Teacher planning proforma
Topic: Evolution and Natural Selection
This task is performed by students near the end of the teaching unit but prior to any formal assessment task. Its purpose is to provide assessment for learning and clarify misconceptions the students may have developed during their study of the unit.
Context: Evolution and natural selection
This unit would typically be taught during year 10 or during the second semester of year 9.
Science 7-10 syllabus outcome:
Outcome 5.8: A student relates the structure and function of living things to models, theories and laws
5.8.3 the theory of evolution and natural selection
a) discuss evidence that present-day organisms have evolved from organisms in the distant past
b) relate natural selection to the theory of evolution
Software application used: Microsoft Word ‘Add Comment’ and ‘Highlighter’
Steps in the task
Highlight marking key
Relevant information well expressed
This is an in class task to assess your learning and understanding of the theory of evolution by the process of natural selection. You have 25 minutes to complete this task.
Respond to each of the following questions or statements.
1. Much of the material learned in science is described as a model, theory or law. The theory of evolution by the process of natural selection is such a case. Describe the features that identify when an idea is expressed as a theory rather than a model or law. If appropriate use the theory of evolution by natural selection to support your response.
2. Identify three pieces of evidence that support the theory of evolution by natural selection and describe how each piece of evidence supports the theory.
3. One of the keystone observations supporting the validity of the theory of evolution by natural selection was the diversity of species of finches on the Galapagos Islands. Describe the proposed mechanism by which evolution occurred that led to this species diversity.
Marked loosely using a SOLO criteria. No marks awarded as this task is an assessment for learning task.
1. Models, theories and laws
Defines a model, a theory, a law
Identifies the differences between the levels of support required for a model, theory, law
Links the level of data and observational support for the theory of evolution by natural selection to the concept of a theory
2. Support for evolution by natural selection
Identifies one, two or three valid pieces of support.
Weakly links one, two or three valid pieces of support directly to natural selection as a mechanism for evolution.
Clearly links one, two or three valid pieces of support directly to natural selection as a mechanism for evolution.
3. Galapagos finches
Identifies that there is a diverse range of separate species of finches that evolved from a common ancestor species
Recognises and describes the mechanism for evolution by natural selection
Recognises and describes the mechanism for evolution by natural selection and describes how this could reasonably be inferred to have led to speciation of finches on the Galapagos Islands.
Assessment for learning task
Evolution by natural selection
Students are to submit their response in as a