SHS3 Biology · Semester 1 Week 14: Cell Structure and Functions

Lesson notes

Learning Objectives

Indicator: 3.2.1.LI.1 - Describe various evidence of the processes of evolution and the factors affecting them.

By the end of the lesson, learners can:

Define evolution and distinguish between the main sources of evidence that support it, including fossil records, comparative anatomy, comparative embryology, and geographical distribution.
Compare and contrast homologous and analogous structures, giving at least one example of each from the animal kingdom.
Explain how the geographical distribution of species, such as the unique fauna of Madagascar or the Galapagos Islands, provides evidence for evolution.
Analyse how factors such as natural selection, genetic drift, mutation, and migration affect the process of evolution in nature.
Evaluate the strengths and limitations of each type of evidence for evolution, justifying which lines of evidence are most convincing.

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Curriculum details

Strand: Life in the Fundamental Unit (Strand 2)
Sub-strand: Cell Structure and Functions (2.1)
Content standard: 3.2.1.CS.4 - Demonstrate knowledge and understanding of evolution and factors leading to its occurrence in nature. 3.2.2.LO.1 Explain key terms in Genetics and their applications. 3.2.1.LO.2 Relate Mendel's laws and concepts of inheritance to human blood groups and their importance. 3.2.1.LO.3 Explain the concept of variation, its causes, processes, and consequences in life. 3.2.1.LO.4 Explain evolution and the factors leading to its occurrence in nature. 3.2.1.LO.5 Explain the cell cycle, cell division, and their relevance in living things.
Indicator: 3.2.1.LI.1 - Describe various evidence of the processes of evolution and the factors affecting them.
Suggested placement: Semester 1, Week 14 (Week 14 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 100

Exemplars (from the NaCCA curriculum)

Group/Individual-Based Project Learn: individually, learners collect pictures/videos/documentaries on different sources of evidence of evolution (such as fossil records, comparative anatomy, comparative embryology, geographical distribution, etc.) and study them. In mixed-ability, all-inclusive groups, learners brainstorm their findings, write and present group reports. These ensure that learners learn from one another and appreciate the efforts of each member in group discussions.
Talk for Learning Approach: learners in mixed-ability groups discuss the unique features of the forms of evidence of evolution and create group posters for class discussions: learners become inquisitive in explaining charts and posters. Learners acknowledge the strength of each member and offer required psychological and emotional support to achieve group goals.
Teaching and Learning Materials:
- * Simulations * Photos
- * Textbooks and posters on evolution of.
- and factors/ evidence
Assessment (3.2.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.