resources, finances, time etc. some topics may seem like they are off limits. Modern technology has allowed
generators such as phyloT to be in every classroom, to be used by every student. This ease of access to endless generators and
simulators gives students that hands on feel through technology.
Learning Time Activity Teacher Tasks Student Tasks Differentiation Assessment Resources/ Equipment
Phase

Engage 5 Students are Define and give Participate in PowerPoint slides PowerPoint slides
mins introduced to examples of discussion provided
phylogenetic trees. phylogenetic trees. Ask questions
Guide conversation Answer
Ask questions questions
Answer questions
Explore 10 Students are Provide website Complete The puzzle game Participation in the Build-a-tree: Evolution Puzzle
mins guided to a link phylogenetic guides students game Game
website where tree puzzle through the creation Available from:
they are able to of phylogenetic trees, http://tidal.northwestern.edu
play a phylogenetic only advancing in level /blog/bat/#level2
tree puzzle game when the student
shows understanding.
Explain 10 Students are given Give assessment Ask questions Students are given a PowerPoint slides
mins a written task on task template on key steps
adaptations and and information
Ask questions
phylogenetic trees needed for this
Answer questions assignment.

Elaborate 40 Students are to Guide students in Independent Students can be given Completion of task phyloT phylogenetic tree
mins generate a clade of task research on a variety of clades to worksheet (to be generator.
a phylogenetic tree Answer questions phylogenetic choose from completed online Available from:
from a common Support students trees, dependent on or printed) https://phylot.biobyte.de/
ancestor. Examples common readiness levels. * This task could be Phylogenetic tree worksheet
given could be: the ancestors Students at a higher altered and (appendix 1)
clade of mammals Create a readiness level can expanded on to
evolved from phylogenetic choose or create their create a summative
Ukha, or the clade tree. own. assessment
of primates
evolved from
Plesiadapiformes
etc.
Students are to
create this clade
using a
 phylogenetic tree
generator such as
phyloT.
Students are to
complete a written
refection of this
process.
Lesson If uncompleted, students are to finish this task at home.
follow
up/
future
lessons
 Constructing a Phylogenetic Tree
According to the theory of evolution, all organisms can be traced back to a common ancestor. Scientists can determine how closely related two organisms are by studying:

1. Physical Characteristics – Bone structure, body shape, musculature.

2. Genetics – Number of similar DNA base pairs.

3. Behaviour – Social structure, personality traits.

A phylogenetic tree is a diagram used to display how closely relationships between species are. In a phylogenetic tree, the species of interest are shown at the tips of the
tree's branches. The branches themselves connect up in a way that represents the evolutionary history of the species. This is how we think they evolved from a common
ancestor through a series of divergence (splitting-in-two) events. At each branch point lies the most recent common ancestor shared by all the species descended from that
branch point. The lines of the tree represent long series of ancestors that extend from one species to the next (Building a phylogenetic tree, 2018).

Your task
Figis1.to create
Diagram of aasimple
clade of a phylogenetic
phylogenetic tree (Building tree, depicting
a phylogenetic tree, 1 common ancestor, and 8 or more species of animal.
2018)

Step 1: brainstorm your clade

Common ancestor (scientific and common name): _____________________________________________________

Species within clade (scientific and common name): ____________________________________________________

 ____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________
Fig 2. Shark species
____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

Step 2: Create your tree

 Go to the phylogenetic tree generator created by phyloT, available at https://phylot.biobyte.de/ and follow the prompts to create your clade.
 Copy and paste or draw below
 At each branch of the tree, label and describe the derived traits different to those of the previous ancestor.

Fig 3. A labelled phylogenetic tree (Building a phylogenetic tree, 2018)

_______________________________________________________________________________________________
 Phylogenetic tree

Building a phylogenetic tree. (2018). https://www.khanacademy.org/science/biology/her/tree-of-life/a/building-an-evolutionary-tree

Introduction to extinction

Learning Area Biology: Evolution Year Level 12 Run Time 50 mins Lesson 16 of 24

Lesson  Students will know the effects of natural and human induced extinctions
outcomes

Prior Knowledge  This is the first lesson on extinction for this unit

Methods to  Presentations
imbed
Presenting to peers is something that may often come up in the future for students in their careers, but is often greatly feared.
By allowing students to form small groups and present to a small number of people, it may reduce the possible anxiety that
public speaking may induce.

 Poster
Students are given creative reign to produce a poster on an animal and its extinction. This allows students to display their
creativity in subject often seen as ‘dry’. By allowing students to show this creativity, the poster and its contents becomes
personal. When a student is emotionally connected to a piece of work, they are more likely to show engagement and long term
understanding.

Learning Time Key Concepts/ Skills Teacher Student Tasks Differentiation Assessment Resources/ Equipment
Phase Tasks
Activity

Engage 5 Students are shown images of Show Discuss PowerPoint slides

mins mythical looking animals and PowerPoint ‘mythical’
encouraged to discuss the of extinct creatures as a
uniqueness of the creatures. It is animals. class.
 then revealed that these animals Encourage
once existed and are now extinct. discussion.

Explore 30 Each student at a table of four is Lead class. Research Students can Presentation of Google.docs slides
& mins given one of the extinct animals to Set up extinct animal be placed in extinct animal Individual ITC
Explain research. These animals could google.docs Prepare slide groups with slide.
include Ounalashkastylus Tomidai, slides for on their similar skills.
Hallucigenia, Koala Lemur, students to animal Extinct animals
Sivatherium, Helicoprion etc. use Present to can be
Each student is to create a slide on group allocated to
their animal detailing when and students
where they lived, characteristics, dependent on
diet, threats, how they came to be skill/interest
extinct. Students present slide to
group.

Elaborate 10 Students are re-introduced to the Explain the Students take PowerPoint PowerPoint slides
mins main causes of extinction – natural key causes notes slides available Individual ITC devices
disasters, habitat destruction, of extinction
pollution, hunting, introduced to class
species etc.
Evaluate 5 Before they leave, students are asked Complete exit Completion of Index cards
mins to complete the following exit card: card exit card
3 things I learned
2 things I have questions about
1 thing I enjoyed