The Assignment- Module 8.5- Evolution of Australian Biota.
Research, Process and Present Secondary Sources Information.
THE ASSIGNMENT
Working in a group of three (maximum) to:
· select an Australian species (e.g. the platypus, the koala, the Wollemi pine)
· research valid and reliable secondary sources and document appropriately these sources in an annotated bibliography
· prepare and present a visual summary (e.g. a flowchart, mind map, power point presentation) of the changes in understanding of the species over 200 years. This may include changes in the understanding of:
- Distribution, abundance and threats to survival
- Anatomy, physiology (i.e. structure and function), reproduction and classification
- Fossil record, genome and evolution
Working as an individual:
Document the processes of your research including:
· how you ensured secondary sources were valid and reliable
· an evaluation of your group and individual processes
THE MARKING SCHEME
This is a team task. There will be two components of the final mark awarded:
- The visually-presented, concise product and annotated bibliography- worth 80%- handed in as a team with all team members achieving the same result.
- The Process Learning Log worth 20%- handed in as an individual and marked individually.
Team Task- the product
Criteria / Band· Current understanding of the classification, genome, reproduction, adaptations, distribution, abundance, fossil records including evidence of evolution and evidence for changes in distribution and abundance accurately and concisely conveyed about an Australian species.
· Early ideas on classification, reproduction, adaptations, distribution, abundance outlined.
· The sequence of events, debates, processes and technologies involved in revision of earlier understandings leading to current understandings accurately and briefly conveyed.
· Clear and accurate visual communication using appropriate biological terms.
· All internet and paper-based resources appropriately selected, evaluated and acknowledged (e.g. an annotated bibliography) / 6
· Current understanding of most of the following: classification, genome, reproduction, adaptations, distribution, abundance, fossil records including evidence of evolution and evidence for changes in distribution and abundance conveyed about an Australian species.
· Early ideas on classification, reproduction, adaptations, distribution, abundance identified.
· Several aspects in sequence of events, debates, processes and technologies involved in revision of earlier understandings leading to current understandings accurately and briefly conveyed.
· Clear visual communication using some appropriate biological terms.
· Some internet and paper-based resources appropriately selected and acknowledged (e.g. an annotated bibliography) / 5
· Current understanding of some of the following the classification, genome, reproduction, adaptations, distribution, abundance, fossil records including evidence of evolution and evidence for changes in distribution and abundance conveyed about an Australian species.
· Early ideas on classification and reproduction or adaptations or distribution and abundance identified.
· One aspect in sequence of events, debates, processes and technologies involved in revision of earlier understandings leading to current understandings accurately and briefly conveyed.
· Clear communication using some biological terms.
· Some internet or paper-based resources appropriately selected and acknowledged / 4
· Current understanding of the classification, genome and reproduction, or adaptations, distribution and abundance or fossil records including evidence of evolution, evidence for changes in distribution and abundance conveyed about an Australian species.
· Early ideas on classification and reproduction or adaptations or distribution and abundance identified.
· One aspect in sequence of events, debates, processes and technologies involved in revision of earlier understandings leading to current understandings accurately and briefly conveyed.
· Clear communication.
· Some internet or paper-based resources selected / 3
· Current understanding of the classification, genome and reproduction, OR adaptations, distribution and abundance OR fossil records including evidence of evolution, OR evidence for changes in distribution and abundance conveyed about an Australian species.
OR
· Early ideas on classification and reproduction or adaptations or distribution and abundance identified.
· One aspect in sequence of events, debates, processes and technologies involved in revision of earlier understandings leading to current understandings accurately and briefly conveyed.
AND
· Some internet or paper-based resources selected / 2
· Current understanding of either the classification, genome and reproduction, or adaptations, distribution and abundance or fossil records including evidence of evolution, evidence for changes in distribution and abundance conveyed about an Australian species.
OR
· Early ideas on classification and reproduction or adaptations or distribution and abundance identified.
OR
· One aspect in sequence of events, debates, processes and technologies involved in revision of earlier understandings leading to current understandings accurately and briefly conveyed.
AND
· An internet or paper-based resource selected / 1
Individual Task- the Learning Process Log
Criteria / Band· Collaborative decision–making processes identified and evaluated
· Sequence of research and processing of information reflects high levels of skills in the information process and evaluation of resources
· Evidence of on-going reflection on the collaborative processes and product
· Evidence of good time management / 6
· Collaborative decision–making processes identified
· Sequence of research and processing of information reflects some knowledge of the information process
· Evidence of reflection on the collaborative processes or product
· Evidence of time management / 5
· Collaborative decision–making processes identified
· Sequence of research and processing of information reflects some aspects of the information process
· Evidence of reflection on the collaborative processes or product / 4
· Collaborative decision–making processes identified
· Sequence of research and processing of information reflects some aspects of the information process / 3
· Decision–making processes identified
· Some evidence of a sequence of research and processing of information / 2
· Some evidence of a sequence of research and processing of information / 1