Surviving the Change

Overview

Lesson Duration: 50 minutes
Year Level: Year 11
Subject: Science – Biology
Curriculum Focus: Stage 6 NESA Syllabus, Biology
Module: Module 3 – Biological Diversity
Inquiry Question: What effect can the environment have on organisms?

---

Australian Curriculum Alignment

Syllabus Outcome:

BIO11-10 analyses ecosystem dynamics and the interrelationships of organisms within the ecosystem.

Content Focus:
Prediction of the effects of selection pressures on the gene pool and survival of a species, including:

• Biotic and abiotic pressures (natural selection)
• Changes to population size
• Genetic variability and biodiversity
• Understanding of selective advantage

General Capabilities Integrated:

• Literacy: Comprehension of scientific vocabulary, analysis of data and scientific texts
• Critical and Creative Thinking: Evaluating the influence of selection pressures on populations
• Ethical Understanding: Exploring human impact as a selection pressure

---

Learning Intentions

By the end of this lesson, students will:

1. Identify and define the term ‘selection pressure’.
2. Explain how biotic and abiotic factors act as selection pressures.
3. Use scientific vocabulary to describe changes in populations over time.
4. Analyse how these pressures influence survival and reproductive success.
5. Predict outcomes in hypothetical evolutionary scenarios using evidence-based reasoning.

---

Success Criteria

Students will demonstrate understanding by:

✔ Explaining the effects of selection pressures using key terminology
✔ Collaborating to analyse evolutionary case studies
✔ Writing a response that predicts outcomes based on outlined pressures
✔ Using accurate scientific language and comparative analysis

---

Resources Required

• Whiteboard + markers
• Student Chromebooks or printed case studies
• “Peppered Moths” simulation cards
• A3 posters
• Selection Pressure Scenario Slips (teacher-prepared)
• Science vocabulary flashcards

---

Lesson Sequence (50 mins)

⏳ 0-5 min — Welcome & Learning Goals

• Begin with a question:

  “How do some species survive while others disappear forever?”

• Display today’s learning intentions on the board.

• Informally assess prior knowledge: “Who can recall what natural selection means?”

---

🧠 5–10 min — Vocabulary Sprint (Literacy Focus)

Activity: Scientific Charades — Vocabulary Round

• Split class into 4 groups.
• Use flashcards with terms: selection pressure, adaptation, fitness, variation, survival advantage
• Students act or describe terms without saying them directly.
• The group that guesses the most correctly wins a point towards the next competitive task.

Purpose: Build familiarity with terminology in a dynamic way.

---

🐦 10–25 min — Hook Activity: Peppered Moths Simulation

Context: Introduce the famous case of industrial melanism as an effect of environmental selection pressure.

How it Works:

• Each group receives “Environmental Context Cards” (pre-industrial vs industrial revolution England).
• Cards show moths of different appearances and changing environments.
• Students simulate predator decisions (e.g. which moths survive based on visibility).
• Tally results: which moths survive based on environmental change?

Literacy Focus: Use observational slips to record moth outcomes, using sentence starters:

• “The reason this moth survived is because...”
• “This demonstrates that the environment influences population by...”

Debrief: Class discussion — What selection pressures were involved?
What would happen over 100 generations?

---

🔬 25–35 min — Group Analysis: Scenario Challenge

Activity: Ecosystem Evolution Debate Boards

Each student group is given one of five real-world inspired case studies (e.g. pesticide resistance in insects, coral bleaching, antibiotic resistance in bacteria, climate change and polar bears, deforestation and koalas).

🟢 Task: Predict how these species will evolve due to present-day selection pressures.
Design a visual “Cause–Effect–Prediction” board that includes:

• The biotic/abiotic selection pressure
• Traits that may provide a selective advantage
• Predictions and justifications using correct biology vocabulary

Groups present their board in a gallery walk format—rotate to view and peer review with ‘Two Stars and a Wish’ sticky notes.

---

✍️ 35–45 min — Literacy Integration: Written Response Task

Individual mini-assessment:
Respond to this question in 100 words:

“Using an example of your choice, predict how a population might change if a specific selection pressure continues for 100 years. Justify your reasoning.”

Criteria:

• Scientific accuracy
• Use of 3 key vocabulary terms
• One real or hypothetical example
• Logical structure and sentence fluency

Teacher circulates to conference or support those needing literacy scaffolds (e.g. sentence stems or word banks).

---

✅ 45–50 min — Reflection & Exit Ticket

Think-Pair-Share Prompt:

• “Which selection pressure surprised you most today?”
• “How do humans act as selection pressures?”

Exit Ticket:
Write down one question they still have about evolution or selection pressures on an index card.

Collect posters and written responses.

---

Differentiation Strategies

• Use mixed-ability grouping during tasks
• Provide vocabulary scaffolds for EAL/D or lower-literacy students
• Challenge extension: Students create their own future selection scenario for a local species
• Visual learners supported with diagrams/pictorial scenarios
• Kinesthetic learners supported through simulation activity

---

Assessment for Learning (AfL)

• Observation during vocabulary sprint for baseline understanding
• Peppered Moth simulation response slips
• Written justification in case study prediction boards
• Exit ticket questions to inform next lesson
• Scaffolding success criteria in written analysis for literacy assessment

---

Teacher Reflection Prompt (Post-Lesson)

• Did students apply terminology accurately and confidently?
• Were students able to connect environmental change with evolutionary response?
• Which case study provoked the most discussion?
• Next steps: deeper dive into speciation or human-induced pressures

---

Extension or Homework (Optional)

Research and prepare a short oral explanation (2–3 minutes) of one example of artificial selection OR human-induced selection pressure in Australia—e.g. cane toads, feral cats, or GM crops.

Students submit a scientific glossary of 10 related terms used in their explanation.

---

Final Thoughts

This lesson balances conceptual depth with active learning, promotes scientific literacy, and embeds key skills from the NESA Biology curriculum. By combining competitive games, real-world data, discussion, and formal writing — it extends far beyond 'chalk and talk', making science meaningful and memorable for Year 11 students.