Understanding by Design
Small Learning Community High Schools, NYC
Living Environment Curriculum Unit Plan
Subject Area: Living Environment
Course/Grade Level: High School
Unit Title: Origin of Life
Number of Days: 15 Block scheduling (This unit will need to be adjusted for standard periods)
Designers: Brent Sackris, Edward F. Barone
Unit Summary: After a brief introduction to biochemistry, students will understand the underlying
chemical basis of life. Following the biochemistry introduction, students will be briefed on the current
competing theories behind the Origin of Life mystery that draw evidence from biochemistry. However,
students will also understand that Origin of Life theories have met with controversy every since their
introduction by Charles Darwin in 1859, and long before the appearence of biochemistry. Students will
recognize the religious conflicts tied to this scientific theory, and will have to defend a position on the Origin of
Life problem, reinforcing key concepts behind the theory of evolution, but also taking into account religious and
philosophical perspectives on the topic. Also, the research project included has been designed with crosscurricular partnership in mind if possible with Social Studies and ELA teachers.
DESIRED RESULTS (STAGE 1)
State Standards and or/ grade level benchmarks addressed:
 State Standards:
 Standard 1: Analysis, Inquiry and Design

Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose
questions, seek answers, and develop solutions.

 Standard 2: Information Systems

Students will access, generate, process, and transfer information using appropriate technologies.


Standard 4: Science

Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting
and living environment and recognize the historical development of ideas in science.


Standard 7: Interdisciplinary Problem Solving

Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life
problems and make informed decisions.
March 6, 2009
1
Overarching Understanding(s) from Curriculum
Framework Grade or Course Understandings:
Students will understand that…
 Through Scientific Inquiry they can develop concepts a
make connections to the living environment (1)

Acceptable explanations of natural phenomena
involves research, reasoning, and peer discussion in
Essential Question(s) from Curriculum Framework Grade
or Course Essential Questions:
To understand, students will need to consider such questions
as....
 How do scientists use evidence to support and explain
theories in the living environment?

process of inquiry to make informed decisions about the
addition to experimentation. (1)

Real-life problems can be solved by utilizing and
applying their knowledge of math, science and
living environment?

Information technology is used to retrieve, process, and

study biology (2)
Students will understand that historical controversies
have arisen as scientific theories have changed over
How does scientific data influence social policies that
impact the environment?
communicate information as a tool to research and

How do scientists determine the reliability of information
from varied data sources?
technology (7)

How can we use math, science, and technology in the

How do scientists examine living patterns?

How has life evolved on earth?

How has scientific development influenced society?
time (4).
Topical Understanding(s) Specific to Unit:
Topical Essential Questions for Unit:


Students will understand how life as we know it today
took a ‘roller coaster’ ride from simple beginnings to

How does biochemistry support the argument that life
began as simple molecules?
reach the diverse and complex forms of the modern

How do scientists know the location(s) where life began?
world

How does religious culture and tradition interfere with
Students will understand that even contemporary
the acceptance of scientific theories on The Origin of
scientific theories on the Origins of Life are heatedly
Life?
debated, further reinforcing the basic idea that the
scientific zeitgeist is always changing based on the
collection of new data
To understand, students will need to know and be able to do the following…
March 6, 2009
2
know… Students will know the following in order
to…(e.g., facts, vocabulary, rules, theories, principles)
 Competing contemporary Origin of Life Theories, as
be able to… Students will be able to (DO—skills,
procedures, processes):
 Identify key vocabulary and concepts from Unit on
well as the Intelligent design Perspective

standardized tests
Basic Principals of biochemistry and basic building

atoms of life

Life and debate its validity against peers
The accompanying suggested vocabulary from the

selected text book

Chose a competing biological theory on the Origin of
Use library and appropriate technological resources to
complete academic research
(background content stemming from Unit of Evolution)

Transform key points from a formalized paper into a
debate/presentation format
ASSESSMENT EVIDENCE (STAGE 2)
Diagnostic Assessment(s) (To determine students’ readiness (based upon required knowledge and skills), interests, and
learning profiles):
1. Begin with an entry questions (Did life on this planet begin with a bang or whimper; what did first
living thing look like) to hook students into debating how life on this planet began.
a. This will be a good way to assess background knowledge
b. Students will probably reference big bang – if not, provide brief explanation and perhaps start
KWL chart on board
What instructional adjustments, groupings or options will be made as a result of the diagnostic evidence:

The level of depth of the biochemical introduction will be gauged at this stage if students fail to mention it at all during this
initial probing process. Teacher can provoke to see if students remember from chemistry as further double-check of student
prior knowledge. The website, chem4kids.com, has some great diagnostic quizzes and review lessons on basic principals of
biochemistry. Teachers can refer students to this website for diagnostic and review.

Student KWL charts can be collected by teacher to assess further grouping

Interest inventory in topic could be created to also influence grouping on future projects
Stage 2 Continued
March 6, 2009
3
Summative Performance Assessment Task(s) for Understandings Using G.R.A.S.P.S.:
Goals:




Your task is to explain the origin of life on this planet
The goal is to convince your audience that your theory is the most plausible
The obstacles to overcome are finessing the contradictions against the competing Origin of Life
Theories to convince your school to adopt your viewpoint into their curriculum
Incorporate skills from ELA and Social Study classes
Role(s):

You are a biologist who has been asked to present your theory on the origin of life
Audience:


Your clients are concerned scientists
Your target audience is a intelligent design PTA
Situation:



The context you find yourself in is one of two lone science groups in a intelligent design school
community
The challenge involves respecting religious beliefs while communicating the important scientific
evidence that supports your origin of life theory
You need to convince PTA to adopt the science curriculum supporting the Origins of Life Theory
Product or Performance:


You will create a presentation (see criteria below) explaining the evidence of your theory in order to
convince intelligent design PTA to incorporate your theory into the curriculum
You will need to develop a presentation that emphasizes your theory, recognizes its uniqueness and
validity to the other theory being presented, & how it fits into the grander scheme of modern biology.
You will also need to be aware of intelligent design views of the origin of life and how your theory
contrasts that belief
Standards or Criteria for Evaluation/Traits for Rubrics:

Your performance needs to:
o Concisely explain your theory
o Provide supporting evidence
o Explain the implications for biology/evolution @ large
o Contradict alternate beliefs/argument with thoughtful evidence
o Take precedence over the other theories being presented
o Follow ELA format guidelines for persuasive argument as outlined by NY State
o Demonstrate correct APA style research
How will the product/performance, role or audience be differentiated to provide options for students’ readiness, interest
and/or learning profiles?


March 6, 2009
Students focus on the explanation of just one origin of life theory (instead of worrying about having to
compare and contrast against other one)
Students visit Spitzer Hall of Human Origins @ the AMNH and complete accompanying educational
material from museum to convert into presentation for class focusing on the origin of life as presented
by museum (students can take pictures at museum and incorporate into a PowerPoint)
4

Students make illustrated comic book/poster board with captions explaining one/all competing
theories of the origin of life as discussed in the classroom (http://www.toondoo.com/)
Student Directions for performance task:







You should turn in a written outline with correctly cited sources using APA style before beginning to
write/create your formal presentation
Your presentation can be strictly oral, or you utilize power point to enhance (but not to just create
virtual note cards for yourself) your presentation
After turning in outline, you will partner with peer(s) that are also working on the same argument so
that you can exchange knowledge/data/sources before turning in a final draft in persuasive-essay
format
A final paper will be due on the date of your presentation. Your presentation should touch upon the
key points in your paper, but should not merely be a recitation of the paper
Expect counter-argument questions at the end of your presentation from the teacher or selected
students. Be prepared to answer these questions using evidence from your research. Obviously, be
familiar with common objections to your defended theory.
Your work will be judged by the strength of your argument meeting the above criteria
A successful result will incorporate your background knowledge of topic, as well as outside research
to support your theory’s argument
Special Teacher Direction for performance tasks:
 Make sure you are familiar with the key points of counter-arguments to each of the perspectives that students will
present. The following website: (http://www.space.com/) will offer concise explanations of competing
theories of life’s origins

You can use the Intelligent designs Museum’s website for common intelligent design objections held even today
(http://www.creationmuseum.org/)

Teacher can decide to schedule a period for research review in library, or require it of students to do
independently to refresh presentation/research/database skills.
Stage 2 Continued
Other Evidence (Tests, Quizzes, Academic Prompts):

Possible Differentiation Assessment options:
Quizzes (Topics: basic biochemistry, competing origin
Of life theories)
- Primordial Soup Board Game (www.zmangames.com)

Primordial Soup Lab ( A,M,T)

T chart of key terms or Cornell Notes
- cubing

Reflections (3-2-1)
- Think-Tac-Toe
Self-Assessment (Including Self-Evaluations Using Rubrics and Checklists, Peer Review, Reflective Journals and Think
Logs):

Peer review already included in the culminating debate project
March 6, 2009
5

As an end of unit self-assessment, students can write a journal entry reflecting upon what they have learned in this Unit, and if
their opinion on the Origin of Life has changed. Why or why not?
ELA PERSUASIVE
ARGUMENT
CRITERIA
SCALE
4
25%
for ela rubric
see:
http://www.michigan
.gov/documents/mde
/ELAMME_Persuasive_W
riting_Rubric_17310
0_7.doc
RUBRIC FOR PERFORMANCE TASK(S)
INCORPORATION OF
DEMONSTRATES
SCIENTIFC EVIDENCE
IN REPORT AND
PRESENTATION
25%
student cites at least 4
primary sources or
peer-reviewed journal
articles in
report/presentation
35%
student interprets
science data in their
own words and
demonstrates no
obvious errors in
interpreation of
data/facts
15%
seems comfortable
presenting material in
own words to peers
and uses power point
to enhance
presentation
Student shows some
paraphrasing and
makes minor errors in
data/fact
interpretation
Somewhat
uncomfortable
presenting data / relies
on notes frequently /
power point serves
somewhat as note
cards
student cites at least 2
primary sources or
peer-reviewed journal
articles in
report/presentation
Student paraphrases
frequently, rarely
writing in their own
words and errors in
data/fact
interpretation
Student seems
uncomfortable and
uncertain of material
present. Does not
address questions
correctly. Power point
is primarily note cards
student cites at least 1
primary sources or
peer-reviewed journal
articles in
report/presentation
Student directly lifts
text from primary
sources frequently –
little to no
paraphrasing at all,
major errors in
data/fact
interpretation
Student seems like
they are presenting
data for first time.
Reads almost entirely
from note cards and/or
the power point.
Power point does not
enhance presentation
in any way
or
3
2
1
March 6, 2009
UNDERSTANDING OF
SCIENTIFIC
INFORMATION
PRESENTATION
QUALITY
student cites at least 3
primary sources or
http://www.readwrite peer-reviewed journal
think.org/lesson_ima articles in
ges/lesson405/Persua report/presentation
siveWritingScoringG
uide.pdf
6
Stage 3: Creating Daily Lessons and Activities
Lessons and Activities should be aligned with Stages 1 and 2 best outlined in the order they are to be taught. To
ensure that lessons are aligned, enter your assessments first (including any lessons in preparation of or for the
assessments. Next, examine Stage 1 for a logical sequence of lessons and activities which address all components
of Stage 1 including knowledge and skills. Each day’s lesson may have several activities. When you have
completed the day by day sequence, then label the activities as A, M, or T.
Instructional Notes: The following sequence of teaching activities is simply a standard structure in which to frame
the learning, and is not intended as prescriptive nor restrictive. Teachers may accommodate student needs through
individualized and small group instructions, as well as provide independent work for more advanced learners. The
Understanding and Essential Questions for this unit should be used to drive instruction and promote student inquiry.
Day 1: Introduction to Unit
 Begin with an entry questions (Did life on this planet begin with a bang or whimper; what did first
living thing look like) to hook students into debating how life on this planet began. (h)
c. This will be a good way to assess background knowledge
d. Students will probably reference big bang – if not, provide brief explanation and perhaps start
KWL chart on board
 Introduce the essential questions (Did life start out simple or complex; Did life on this planet originate
from one location) and mention the culminating project will involve a debate of competing theories of
life’s origins (although you will explain that scientists all agree that life started out very simply) A (w)
 Introduce key vocabulary from the textbook that pertains to this unit. Students read and discuss
relevant pages from the textbook. Encourage students to begin reading New York Times (or other
relevant news source) for articles that may pertain to this unit A,M (e)
Day 2 : Biochemistry & Contemporary Origin of Life Theories
 Have students break into groups and complete discussion sheet about the three origin of life articles
(two which talk about life beginning around thermal vents, one that it came from outer space) A,M (e)
 Introduce basic principles of biochemistry. The basic organic living molecules are made up of the
non-living atoms -- Carbon, Hydrogen, Oxygen, Nitrogen – and be familiar with the structure and
properties of each. A, M (e)
 Direct students to chem4kids.com for an in class review session or as homework. This will review
key biochemistry terms such as: differences between steroids, amino acids, and carbohydrates;
metabolism, Chemical Equations for photosynthesis & respiration, simple sugars form and use
Primordial Soup High School Science Lab
March 6, 2009
7
(teacher should test lab before hand to gauge time needed)
The following link gives an introduction the 'Primordial Soup' simulation first completed in 1953 by
Stanley Miller. For this lab, you will recreate this simulation, gathering data to identify the organic
molecules that form.
http://esciencenews.com/articles/2008/10/16/volcanoes.may.have.provided.sparks.first.life
Your Objective is to identify what (if any) organic molecules form after the proper setup of your lab.
Topical Essential Question for Unit:
How does biochemistry support the argument that life began as simple molecules?
Required Materials:
Methane
Ammonia
Hydrogen
Water Vapor
Power source
Ward's Science Supplies (see below)
See below diagram for necessary lab material
Lab Directions
1. Teacher supervises multiple lab setup as described in article and above diagram
2. Students make predictions about what will happen
3. Teacher will need the following kit which can be purchased from Ward's Science for $118.58 (for
8 setups). This will provide the necessary materials for organic molecule testing (call ward's to
confirm) http://wardsci.com/product.asp_Q_pn_E_IG0010058
4. Using the lab handout provided by Ward's, students will identify what, if any, organic molecules
formed in their Soup Setup.
5. Teacher can decide how to incorporate lab results into a write-up/discussion that relates back to
lecture/lessons.
6. Students can incorporate results into their cross curricular GASP project.
7. This lab will be used as a form of graded assessment.
Alternate/Complimentary Lab:

March 6, 2009
http://wardsci.com/product.asp_Q_pn_E_IG0010084 ($49.95)
8
Day 3 – 6: Intelligent design Objection to Scientific Origin of Life Theories
 Tell students that there are schools in this country where the students would never even have to learn
any of this crazy origin of life stuff. Make students aware of the intelligent design movement, what it
means, and have them discuss their opinions of it. If time permits, maybe show movie: Jesus Camp
(this film could be very controversial so make sure to review film before hand. Also, this would
be most appropriate if cross-teaching with ELA and Social Studies Teachers) A,M (h,w,e)
 Present the Darwin Trials (Scope Trials) of the controversy of teaching evolution in the south at the
beginning of the last century. Provoke discussion so that students realize that science always has a
social impact A, M (e)
Day 7: Focus, Review, Assess and Refine Knowledge and Unit Understandings
 Return to the original KWL chart and have students revisit what they knew, versus what they now
know. Provide clarifications M (r)
 Give test/quiz on knowledge learnt so far A (e) (Basic Bio Chemistry, Lab Results, Origin of Life
Theories, and optional inclusion of Social/Historical Issues of Scope Trials as well as quiz questions
on film is used)
Day 8-12: Project Introduction, Teacher & Peer Assessment, Use of Information Technology
 Working in cooperative groups, students receive that GRASPS assignment and are assigned one
origin of life theory to defend (depending on class ability/size. Teacher should ensure that not all
students are researching same position). Students begin brainstorming their defense based on what
they have learned so far M,T (e-2)
 Students spend next few days in library (refreshing how to use online resources with librarian if
necessary) to gain supporting data for their position as well as work on their presentation format while
touching base with teacher during this process. At this point if students are struggling or have
different learning modalities now would be the time to offer the criteria for one of the alternative
assignments A,M,T (e,r).
Day 13-14: Class Presentations and Discussions
 Have groups share their presentations and discuss as a class. Tell students to keep track of interesting
points from each presentation. After the conclusion of the presentations, ask students if they could
think of a way to synthesize the competing origin of life theories M (e, e-2, r)
Day 15: Summative Unit Test and Self Reflection
 Unit test should incorporate text book materials, as well as relevant points from students’ discussions
M (r)
 For homework: As an end of unit self-assessment, students can write a journal entry reflecting upon
what they have learned in this Unit, and if their opinion on the Origin of Life has changed. Why or
March 6, 2009
9
why not? A,M(r,e)
Labeling Key:
A represents learning experiences which optimize students acquisition of knowledge and skills and will include a
number of equipping and exploring activities
M represents meaning making activities represents learning experiences that increase students’ understanding of
knowledge and skills
T represents activities that will ask students to apply their understanding in tasks and procedures that are authentic
and realistic.
Another way of labeling the purpose of activities:
Teaching-Learning Activities Based upon W.H.E.R.E.T.O.: These are embedded in the ATM for Lesson Design Document (WHERETO
represents the purpose of lessons, not the sequence) For more detailed information see pages 212-226 of the UbD Professional Development
Workbook.
Where are we (student’s point of view) headed? How will the unit be introduced including the tasks, goals, essential questions?
How will I hook students to engage their interests?
Equip and Explore: What lessons and activities will provide the knowledge, skills, processes, and procedures needed for the unit? How will
these address the needs of all learners?
Revise/Rethink/ Reflect/ Revisit: What opportunities (activities, experiences) will be provided to help students revise/rethink/reflect/ and revisit?
Evaluation/self/evaluation/: How will we engage students in self-evaluation, goal setting, and self-reflection?
Tailoring: How will we tailor or differentiate the unit and lessons to differentiate for different learning needs and interests? (materials, strategies,
groupings, mini-lessons, etc.)
Organized: What sequence of lessons or activities will we use to organize the unit in a way that is coherent and makes sense to students?
Materials and Resources for Teaching the Unit:
Online Resources
 (http://www.space.com/)






(http://Nytimes.com/)
http://www.amnh.org/exhibitions/permanent/humanorigins/
(http://www.creationmuseum.org/)
http://www.nationalgeographic.com/
http://chem4kids.com/
http://sciencenewsforkids.com/
DVD’S
Planet Earth
Jesus Camp
March 6, 2009
10