Variety of life Lesson 1 - Wikispacesswallowhillresources.wikispaces.com/file/view/B3+LESSON...Activity AB3.1 (A G) B3.1.1 B3.1.3 B3.1.8 B3.2.1 (part) End (15 minutes) Use Activity

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B3

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B3 Life on Earth

Lesson 1 Variety of life

Aims: • introduce concept of evolution

• introduce ideas about how an explanation is developed

• review KS3 understanding of causes of variation

Resources Spec. Suggested programme

Textbook: Section A Notes

Start (15 minutes)

1 Use Presentation IB3.1 Variety on Earth. Briefly ask students to identify similarities and differences between any of the organisms in the images. (Note: a)

2 Read the second spread of Textbook Section A. Emphasize these key ideas:

Some organisms have changed and the previous types have become extinct.

Evidence for change comes largely from fossils, and also recently from analysing DNA (from living organisms and preserved specimens). (Note: b)

Scientists call these changes evolution, but not everyone agrees with this explanation of the evidence.

Presentation IB3.1 (G)

Main (30 minutes)

1 Ask students to give an example of an explanation they have made (from everyday life) which has later been shown to be incorrect. Discuss:

What new evidence showed that the conclusion was incorrect?

Was their first conclusion really ‘wrong’ or just the best they could do at the time?

2 Use Presentation IB3.2 Follow the evidence and Activity AB3.1 Follow the evidence to introduce some key points in developing an explanation. (Note: c)

Any explanation is only as good as the evidence it is based on.

If new evidence is found, explanations must be looked at again.

An explanation becomes generally accepted as a fact when a lot of evidence has been found, and an explanation has been able to account for new evidence.

Evolution is considered a fact by the majority of scientists.

Presentation IB3.2 Activity AB3.1 (A G)

B3.1.1

B3.1.3

B3.1.8

B3.2.1

(part)

End (15 minutes)

Use Activity AB3.2 What causes variation? and/or the first spread of Textbook Section A to review KS3 ideas of genetic and environmental causes of variation.

Activity AB3.2 (A)

a In addition you can use living or preserved specimens, images from a range of texts, or invertebrate specimens collected from pitfall traps prior to the lesson.

b Real or replica fossils would be useful if students have not seen them before. The Earth Science Teachers’ Association website lists sources: www.airburst.co.uk/esta/

index.htm Encourage students to handle fossils and discuss what, if any, conclusions can they draw about an organism, and also what this evidence cannot tell them about the species.

c These ideas are developed elsewhere in the Module.

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Textbook: Section A Notes

Differentiation/Extension

F: Presentation IB3.2 Follow the evidence could be simplified as necessary.

H: Questions 6–8 of Activity AB3.1 Follow the evidence are extension questions for H Tier students.

Homework

• Complete the Textbook questions from Section A to consolidate key points.

• Complete the relevant Workbook exercise.

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B3

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B3 Life on Earth

Lesson 2 How does evolution happen?

Aims: • introduce contemporary evidence for evolution

• develop understanding of natural selection – how evolution happens

• distinguish between natural selection and selective breeding


Textbook: Section B Notes

Start (5 minutes)

Show a recent news headline on antibiotic resistance – evidence of a contemporary change.

The lesson explores how this change (evolution) can happen. (Note: a)

Main (35 minutes)

1 Look at the head lice story in Textbook Section B. Lead a question and answer session:

Is there evidence for change?

What stimulated the change?

Why did some head lice die?

What effect did this have on the others?

What was the effect on the next generation?

2 Record students’ answers on an OHT copy of the writing frame from Activity AB3.3 Change in action.

3 Using Activity AB3.3 Change in action, students work in small groups to consider a different example to show natural selection.

Groups feedback steps in their example. Identify pattern of key steps in natural selection across each example.

Activity AB3.4 Natural selection is a simple record of the key steps in natural selection. You may prefer to give students brief notes.

Activity AB3.3 (A G)

Activity AB3.4 (A)

B3.1.6

B3.1.7

B3.1.9

End (20 minutes)

1 Show photographs of different dog breeds from Presentation IB3.3 Dog breeds.

Ask students how these different breeds have developed. Refer to selective breeding (KS3).

Emphasize the role humans play in change of many species, e.g. dog breeds, in contrast to natural selection.

2 Use one or more of these activities to distinguish natural selection/selective breeding: Textbook questions from Section B, Activity AB3.5 Selection traffic lights, and/or Activity AB3.6 Sorting out selection.

Presentation IB3.3


Activity AB3.6 (A)

a In this lesson students are using contemporary evidence to develop understanding of how evolution happens (the mechanism). You may wish to point out the link with IaS3 in Module P1 The Earth in the Universe, where continental drift provided a mechanism for how plate tectonics could have occurred, thus strengthening the explanation.

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Textbook: Section B Notes


F: Consider which groups to give particular examples to for Activity AB3.3 Change in action. The literacy demands vary.

H: Omit Activity AB3.4. Students could highlight key words on the record sheet for Activity AB3.3.

Homework

Complete the relevant Workbook exercise.

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B3

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B3 Life on Earth

Lesson 3 Where did life on Earth begin?

Aims: • describe evidence for origins of life on Earth

• develop critical approach to analysing evidence


Textbook: Section D Notes

Start (15 minutes)

1 Brainstorm conditions that are needed for life.

2 Use Presentation IB3.4 Against the odds to illustrate a number of inhospitable habitats on Earth, and organisms surviving in them.

3 Describe what conditions on Earth were probably like when life first developed 3500 million years ago. (Note: a)

Compare and contrast with students’ original list.

Presentation IB3.4

Main (35 minutes)

1 Collect students’ views about where life on Earth originated.

2 Read the first page of Textbook Section D to introduce two current explanations for the origin of life on Earth.

Complete the relevant Textbook questions from Section D.

3 Use Activity AB3.7 Life on Mars? to guide student research into the possibility of life on Mars.

Students sort pieces of evidence for and against such a claim.

If Internet access is available, students should visit websites that are following recent missions to Mars to update their data (see Guidance).


End (10 minutes)

1 Ask students to suggest how life on Earth could have evolved differently (different conditions).

2 Produce bullet point notes to summarize key specification statements.


Activity AB3.8 Secrets of the ice is an alternative practical activity in which students analyse ice samples recovered from another planet in the Solar System. They must find out what resulted in the destruction of life on this planet, as this may hold important clues to the fate of life on Earth.


B3.1.2

B3.1.4

B3.1.5

B3.1.14

B3.2.1

(part)

Homework

• Complete the remaining questions from Textbook Section D in preparation for the next lesson.


a The BBC programme Life on Earth (David Attenborough) has footage depicting conditions on Earth 3500mya, and other clips which could be used for teaching this Module. It can be purchased from: www.bbcshop.com

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B3 Life on Earth

Lesson 4 How do cells in the body communicate?

Aims: • introduce key language of response to stimuli

• contrast nervous and hormonal communication systems

• describe the relationship between receptors, central nervous system, and effectors


Textbook: Section E Notes

Start (15 minutes)

1 Show Video IB3.5 Euglena to illustrate single-celled Euglena responding to light.

Students should appreciate why it is an advantage for Euglena to detect light.

2 Use Textbook Section E to discuss:

why organisms are more likely to survive if they can detect changes in their environment and respond to them (link to natural selection)

why multicellular organisms need complex communication systems

that nervous systems provide fast, short-lived responses while hormones bring about slower, longer-lasting responses.

Video IB3.5

Main (25 minutes)

1 Use Textbook Section E to introduce the nervous system and key language (stimulus, receptor, central nervous system, effector).

2 Students complete Activity AB3.9 Sensing and responding to observe responses (simple reflexes).

Materials for the activities may be best set up as a circus around the room. It is not essential for students to complete all of the activities.


End (20 minutes)

1 Recap the contrast between nervous and hormonal control.

2 Complete Textbook questions from Section E and/or Activity AB3.10 Controlling your body to consolidate key points.

Activity AB3.10 (A)


H: Include reference to homeostasis as maintenance of constant internal environment – by responding to changes in the internal environment.

F: Use an additional lesson to consolidate these concepts. For example, Activity AB3.11 Investigating responses is an opportunity to analyse data on invertebrate responses. (Note: a)


B3.3.1

B3.3.2

B3.3.3

B3.3.4

B3.3.5

B3.3.6

B3.3.7

B3.3.8

Homework

• Explore websites given in the Guidance for Presentation IB3.6 Evidence for human evolution.



a There is sufficient time in the scheme as Lesson 7 focuses on H Tier statements only.

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B3

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B3 Life on Earth

Lesson 5 What do we know about human evolution?

Aims: • describe human evolution in terms of a common ancestor, divergence of hominid species,

and extinction of all but one species

• explain why evolution of a larger brain would have improved some hominid species’ chance of survival

• develop understanding of how new explanations come to be accepted or rejected


Textbook: Section F Notes

Start (15 minutes)

1 Show stimulus cartoons from the Guidance for Presentation IB3.6 Evidence for human evolution.

The cartoons indicate the strength of public feeling against Darwin’s explanation of human evolution.

2 Show the introductory ‘Prologue’ clip from becominghuman.org. (Note: a) Emphasize the process of developing explanations:

new observations may or may not support the current explanation

if they do not support it, the explanation may need to be reconsidered

our understanding of human evolution is still developing


Main (25 minutes)

Students use Presentation IB3.6 Evidence for human evolution to draw conclusions about some stages in human evolution, by interpreting a series of pieces of evidence.

End (20 minutes)

1 Record bullet notes from the final slide of Presentation IB3.6 Evidence for human evolution.

2 Discuss the IaS in Specification statement B3.3.11 and record one example of evidence from Presentation IB3.6 which illustrates these ideas (Textbook Section F/Presentation IB3.6). (Note: b)


F: Students are not expected to remember the names of different hominids. You may wish to simplify Presentation IB3.6 by deleting some slides, to include fewer pieces of evidence.

F/H: Guidance for Presentation IB3.6 lists a variety of relevant websites. H: Guidance for Presentation IB3.6 includes extension activities. H: Activity AB3.12 Did humans and Neanderthals date? is an extension activity for fast workers, which develops students’ appreciation of uncertainty in explanations.

Activity AB3.12 (A)

B3.3.9

B3.3.10

B3.3.11

Homework

• Complete the Textbook questions from Section F.


a See: www.becominghuman.org

b There have been a number of recent, very good documentaries describing new evidence relating to human evolution. Short sections of these would be useful to show to students. In particular look for clips which illustrate the IaS statements (B3.3.11).

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B3 Life on Earth

Lesson 6 How did Darwin explain natural selection?

Aims: • develop understanding of how new explanations come to be developed, and then accepted

or rejected

• illustrate these ideas through Darwin’s explanation of natural selection


Textbook: Section C Notes

Start (15 minutes)

Presentation IB3.7 Developing explanations has three newspaper headlines and a few lines of text. Use these to review some ideas of data and explanation, which are shown by the stories.

Alternatively use contemporary headlines from local papers. These need not all be scientific stories.

(Note: a)


Main (20 minutes)

2 Use Activity AB3.13 Explanations for change to compare different explanations put forward in the 19th century to account for observations of changes in species.

The observations posed puzzles for the scientists.

Each scientist (Lamarck, Cuvier, Darwin) suggested a different explanation.

3 Read Textbook Section C following the story of Darwin’s explanation of natural selection. (Note: b)


End (25 minutes)

Build up bullet point notes to summarize key points of the IaS statements illustrated through the story of natural selection.


F/H: There is an optional extension activity to Activity AB3.13 Explanations for change to help students distinguish between data and explanation.

H: Presentation IB3.8 The Oxford debate and Activity AB3.14 The Oxford debate are suitable for use with some students to illustrate arguments against Darwin’s theory of natural selection.

Presentation IB3.8 Activity AB3.14 (A)

B3.2.1

Homework

• Complete the questions from Textbook Section C.


a You may have suitable video material which is useful to show here, illustrating imagination and creativity in developing an explanation (in any scientific context).

b Not all students will accept the explanation of natural selection. At the beginning of the lesson you will want to reassure them that their viewpoint is not being set aside. As natural selection has been a very controversial explanation, it is a useful context for exploring the IaS in this lesson.

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B3 Life on Earth

Lesson 7 More evidence for natural selection

Aims:

• use students’ knowledge and understanding of genetics to provide further evidence supporting natural selection

• explain simply how mutations may be produced

• explain that new species result from a combination of factors

Resources Spec. Suggested programme (Higher) (Note: a)

Textbook: Section C Notes

Start (15 minutes)

Use the Textbook Section C to outline the key flaws in Darwin’s explanation. (Note: b)

Main (25 minutes)

1 Read Textbook Section C (last spread) to introduce Mendel, and the social conditions in which he worked.

Science historians argue that Mendel may have begun his work in order to disprove Darwin’s explanation, although his work was not particularly supported by his church.

2 If you have suitable video material or ICT simulation this could be used to further illustrate Mendel’s work.

Alternatively, if time is available, use Activity AB3.15 Mendel which describes speculation that Mendel may not have reported all his results. Discuss why scientists think it is important to report all findings from an experiment.

(Note: c)

3 Use Presentation IB3.9 Mutations and/or Textbook Section C (last page) to introduce how mutations are formed and why they may affect an organism.

Students should interact with the Presentation IB3.9 to complete and sequence the story of Warfarin resistance in rats.

Activity AB3.15 (A)

Presentation IB3.9

End (20 minutes)

1 Draw together factors which can combine to produce a new species (mutation, environmental change, natural selection).

2 Complete the questions from Textbook Section C.


F: See: (Note: a)

H: Activity AB3.16 Sickle cell – a deadly advantage draws together students’ understanding of genetics and natural selection, although students are not required to recall any information about sickle cell for this specification. (Note that this topic is covered in the further material for GCSE Biology.)


B3.1.10

B3.1.11

B3.1.12

B3.1.13

Homework


a The specification statements covered in this lesson are H Tier only. It is suggested that F Tier students spend an additional lesson consolidating concepts introduced in Lesson 4.

b Darwin himself recognized the flaws in his explanation of natural selection. For the process to work, information about how to develop must be passed on from one generation to the next; variation has to be produced in the population. Darwin could not explain how either of these things could happen. Later scientists found new data (knowledge of genetics) that accounted for these apparent flaws, thus further strengthening scientific acceptance of natural selection.

c Activity AB3.15 Mendel could simply be presented as an OHT discussion.

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B3 Life on Earth

Lesson 8 Why are some species at risk of extinction?

Aims: • revise students’ understanding of food webs from KS3

• develop understanding of factors which can endanger a species, possibly resulting in extinction


Textbook: Section G Notes

Start (10 minutes)

1 a Use images from the World Wildlife Fund website www.worldlife.org to distinguish between extinct and endangered. b Alternatively use the Textbook Section G.

Main (35 minutes)

1 Using the first spread of Textbook Section G, students complete Activity AB3.17 What causes extinction? to summarize changes which may cause extinction of a species.

2 Use one or both of these activities to illustrate examples of endangered species. (Note: a)

Activity AB3.18 New face on the block shows how the introduction of a new species in a habitat, e.g. mink to the UK, may put some species at risk.

Presentation IB3.10 Are environmental changes putting species at risk? shows how change in environmental conditions, e.g. climate change, may put some species at risk.




End (15 minutes)

Discuss selected questions from Textbook Section G to consolidate understanding.

Differentiation/Extension H: The extension section of Activity AB3.18 (sheets 2 and 3) extends discussion to consider ethical decision-making in the context of releasing farmed mink into the wild. F: Activity AB3.19 Eco-column is very useful for students who require more reinforcement of KS3 ideas about food webs. If the Eco-column is to be set up as a demonstration rather than a class practical, it is better part-set up in advance.


B3.4.1

B3.4.2

B3.4.3

B3.4.4

Homework

• Complete any remaining Textbook questions.


a Both activities require access to the Internet. Alternatively, each group could be given pages printed from the relevant websites, or Presentation IB3.10 Are environmental changes putting species at risk? could be amended to include extracts from the relevant pages.

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B3

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B3 Life on Earth

Lesson 9 What’s on our doorstep?

Aims: • observe species in local environments

• collect data on species distribution


Textbook Section G Notes

Start (10 minutes)

1 Recap some of the endangered species discussed last lesson.

Explain that long-term monitoring is needed to decide if a species is endangered.

2 Ask students how they could measure species in their local environment.

Discuss techniques of counting individuals, measuring percentage coverage, random sampling, etc.

Main (40 minutes)

Use Activity AB3.20 Local habitats, or your school/college alternative, to collect fieldwork data. (Note: a)


End (10 minutes)

Reflect on the data collected so far.

• Ask students if they think different/more data is needed to improve accuracy or reliability.


F/H: The techniques used and amount of data collected should be appropriate to students’ abilities.

B3.4.1

B3.4.2

B3.4.3

B3.4.4

Homework

• Research key facts about any one species found in the local habitat.


a The activity you select for fieldwork will depend on your class size, location of school, and local or school regulations regarding such activities. Several alternatives are suggested on three sheets in the Guidance, but you may well have established fieldwork activities in your school/college. Students may be surprised at the amount of variety of species presented in even the smallest of school grounds. The Field Studies Council has a network of education centres providing fieldwork experiences for students and training for teachers: www.field-studies-council.org

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B3 Life on Earth

Lesson 10 What’s on our doorstep?

Aims:

• interpret and evaluate data on species’ distribution

• introduce the term biodiversity and relate it to students’ data



Start (15 minutes)

Pool class data if appropriate.

Main (25 minutes)

Use Activity AB3.20 Local habitats, or your school/college alternative activity, to support interpretation and evaluation of data.


End (20 minutes)

1 Use the last page of Textbook Section G to introduce the term ‘biodiversity’.

2 Make brief notes to define biodiversity, and apply it to the fieldwork data students have collected.


F/H: The interpretation of data should be appropriate to students’ abilities.

B3.4.1

B3.4.2

B3.4.3

B3.4.4

Homework

• Complete interpretation and evaluation of fieldwork data.


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B3

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B3 Life on Earth

Lesson 11 Is biodiversity really important?

Aims: • explain how human activity can threaten biodiversity, both directly and indirectly, by causing

extinction of species

• review what students understand by ‘sustainability’

• explain how maintaining biodiversity is part of sustainability



Start (20 minutes)

1 Use Video IB3.11 Biodiversity to illustrate different global habitats and a few of their species.

2 Use the second spread of Textbook Section G to explain how human activity can cause extinction directly or indirectly.

Complete questions to record examples of species affected.

Video IB3.11

Main (35 minutes)

1 In Activity AB3.21 Ecological footprint students calculate their own ‘ecological footprint’ to determine their personal impact on the environment.

Then ask students to make three small changes to their footprint, and re-calculate their impact. Students record the changes in a table, and explain the impact of each one.

2 Recap students’ understanding of ‘sustainability’ from previous modules, then develop as appropriate. For example:

Show the first four slides of Presentation IB3.12 Sustainability, and note down key points from slides 3 and 4.

Use Presentation IB3.12 Sustainability to illustrate biodiversity as one aspect of sustainability, together with economic and social factors.

Complete Activity AB3.22 Sustainability to record key points illustrated in Presentation IB3.12.

Activity AB3.21 (G)

Presentation IB3.12

Activity AB3.22 (A)

End (5 minutes)

Introduce Activity AB3.23 Biodiversity in danger in advance of the next lesson.


Differentiation/Extension F: Consider which groups to give particular cases to for Activity AB3. 23 Biodiversity in danger. The literacy demands vary.

H: Activity AB3.24 Biodiversity is an extension research activity for some students.


B3.4.5

B3.4.6

B3.4.7

Homework • Research preparation for Activity AB3.23 Biodiversity in danger in next lesson.


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B3 Life on Earth

Lesson 12 Sustainability

Aims: • consolidate understanding of biodiversity and sustainability

• develop critical approach to selection of data



Start (10 minutes)

For Activity AB3.23 Biodiversity in danger brainstorm with students generic questions which the minister could want answered during the briefing.


Main (40 minutes)

1 Students use these questions to structure the information they gathered for homework onto record cards, sticky notes, or small pieces of paper.

2 Students research additional information needed for their briefing.

3 Arrange students in pairs and ask them to brief each other on their cases.

Alternatively students could stick their information cards onto poster paper, using the briefing questions as headings. Give students time to look at each other’s cases. If you use this approach, ask students to illustrate their cases with a photograph from the Internet.

End (10 minutes)

Build up bullet point notes to summarize the Specification statements for this lesson.


F: It may be more appropriate for students to work in pairs to research and structure their information.

B3.4.7

B3.4.8

Homework


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B3

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B3 Life on Earth

Cover lesson A Survival and extinction

Aims: • review students KS3 knowledge and understanding of the interdependence of organisms

• introduce the concept of biodiversity



Start (15 minutes)

Show either, clips from Video IB3.11 Biodiversity, or other appropriate video material to illustrate different habitats on Earth. (Note: a)

Students should jot down notes about how different organisms are suited (adapted) to survive in particular habitats.

Video IB 3.11

Main (25 minutes)

1 Using notes from the video, and any available text resources, students make bullet notes and/or annotated diagrams to describe how one or more organisms are adapted to survive.

2 Read the first spread of Textbook Section G and complete the questions.

End (20 minutes)

Use the second spread of Textbook Section G to complete Activity AB3.25 Are humans to blame for extinction?

Activity AB3.25 (A)


The level of detail expected for students’ analysis of adaptations should be appropriate to their ability.

B3.4.1

B3.4.2

B3.4.3

Homework

• Complete any remaining Textbook questions.


a Inform the class teacher if Video IB3.11 Biodiversity is used in this lesson. There is a range of material to select from.

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B3 Life on Earth

Cover lesson B Darwin’s big idea!

Aims: • review students’ understanding of natural selection

• consolidate understanding of IaS3 Developing explanations


Textbook: Sections A – C Notes

Start (20 minutes)

If available, show a short section of school/college video material describing variation and introducing evolution, and/or read Textbook Section A and complete any questions remaining from previous lessons. (Note: a)

Main (20 minutes)

Use the Textbook Sections A and C to complete Activity AB3.26 What was Darwin’s big idea?

Activity AB3.26 (A)

End (20 minutes)

Complete Activity AB3.27 Why did many people disagree with Darwin? (F and H) and Activity AB3.28 Why did Darwin’s ideas get accepted? (H only).

Use Textbook Section C to support these activities.

Activity AB3.27 (A) Activity AB3.28 (A)


F/H: The Textbook references on AB3.26 are for F/H. Either amend the sheet before copying, or ask students to write down the appropriate page numbers before starting the activity.

F: Students do not need to recall concepts explored in Activity AB3.28 Why did Darwin’s ideas get accepted?

B3.1.1

B3.1.3

B3.1.6

B3.1.7

B3.1.8

B3.2.1

Homework

Complete the relevant Workbook exercise (if not completed in an earlier lesson).

a Textbook questions/Workbook exercise may have been completed in an earlier lesson for homework.

Documents

Variety of life Lesson 1 - Wikispacesswallowhillresources.wikispaces.com/file/view/B3+LESSON...Activity AB3.1 (A G) B3.1.1 B3.1.3 B3.1.8 B3.2.1 (part) End (15 minutes) Use Activity