Life+on+Earth

= 4/6/2012 = Students to complete title page and KWHL. Students to then stick in the following information.
 * Life on Earth SST list
 * First Syllabus Module.

Today's Syllabus Dot Points.

 * **Identify the relationship between the conditions on early Earth and the origin of organic molecules.**
 * How did the Earth begin?
 * What needed to happen in order for life to originate on earth
 * Learning prep: Students to timeline the life on earth using page 203 of the textbook**.

= 6/6/2012 = Recap last lesson Check l/p

Today's syllabus dot points.
=== **It is important to remember that before we look at the way life has evolved we need to look at how chemicals have evolved so we can clearly see the transition from inorganic (nonliving) to organic (living) molecules.** ===
 * **Discuss the implications of the existence of organic molecules in the cosmos for the origin of life on earth.**
 * What are all living things made up of?
 * Why is this so important with relation to the way humans have evolved and the environment on early earth?
 * **Describe two scientific theories relating to the evolution of chemicals of life and discuss their significance in understanding the origin of life.**
 * Panpermian vs chemosynthetic theory.
 * Students to read through the following handout and hilight important points.
 * Students to summarise each of the theories relating to the evolution of chemicals using pages 156 and 157 of the textbook.
 * Describe the Urey/Miller experiment.
 * Learning Prep:** Students to complete summary.

= 7/6/2012 = Recap last lesson Check l/p

Today's Syllabus Dot Points.
==
 * **Discuss the significance of the Urey/Miller experiments in the debate on the composition of the early atmosphere.**
 * Students to recall the gasses and molecules that made up early earth.
 * Identify as anoxic.
 * Students to draw the following diagram of the Urey Miller Experiment.
 * Class Discussion: How does it mimmic the conditions on early Earth and help to prove chemosynthetic origins?

= 12/6/2012 =

Today's Syllabus Dot point
Students to research and present the information above in the form of a PowerPoint or keynote presentation. This is to be placed on the wiki.
 * **Gather information fromsecondary sources to describe the experiments of Urey and Miller and use the available evidence to analyse the:**
 * **Reasons f****or the experiments**
 * **Results of the experiment**
 * **Importance of their experiments in illustrating the nature and practice of science (validity,reliability, fair testing, was the equipment used correct?)**
 * **Contribution to the hypothesis about the origin of life.**
 * Learning prep:** Students to practice their presentation as they will be presenting tomorrow.

= 18/7/2012-20/7/2012 =

Today's Syllabus Dot Point.
Heading in book classification: Students to summarise information on page 192 (stuff under the heading "The need to classify") Students to read page 193 and answer the following questions: 1. What criteria do scientists use to classify organisms? 2. Why do they use this criteria? List the advantages. Class discussion: The various Keys (Take notes as we go)
 * **Explain the need for scientists to classify organisms.**
 * **Describe the selection criteria used in different classification systems and discuss the advantages and disadvantages of each system.**

= 23/7/2012 =

Today's Syllabus Dot Point

 * **Perfrorm a first hand investigation and gather information to construct and use simple dichotomous keys.**
 * Recap last lesson
 * Ckeck l/p (summary and lesson outline)
 * Using the pasta provided students are create a dichotomous key.
 * **Describe the selection criteria used in different classification systems and discuss the advantages and disadvantages of each system.**
 * Students are to read highlight and summarise the information on the worksheet provided and place into a table outlining what is separated advantages and disadvantages.

= 24/7/2012 =

Today's Syllabus Dot Point

 * **Explain how levels of organisation in a hierarchal system assist classification.**
 * Students to draw and analyse what is happening in the following diagram in terms of the following.
 * Similarity of the organisms
 * Number of organisms
 * Why would this assist taxonomists to classify organisms?
 * **Describe the main features of the binomial system in naming organisms and relate these to the concepts of genus and species.**
 * What is the binomial system? (Students to break down the word binomial)
 * Where do these two names come from?
 * Students to find any 10 organisms and record their binomial name.
 * Complete questions 1-6 page 199 in full sentences.


 * __//Learning Prep://__** Students to complete summary and answer the following: Why is it difficult to classify extinct organisms?

= 25/7/2012 = Recap last lesson Check l/p (discuss learning preparation questions and mark)

Today's Syllabus Dot Point:
Learning Prep: Students to complete questions and lesson summary.
 * **Identify and discuss the difficulties experienced in classifying extinct organisms.**
 * Students to brainstorm these difficulties as a class.
 * For each difficulty students to provide a reason why they think it may be the case.
 * **Discuss using examples the impact of changes in technology on the development and revision of biological classification systems.**
 * Students to highlight and summarise the information sheet provided and complete the questions below.
 * Describe how two technological advances have led to changes in classification.
 * Discuss the advantages and disadvantages of the impact of technology on the classification system.
 * Using all the information gathered over the last week students to complete the following examination style question:
 * **(5marks)** **Explain how classification of organisms can assist in developing an understanding of present and past life on earth.**

= 30/7/2012 =

Todays Agenda
Bookwork criteria in book Complete Life on Earth benchmark quiz, mark and record. Discuss Assessment task 1.