A few quick questions on the evidence for evolution, how new species form and die out, and evolution happening now. Taught in class; use this to check yourself.
Whales have finger bones. Bacteria shrug off drugs. What do they have in common?
Your teacher covers the evidence and the examples in class. These questions check the basics of how natural selection explains the past and the present.
Make your prediction first. Help opens once you've locked it in.
Is it evidence for evolution?
Match each line of evidence to what it shows.
A self-test on the lines of evidence for evolution, speciation and extinction, and evolution in present populations (AC9S10U02, nodes 3, 4 and 5, taught in class; node 3 a hinge). About 16 minutes.
Open the teacher guide: answers, solutions, slides and a worksheet.
A Quick check: a few questions on what students should know for AC9S10U02 nodes 3, 4 and 5, which you teach in class. It has no board, no clip and no new teaching, and it is optional, so it never holds up course completion. Set the width with ?width=minimum, typical (default) or wider.
Use it as a self-test after your teaching, a starter, or revision. Variation and natural selection are on screen (nodes 1 and 2). Evidence and the extended examples are for class; fossils, models and case studies work best in hand. Check your school's approach to teaching evolution and present it as the scientific theory with its evidence.
Using selection, not need or effort. When a student says bacteria adapt to survive, ask whether individual bacteria change or whether some were already different.
Stretch: Choose a current example (cane toads, finches, rock pocket mice). What is the selection pressure, and what has changed in the population?
Support: Give a story sequence on cards to order: variation, pressure, survival, reproduction, change.
Back in class: a selection simulation; a case study on antibiotic resistance and why courses should be completed.