Year 10 Science · AC9S10U02

Evolution by Natural Selection

Understand how heritable variation and environmental pressures change populations across generations—and how independent evidence supports the theory of evolution

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Learning goalsSay it simply

Heritable variation, selection pressure and differential reproduction change populations over generations.

By the end of this lesson, you should be able to:

  • Populations contain heritable variation.
  • Selection pressures affect survival and reproductive success.
  • Fossils, anatomy, biogeography and molecular evidence support evolutionary theory.
Key conceptTeach from the board

Learning sequence: Identify variation → Apply selection pressure → Track reproduction → Evaluate evidence

Core teaching

  • Populations contain heritable variation.
  • Selection pressures affect survival and reproductive success.
  • Fossils, anatomy, biogeography and molecular evidence support evolutionary theory.

Key vocabulary and ideas

  • heritable variation
  • selection pressure
  • survival and reproduction
  • population change
  • multiple evidence lines
Worked examplesWe do

Worked examples

AC9S10U02 - Evolution by Natural Selection
Example 1

Worked reasoning model A bacterial population varies in antibiotic resistance. Antibiotic exposure does not create the needed mutation; resistant variants survive and reproduce more. The frequency of resistance increases across generations.

Example 2

A bacterial population varies in antibiotic resistance.

Example 3

Antibiotic exposure does not create the needed mutation; resistant variants survive and reproduce more.

Example 4

The frequency of resistance increases across generations.

Curriculum examplesCopied content

Australian Curriculum v9.0 — AC9S10U02: use the theory of evolution by natural selection to explain past and present diversity and analyse the scientific evidence supporting the theory

Victoria — VC2S10U05, Levels 9–10: Levels 9–10 evolution by natural selection, variation, isolation, adaptation and evidence. Victorian Science is banded across Levels 9 and 10, so the VC2S10 code identifies the band rather than a single school year.

NSW: Stage 5 Genetics and evolutionary change — diversity of living things and evolution (SC5-GEV-01). Where NSW places the closest concept in another Stage or spreads it across focus areas, this page states that relationship rather than claiming a false one-to-one Year 10 equivalent.

Lesson componentAustralian CurriculumVictoriaNSW
Concept teaching + examplesAC9S10U02VC2S10U05SC5-GEV-01
Practice + reasoningApplies the descriptor through explanation, evidence and transferLevels 9–10 achievement-standard depthStage 5/related Working scientifically expectations where applicable
Assessment + masteryChecks knowledge plus evidence-based applicationChecks band-level understandingChecks relevant NSW outcome intent without forcing equivalence
Questions and answersWith answers
What is the central idea?
Heritable variation, selection pressure and differential reproduction change populations over generations.
What should a strong response do?
Use the sequence Identify variation → Apply selection pressure → Track reproduction → Evaluate evidence. Connect the evidence, mechanism or data to the claim.
What common trap should I avoid?
Individuals evolve because they need to: Track changes in trait frequency across a reproducing population.
Practice and reviewReady for practice
  • Individuals evolve because they need to: Track changes in trait frequency across a reproducing population.
  • Natural selection is random: Separate random sources of variation from non-random survival and reproduction under a selection pressure.

Keep the Year 10 boundary: Do not describe evolution as progress toward perfection. Do not claim organisms change traits deliberately in response to need.

  1. A drought leaves mainly hard seeds in a bird population’s habitat. Birds vary in beak depth and deeper-beaked birds reproduce more successfully. Explain how the population could change over several generations.
  2. Evaluate the statement, “Natural selection is random.” Separate the origin of variation from differential survival and reproduction.
  3. Use fossil, anatomical, biogeographical or molecular evidence to construct an evidence-based argument supporting evolutionary relatedness.

Review hint: Use precise scientific vocabulary, show the relevant mechanism or evidence, and state any limitation or uncertainty when the evidence does not justify a stronger claim.

Curriculum alignmentStart here

Heritable variation, selection pressure and differential reproduction change populations over generations.

By the end of this lesson, you should be able to:

  • Populations contain heritable variation.
  • Selection pressures affect survival and reproductive success.
  • Fossils, anatomy, biogeography and molecular evidence support evolutionary theory.
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