Environments+through+time+unit+planner

fossil evidence of different life forms and the range of fossil types || * Students gather and process information from secondary sources to draw up a timeline to compare the relative lengths of the Hadean, Archaean, Proterozoic and Phanerozoic eons [|Ash fall preserves earths early animals] || [|Geologic Time Scale] - Berkeley University [|How Fossils form] Discovering fossils UK [|Fossils] Government of Western Australia department of mines and petroleum || and examine the fossil evidence of cyanobacteria in Australia || Page 75-76 text book. Following is excellent summary Stable carbon 12 isotopes evidence for the first presence of life Stromatolite, Shark Bay WA Powerpoint You Tube[|Ancient Stromatolite Fossils] || gather, analyse and present information from secondary sourceson the habitat of modern stromatolites and u**se available evidence** to propose possible reasons for their reduced abundance and distribution in comparison with ancient stromatolites [|Modern and ancient stromatolites] [|Stromatolites of Shark Bay Western Australia] [|Stromatolites] Wikipedia [|Stromatolites of Western Australia] Government of Western Australia department of mines and petroleum [|Stromatolites] good article about modern stromatolites of WA Extension [|Stromatolites the oldest fossils]. good article that explains how stromatolites can be used to tell us about early life. Warrawoona Group in Western Australia - a scientific dispute || in the deposition of a Banded Iron Formation (BIF) || * Gather and analyse information from secondary sources to **explain** the significance of the Banded Iron Formations as evidence of life in primitive oceans || [|Banded Iron Formations] Geology Good simple explanation of processes involved with the [|formation of Banded Iron Formations] || concentrations and the development of the ozone layer to **identify** the major era subdivisions used to describe the Phanerozoic and **describe** the general differences in life forms in each era || **Introduction to Ozone** - from LEARN: Atmospheric Science Explorers (LEARN)[] [] [|600 Million years - Geologic time periods] || stratigraphic sequence and describe any fossils found in this sequence [|Fossils of the Ediacara Hills, Adelaide] Go to this site [|relative and absolute dating] distingish between relative and absolute || [|Virtual dating] - interactive site where you can find the absolute age of rocks using radioisotopes [|Ediacaran study shakes tree of life] || would have given these life-forms in comparison with the soft-bodied Ediacara metazoans of the late Proterozoic, in terms of predation, protection and defence and photographs to examine the changes in life forms that occurred during what is commonly referred to as the ‘Cambrian event’ __You Tube Clips of life during the Cambrian event__ [|The Cambrian Sea] [|Anomalocaris] [|Opabinia] [|Hallucigenia] interesting short documentary about the Cambrian It is a bit anti Darwinism. You make up your mind [|Pt 1] about 8mins [|Pt 2] about 3 mins [|Cambrian predator had killer eyes] - Article from ABC Science [|Prehistoric Time Line - National Geographic] [|Geologic time line] - good site for dates of major events Geologic Time Line Picture - Great for the Visual learner || Tuesday 5th March [|Skeletons in Pre-Cambrian Closet] __ The Cambrian explosion __Earth Sciences, University of Bristol, UK [|Burgess Shale]
 * Week || Syllabus Content || How Students Learn task/activity/ experiments || Resources / Homework ||
 * 2 || **1) Evidence from early Earth indicates the first life forms**
 * survived in** **changing habitats during the Archean and Proterozoic eons**
 * **identify** that geological time is divided into eons on the basis of
 * **examin**e and **explain** processes involved in fossil formation
 * Students activity of using index fossils to date different rock
 * || * **outline**stable isotope evidence for the first presence of life in 3.8 billion year-old rocks
 * **define** cyanobacteria as simple photosynthetic organisms
 * Practical activity: Importance of stromatolites page 82 text book**
 * due Tuesday 21st Feb**
 * 4 || * **outline** the processes and environmental conditions involved
 * 5 || **2) The environment of the** **Phanerozoic eon**
 * **outline**the chemical relationship between ozone and oxygen
 * **explain** the relationship between changes in oxygen
 * **describe** the role of ozone in filtering ultraviolet radiation and the importance of this for life that developed during the Phanerozoic || Students analyse information from secondary sources
 * Geological Time Machine** - from Museum of Paleontology, University of California Berkeley
 * 6 || **3) The Cambrian event**
 * **interpret**the relative age of a fossil from a stratigraphic sequence
 * distinguish between relative and absolute dating
 * compare** uses of relative and absolute dating methods in determining sequences in the evolution of life forms
 * process information to examine at least one example of a
 * || [|How do geologists now how old rocks are?]
 * Ediacaran images** - black and white diagrams from The Society for the Study of the Origin and Evolution of Life, Japan []
 * 7 || * **discuss**the possible importance of the development of hardened body parts in explaining the apparent explosion of life in the Cambrian period
 * **deduce** possible advantages that hard shells and armouring
 * Exploiting new environments**
 * Outline the theory of evolution by natural selection
 * [|Theory of evolution by natural selection]
 * Outline evidence that present-day organisms have developed from different organisms in the distant past
 * Powerpoint[[file:Evidence of Evolution (EES).pptx]]
 * Summarise the main evolutionary changes resulting from the selection of living things exhibiting features that allowed them to survive in terrestrial environment || * use available evidence, including computer simulations, models
 * gather and analyse information from a geological time scale and secondary sources to identify and date the major evolutionary advances made by plants and animals

- Good article

Homework Due Monday 11th March || [|Climate change sparks rise of the lizards] || ** Life moves onto dry land ** [|Permian prime suspects] What caused the Permian mass extinction || * Gather, analyse and present information from secondary sources to compare two different concepts used to explain mass extinction events || [|Mass Extinctions of the Phanerozoic] [|What triggers Mass Extinctions] [|Mega Eruption Causes Mass Extinction] ABC – Death of the Megafauna Australian Museum: Australia’s extinct animals [|Mega fauna collapse led to mega changes] Good recent article from ABC science [|Dinnertime at Cuddie springs: Hunting and Butchering the Megafauna] (Judith Furby) Article that suggest it was climate change that wiped out the megafauna. ||
 * 8 || * Outline the major steps in the expansion to the terrestrial environments by land plants, amphibians and reptiles
 * Identify the advantages the terrestrial environment offered the first land plants and animals || * Gather information from secondary sources to summarise the features and distribution of some of the first land plants, amphibians and reptiles.
 * Gather information from secondary sources to compare the diversity and numbers of organisms from a fossil site.
 * Quadrupedal amphibians invade the land[[file:Quadrupedal-amphibians-invade-the-land.doc]] **
 * How plants conquered the land **Hans' Paleobotany Pages, Ellecom, The Netherlands ||
 * 9 || * Compare models of explosive and gradual adaptations and radiations of new genera and species following mass extinction events
 * Distinguish between mass extinctions and smaller extinctions
 * Explain the recent extinction of the marsupial, bird and reptile megafauna in Australia, as an example of smaller extinction events involving several large species.
 * Compare these smaller extinction events with widespread ‘catastrophic’ events in which entire ecosystems collapse with the extinction of many entire classes and orders
 * Assess a variety of hypotheses proposed for the mass extinctions at the end of the Permian and at the end of the Cretaceous
 * Gather information from secondary sources and use available evidence to identify the relationship between mass extinctions and the divisions of the geological time scale
 * Analyse information from secondary sources on at least two different hypotheses used to explain the extinction of the megafauna
 * 10 ||  ||   ||   ||