Monday April 21 Topic: Origins of life Standards: 5.3.12.E.2, 5.3.12.E.3 Enduring Understanding: All living matter comes from living matter Nonliving things cannot produce living things Careful observations in science can lead to great conclusions No observation should outwardly be accepted as law Essential Question: Where did life come from on this planet? How can the scientific method be useful in designing experiments? Objective: SWBAT make scientific observations SWBAT draw conclusions as to the origin of life SWBAT recognize that living things cannot come from nonliving things. Assessment: Students will be asked to make observations of various examples of Redi, Spannalanzani, and Pasteurs work Students will write a final conclusion paragraph that makes argument from evidence generated during their experiment. Students will use the evidence from their experiment to poke holes in the theory of spontaneous generation, and will also evaluate the work of scientists who were able to disprove the theory of spontaneous generation. Instruction: Lesson Beginning: Students will be asked write a few sentences as to how life would be different for them if they lived during the 1700s instead of today. Background Info: A PowerPoint presentation on the experiments of Redi, Pasteur, and Spallazani will be given. Several images of data from the scientists experiments will be shown, and as a row, the students will be asked to make observations of what is happening in the experiment. They will also be asked to determine the control and experimental variables in the experiment. Without ever having been taught the conclusions that could be drawn from the experiment, the students will be asked to come to their own conclusions regarding how the experiment implicates the origins of life. Biogenesis & Spontaneous Generation Lab: After this brief introduction students will receive the Scientifically Testing Spontaneous Generation Worksheet, and a scenario of a commonly held belief from the 1700s regarding the origins of life (rats come from garbage, frogs come from dirt, mice come from moldy grain, rotting meat produces flies). They then must use the worksheet to guide them along designing their own experiment that can be used as evidence against the theory of spontaneous generation, and evidence for the theory of biogenesis. The students will work in groups to design an experiment to disprove some of the commonly accepted ideas of people in the 1700s Differentiation: All IEPs and 504s will be followed as specified Information will be displayed in a visual and audio way (interacting with the SMARTBoard, as well as oral presentation) Students will kinesthetically engage, getting out of their seats to answer questions and to work cooperatively as a group Groups will be mixed heterogeneously so that lower students can benefit from aide from higher students Materials: SMARTBoard, paper, pencils, coloring implements, computer, 1700s belief scenario, Scientifically Testing Spontaneous generation worksheet Prior Knowledge: Scientific Method, DNA, Gene Technology Closure: Students will be asked to write on the back of their Do Now sheets, questions they still have or want to explore about spontaneous generation and biogenesis. The questions will be collected by the instructor and gone over the next day Assignments: Read Section 14-1 in the textbook on the origins of life
Muriel Gargaud, Prof. Ricardo Amils, José Cernicharo Quintanilla, Henderson James (Jim) Cleaves II, William M. Irvine, Prof. Daniele L. Pinti, Michel Viso (eds.) - Encyclopedia of Astrobiology (2011, Spri.pdf