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MAKING SENSE OF THE LIVING WORLD: LEVEL 8

ACHIEVEMENT OBJECTIVES

Students can
  1. and
  2. carry out an extended investigation, involving a range of techniques, and originating from their own interests, into some aspect of, or issue related to, the Living World;
  3. investigate and describe the diversity of scientific thought on the origins of humans;
  4. make informed judgments involving the social, ethical, and moral considerations relating to contemporary biotechnological issues, e.g., birth-related technologies, genetic engineering.

    Note: Teachers should recognise the opportunity for students to take an integrated approach to achieving objectives 1 and 2 by combining their learning from this and other contextual learning strands in a single investigation. This approach could reduce the number of extended investigations students would carry out.

SAMPLE LEARNING CONTEXTS

  • Genetic engineering
  • Evolution
  • Survival
  • Agriculture
  • Kiwi
  • Research scientists
  • The Origin of Species
  • The Great Rift Valley
  • Food processing

POSSIBLE LEARNING EXPERIENCES

Students could be learning by:

  • investigating the changing starch/sugar concentrations in germinating monocotyledonous seeds;
  • investigating the presence of E. coli bacteria in the gut of shellfish from differently polluted areas of a harbour;
  • investigating the effects of water availability on the growth of lupins, and exploring possible links between their findings and the distribution of lupins in a local habitat;
  • investigating the diurnal and territorial behaviour of hedgehogs on a golf course;
  • investigating a possible relationship between mating patterns of earthworms and prevailing soil and atmospheric conditions at a variety of sites;
  • investigating the biological and chemical processes involved in the fixation of nitrogen by legumes;
  • carrying out an integrated biological, physical, and chemical study of the relative efficiency of walking compared with running, in humans;
  • holding a debate about evolution and critically evaluating the theories relating to this biological issue;
  • investigating Jane Goodall's research into the behaviour of chimpanzees to find out about the life-style of a great ape;
  • presenting a seminar about the discovery and suggested lifestyle of Australopithecus africanis to develop an awareness of its significance in current theories about human evolution;
  • drawing a time line to show the development of the use of tools by people;
  • researching the ethical implications of a current biotechnological issue, e.g., genetic engineering, reproductive technology, cancer research, HIV/AIDS.

ASSESSMENT EXAMPLES

Teachers and students could assess the students':

  • ability to design, carry out research, interpret data, and reach conclusions, when the students determine the effect of heat on the successful germination of heat-tolerant plants;
  • ability to select appropriate information and present it in an interesting way, when the students present seminars which explore the current theories about evolution;
  • understanding of the significance of tool technology to human cultural evolution, when the students prepare and discuss an illustrated time line about the development of the use of tools by humans;
  • ability to collect appropriate background information and to present a logical argument which takes into account ethical, moral, and social considerations, when the students present an essay about a current biotechnological issue.

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