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What are the chances that life may exist somewhere else other then Earth?

What are the chances that life may exist somewhere else other then Earth?. Lila Patel. Lila Patel. CNUSD. Centennial High School. 9 th Grade MYP/HONS BIOLOGY. lpatel@cnusd.k12.ca.us. How might it be possible for life to exist on other celestial bodies?. Key Standards.

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What are the chances that life may exist somewhere else other then Earth?

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  1. What are the chances that life may exist somewhere else other then Earth? Lila Patel

  2. Lila Patel CNUSD Centennial High School 9th Grade MYP/HONS BIOLOGY lpatel@cnusd.k12.ca.us

  3. How might it be possible for life to exist on other celestial bodies?

  4. Key Standards Investigation and Experimentation Standards. 1a. Select and use appropriate tools and technology (such as computer-linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data. Students will use Vernier temperature and pH probes to collect data during enzyme lab and use computers to generate graphs. 1b. Identify and communicate sources of unavoidable experimental error. 1c. Identify possible reasons for inconsistent results, such as sources of error or uncontrolled conditions. 1d. Formulate explanations by using logic and evidence. 1 l. Analyze situations and solve problems that require combining and applying concepts from more than one area of science. Biology Standards 1: The fundamental life process of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism’s cells. 6: Stability in an ecosystem is a balance between competing factors. 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.

  5. assessment overview: Formative assessment Lectures/discussions/clarification. Study Guides – Holt Modern Biology section reviews 1.3, 2.2, 3.1, and 3.2. Graphing worksheets – teacher generated. Research Power point on extremophiles Venn Diagrams/ Mind Map (Earth v. celestial bodies) Review questions from textbook Capstone project - Holiday brochure Summative Assessment Write a formal lab report – use MYP rubric criterion D and E Chapter 1 Test Characteristics of living things and scientific method – teacher modified test from Holt. Chapter 2 Test on Water and solutions including acids and bases – teacher generated Chapter 3 Test on organic molecules – teacher modified from Holt.

  6. culminating project: CAPSTONE PROJECT Create a holiday brochure telling the audience which celestial body would be the ideal destination in the future and why. Make it informative, imaginative, colorful, realistic, how were problems overcome etc. You can only use 2 A4 papers folded in half to create 8 pages. Page 1 needs to be a cover page with your name on plus an illustration of your celestial body. Pages 2-7 are informative and need to include water sources or substitutes, atmospheric conditions, temperatures during day and night and how you would overcome extremes, pH, inorganic molecules present, gases present etc.

  7. key lessons & activities:Activity 1 : (NASA Astrobiology in your classroom.) What is life? Use Criterion D MYP RubricWhat makes a world habitable (Activity 3 Guide NASA Astrobiology in your classroom page 36)Mind Maps comparing and contrasting celestial bodies.Colorimetric detection of life in soils.Extremophiles- Students create a teaching Power pointTesting soils from Earth and Lunar soil for pH, water level and flame tests and organic content - teacher generated.Lab : Are the products we use safe for our cells? (acid /base lab) teacher generated.Identifying organic compounds lab – teacher generatedCatalase lab - teacher generated.Capstone Project – Holiday brochure

  8. 5E inquiry activities: Are the products we use safe for our cells? Engage - React vinegar and baking soda students realize that a chemical reaction occurs. Teacher tells them that we use vinegar in salad dressings and baking soda in cakes. So why can we still consume them? React Nitric acid with old copper penny - toxic brown gas given off and penny loses mass quickly. Ask – is this safe? Explore - Students carry out lab – test household products for their pH . Explain - Students study pH scale and recognize that most living things can exist within a narrow pH range and that vinegar and baking soda are weak acids and bases. However strong acids (sulfuric )and strong bases (Ammonia) can destroy cells. Extend - Think of organisms that can live in extreme pH’s from Thursday’s lesson. Evaluate – Students write up lab using MYP rubric – I will be grading on scientific inquiry, processing data and attitudes in science.

  9. integrated pedagogy: Vocabulary Cornell notes Lab activities Class Discussions Internet Research

  10. NASA resources: www.astrobiology.com www.astrobiology.arc.nasa.gov www.seti.org http://www.pumas.jpl.nasa.gov Astrobiology teacher’s guide NASA e clips Numerous Posters from NASA’s Educational Resource Center.

  11. 21st century skill integration: Critical Thinking and Problem Solving Communication Collaboration Information and Communications Technology Literacy Flexibility and Adaptability Productibility and Accountability Initiative and Self Direction

  12. miscellaneous (optional):

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