How must life adapt to exist on other planets?

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title of IC

• How must life adapt to exist on other planets?

author Elaine Skaggs
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teacher Elaine Skaggs
district Upland Unified School District
school Upland High School
course/grade Biology grades 9 - 12
email elaine_skaggs_at_upland.k12.ca.us
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generative question

• Could life exist on other planets or moons in our
  solar system, knowing the extreme abiotic factors
  to which they would have to adapt?

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learning objectives (key standards)

• Biology
• 1. The fundamental life processes of plants
  and animals depend on a variety of chemical
  reactions that occur in specialized areas of the
  organisms cells.
• 6. Stability in an ecosystem is a balance between
  competing effects.
• 7 .The frequency of an allele in a gene pool of
  a population depends on many factors and may be
  stable or unstable over time.
• Investigation Experimentation
• 1. Scientific progress is made by asking
  meaningful questions and conducting careful
  investigations. AS a basis for understanding
  this concept, students should develop their own
  questions and perform investigations

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assessment overview

• Formative assessments
• Pod cast of Lab safety rules
• T-chart - qualitative and quantitative
  observations
• KWL chart -Characteristics of Life
• Venn diagram Prokaryotes vs Eukaryotes
• Carousel reading of Extremophiles , write facts,
  share with rotating groups of students
• 5-3-1 chart - How do abiotic factors affect
  life?
• Summative assessments
• Chapter generated test Prentice Hall Biology
  Authors Miller and Levine

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culminating project

• Students will choose a planet or moon in our
  solar system and create an organism that would
  survive the extreme abiotic factors on that
  celestial body.
• Research must include
• Review of 3 peer-review scientific journals
• Report must include
• Pictures written description of your planet
• pH, pressure, gravity, temperature, salinity,
  radiation, light,
• Could your planet or moon support a water-base
  or methane -base life form? What adaptations
  would be required for survival?
• What about food? Primary producers vs
  heterotropes?
• Build a model of your organism or ecosystem?

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key lessons activities

• Thinking like a scientist - Scientific
  observations D Gilberts chemical lab
• Characteristics of Life - Sand, Yeast, Fizzy
  Lab, Colormetric lab and Extremophile activity
  
• Chemistry of Life Properties of Water Carbon
  Compounds polymer lab
• Chemical reactions and enzymes Catalase Enzyme
  lab
• How do abiotic factors affect life pH lab,
  pressure lab, temperature lab, light and
  radiation 5-3-1 activity
• What is ecology? Energy flow activity
• Role of climate greenhouse effect
• What shapes our ecosystems? abiotic and biotic
  factors mapping temperatures outside on campus
  , lawn, artificial turf, cleared soil,
  concrete
• Student project

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5E inquiry activities

• ENGAGE
• Samples of Living verses Non-Living
• Plastic snail/live snail more
• Observe record
•  EXPLORE
• Participants make observations of 3 test tubes
  hand lenses touch, smell, listen
• 1 Sand
• 2 Yeast
• 3 Crushed Alka-seltzer
• Add sugar (food source) record
• Add warm water record discuss
• Add more sugar Add more water

• EXPLAIN
• How can you tell if something is living?
• What are the characteristics of life?
• Graphic organizer
• EXTEND
• What requirements are necessary for basic
  survival and which add to the quality of life of
  the living thing?
• EVALUATE 
• Students write, draw, or sing(rap) what living
  organisms need to survive?

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• ENGAGE
• Pond water on LCD projector
• What are the requirements that many of these
  living organisms have in common?
• How are their needs different from ours?
• Think-Pair-share
• EXPLORE
• Are microbes alive?
• Students observe mold growing on potatoes, and
  then look at magnified images of several
  different microbes.
• What did you observe? Color shapes?

• EXPLAIN
• How could you get a closer look at microbes?
  What tools do you need?
• How can you tell if something is living?
• What are the characteristics of life?
• Graphic organizer
• EXTEND
• What requirements are necessary for basic
  survival and which add to the quality of life of
  the living thing?
• EVALUATE
• Students write, draw, or sing(rap) what living
  organisms need to survive?

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• integrated pedagogy
• Making labs more open-ended
• Backwards mapping
• Thinking maps
• Academic vocabulary tier 1 3
• Collaboration with mod-severe special education
  class

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• NASA resources
• http//www.microbe.org/microbes/mysteries.asp
• http//www.microbeworld.org/htm/aboutmicro/
• gallery/gallery_start.htm
• http//www.cellsalive.com/cam2.htm
• www.amnh.org/exhibitions/halltour/
• http//teachspacescience.org/graphics/pdf/10000406
  .pdf
• http//microscope.mbl.edu
• http//resourcecommittee.house.gov/subcommittees/e
  mr/usgsweb/

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• 21st Century Skills
• Effective communicator - oral reports
• Information Literacy Research
• Collaboration students will tutor severe to
  moderate special education students
• Initiative and Self-driven

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• Miscellaneous (optional)
• Website for Elaine Skaggs
• www.uplandhigh.schoolloop.com
• Click on schoolloop