As we develop and begin to change, our definition of what life is changes, too.

In this
unit, the students will be challenged to think critically, evaluate, engage, and discover. They will
develop their own definition of what life is, a characteristic of being alive, and what makes us
human. This unit is targeted towards an 8th grade science class as an introduction into further life
discussions and topics. The first lesson delivers hands on approach that allows the students to
begin researching different characteristics of life. The second lesson shifts to students
researching and compiling a list of characteristics of living and nonliving organisms then
engaging in a debate. While, the third lesson takes a look at what makes us human and what
separates us from other species by our characteristics. Finally, both the fourth and fifth lessons
are a ending project to each group discussion, ideas, and thoughts. The final lessons put an
emphasis on concluding and compiling different concepts.











*Note: These lesson plans are designed for an 8
th
grade science class

Unit 1 Building a Foundation of What Life Is: Lesson 1

Lesson Goal:
Begin with students doing a 1-minute prewrite/ map that allows them to develop their
own definition of what life is. After they develop their own definition, break students into
groups putting on each table random objects that all share a similarity that displays a
characteristic of life. Attached is the worksheet that displays tables having the students list all 8
characteristics, evidence, what makes it alive, and is it an essential requirement for life.

Learning Objectives:
Make detailed observations
Practice scientific labeling
Develop testable questions

Ohio Academic Content Standards (Science K-8)
Life Sciences, 8
th
Grade: Topic: Interconnections within Ecosystems; Content Statement:
All of the processes that take place within organisms require energy.
Identifying questions that can be answered through scientific investigations


Instructional Strategies:
Cooperative Learning
Inquiry Based Learning
Indoor Labs/Experiments
Critical Thinking


Materials:
Table 1: A fire truck, an ambulance, a police car
- Generally anything that would have to do with response

Table 2: A cellblock, a jail, a map, Legos
-Generally anything that would have to do with cell structure

Table 3: TV, computers, radio
- Generally anything that would have to do with Consuming Energy

Table 4: A childs book, different children size shoes, different size toothbrushes
- Generally anything that would have to do with Growth/development


Table 5: A picture of a family that shows; mother, father, and baby, nesting animals
- Generally anything that would have to do with Reproduction

Table 6: A rubber snake, camouflage
-Generally anything that would have to do with Adaptation

Table 7: Cat, timer, Hula girl
- Generally anything that would have to do with Movement

Table 8: Doll heads, Mr. Potato head, skeleton body
- Generally anything that would have to do with Organizations


Activities:
Worksheet that focuses on critical thinking
Lab reporting based on observations

Accommodations for Special Learners:
Directions are given in multiple means of representation to reach all students
Students are placed in groups with multiple learner levels


Assessment (formal or informal):
Observe student participation in anticipatory set (informal)
Discuss student definitions and reactions to different characteristics (informal)
Characteristics Of Life Worksheet (formal)
















Subject ____________ Date _____________ Name: .

Characteristics of Life Worksheet

Directions:


1) What characteristics do all of the items on the table have in common?



2) What is your evidence?



3) What does this characteristic have to do with being alive?



4) Is it an absolute requirement for life? How do you know?























Directions: Travel to each table and take a close look at all the items on the table. These items all
relate to the different characteristics of life. When looking at the items on the table, is there
supporting evidence, is it needed to be alive, and is it a requirement?



Table Number Characteristics Evidence? Being Alive? Requirement?

1


2


3


4


5


6


7


8



Other
Observations











Lesson/Unit 2


Lesson Goal: The goal of this lesson is for students to further develop their ideas of
characteristics of life by determining what is living and what is non living. During this lesson,
students are required to use google docs to build a foundation for their argument. Each student is
required to participate and contribute. Splitting the class into two larger groups after discussing
the argument allowing them to debate over what is non living and what is living and they are
required to write a 250 word argument on either stance based on their placement in the class as to
which large group they are in.

Learning Objectives:
Develop a scientific argument
Design and develop a scientific investigation
Use appropriate tools and techniques to gather data

Anticipatory Set:

Ohio Academic Content Standards (Science K-8)
Life Sciences, 8
th
Grade: Topic: Interconnections within Ecosystems; Content Statement:
All of the processes that take place within organisms require energy.
Identifying questions that can be answered through scientific investigations

Instructional Strategies:
Cooperative Learning
Inquiry Based Learning
Indoor Labs/Experiments

Materials:
Computer with Internet access to be able to access google docs


Activities:
Initial 250-word argumentative/ reflective piece
In class group discussion debate over living and non living organisms


Accommodations for Special Learners:
Directions are given in multiple means of representation to reach all students
Students are placed in groups with multiple learner levels
. Use of different technologies to reach all students

Assessment (formal or informal):
Observe student participation in anticipatory set (informal)
Discuss student definitions and reactions to different characteristics (informal)
. 250 word reflective debate (formal)


































Are Viruses Alive?


Directions: Many scientists are puzzled as to whether viruses are alive or not. Look at the
following characteristics of viruses. Based on this information, what is your hypothesis regarding
viruses? Are they alive?


LIVING CHARACTERISTICS NON-LIVING CHARACTERISTICS
1. Possess genetic material 1. Unable to reproduce by themselves
2. Able to adapt to changes 2. Much smaller and less complicated than a
cell
3. Passess through cells 3. Relies on host for raw materials and energy
4. Responds to stimuli 4. Unaffected by antibodies
5. Can adapt over time 5. Can undergo crystallization
6. Ability to move via vectors (winds, ect.) 6. Can be taken apart and reassembled




Next: Prepare an argument to support your position Include at least (3) statements/pieces of
evidence that support your view. This argument needs to be typed and size 12 font. It also should
have a minimum of 250 words and 3-5 cited sources that are reliable. No use of Wiki will be
accepted













Lesson/ Unit 3 What makes us human?

Lesson Goal: The goal of this lesson is for students to experiment with different activities
without using your thumbs and determining characteristics of what makes us human. Students
are challenged to participate in different activities, some of which include restricting the use of
thumbs. After completing the various activities and experiments, students are required to take
what they have learned from their experience and create a Prezi, sharing their final thoughts,
ideas, and discoveries.

Learning Objectives:
. Develop descriptions, models, and explanations
. Think critically and logically to connect evidence and explanations
. Communicate scientific procedures and explanations

Anticipatory Set:
. Ohio Academic Content Standards (Science K-8)
. Life Sciences, 8
th
Grade: Topic: Interconnections within Ecosystems; Content Statement:
All of the processes that take place within organisms


Instructional Strategies:
Cooperative Learning
Inquiry Based Learning
Indoor Labs/Experiments
. Critical Thinking


Materials:
. Worksheet Lock, Crawl, Thought


Activities:
. Worksheet Lock, Crawl, Thought



Accommodations for Special Learners:
Directions are given in multiple means of representation to reach all students
Students are placed in groups with multiple learner levels


Assessment (formal or informal):
Observe student participation in anticipatory set (informal)
Discuss student definitions and reactions to different characteristics (informal)
. Lock, Crawl, Thought Worksheet (formal)
. Prezi Presentation (formal)


































Lock, Crawl, Thought

In exploring the question, What does it mean to be human? Weve developed a definition that
addresses those things that are uniquely part of being human. Lets investigate specifically what
it is about these factors that create our uniqueness as a life form.

Part 1. Lock

In part one, we are going to investigate the importance of our thumbs in terms of our
evolutionary history.

Remember, part of doing science is using sound testable questions. Read the following two
questions and discuss which questions are easier to test. Record and answer your explanation
below.

A. What is the importance of opposable thumbs for the ways in which humans use their hands?
B. Without using your thumbs, can you use a key to open a lock?


Which question is more testable? Explain?

______________________________________________________________________________

______________________________________________________________________________

















Protocol for Testing the Question

a. Obtain masking tape and tape your thumbs to your fingers so you are unable to move your
thumbs for the experiment.

b. Decide who will carry out the task first and who will keep track of the time and record
observations.

c. Be certain that the lock is in the locked position, and place it and the key on the table in front
of you and your partner.

d. When the person responsible for keeping track of the time says, begin, the person
performing the task will pick up the key and attempt to unlock the lock.

e. This task last 30 seconds. The timer/recorder should keep track of the time and record whether
or not the person was successful.

f. Switch places and repeat step c and d.



Record your data below

NAME TIME TO UNLOCK SUCCESSFUL? Y/N
















Now lets investigate the use of the thumb in other tasks. Perform each task and record the
amount of time it takes to complete. If youve not completed the task after 2 minutes, stop the
task and record 2 minutes in the time column.


NAME TAKS TIME SUCCESSFUL? Y/N
Pick up a piece of
paper and set it down.

Wrap electrical wire
around a nail ten
times.

Cut out a circle of
paper with scissors.

Blow up a balloon
and tie it.

Tear off a small piece
of tape.

Write your name on a
piece of paper

Tie your shoes


g. After examining your data, determine if a pattern exists in terms of apparent
difficulty/intricacy of the tasks and the length of time it took to complete the task. Develop an
explanation based on the data and write it below.

______________________________________________________________________________

______________________________________________________________________________


h. How was the evolutionary development of the opposable thumb instrumental in Homo sapiens
ability to develop writing, reading, and analytical skills?

______________________________________________________________________________



Part II. Crawl

Evolutionists often cite that our ability to become bipedal was instrumental in our survival.
Several questions can guide our investigation.

1. What was the advantage to the early humans to be bipedal?


2. What is the driving force of evolution? Is it that the creatures that were bipedal were
more physiologically adapted to the environment? Was it that they were more apt to
reproduce?



Now, get down on your hands and feet and walk around the room for 45 seconds. Then address
the following questions.

1. What everyday thing in your current life would be affected the most if you had to move from
place to place on your hands and knees?

______________________________________________________________________________

______________________________________________________________________________

2. How would this affect our entertainment industry? How would the superhero action films be
different if we were moving around on all fours?

______________________________________________________________________________

______________________________________________________________________________


3. If you were living 3.5 billion years ago and lived as a biped, how would your life be different
from the great apes?

_____________________________________________________________________________

_____________________________________________________________________________




4. How do you respond to this quote The purpose of evolution is not to produce a more
biomechanically efficient organism? What is your evidence?

___________________________________________________________________________

____________________________________________________________________________


5. How might bipedalism impact language, non-verbal interactions, and facial reading among
members of a group?

_____________________________________________________________________________

_____________________________________________________________________________





























Lesson/Unit 4 Ending Project

Lesson Goal: Students are required to create a final project complying all of the ideas, definitions
and thoughts they have gathered. This lesson allows students to use technology inside the
classroom and provides a creative way to get students engaged with technology while being
challenged to use their creativity. Students are required to create a Prezi presentation that shows
their understanding of their definition of life. Students are tested to work with others in creating
their project.

Learning Objectives:
. Develop descriptions, models, and explanations
. Think critically and logically to connect evidence and explanations
. Communicate scientific procedures and explanations
. Use of technology inside the classroom

Anticipatory Set:
. Ohio Academic Content Standards (Science K-8)
. Life Sciences, 8
th
Grade: Topic: Interconnections within Ecosystems; Content Statement:
All of the processes that take place within organisms

Instructional Strategies:
Cooperative Learning
Inquiry Based Learning
. Critical Thinking

Materials:
. Computer with Internet access for Prezi.
. Previous class worksheets and assignments

Activities:
. The class will be separated into groups of 2.
. Each group will compile a introduction summary of what they have concluded in their
definition of life.
. At the end of the presentations, the entire class will finish to compile their final thoughts.

Accommodations for Special Learners:
Directions are given in multiple means of representation to reach all students
Students are placed in groups with multiple learner levels



Assessment (formal or informal):
Observe student participation in anticipatory set (informal)
Discuss student definitions and reactions to different characteristics (informal)
. Prezi Presentation (formal)
. Grading Rubric (formal)






































Grading Rubric for Prezi Presentation



4 Points 3 Points 2 Points 1 Points 0 Points
Presentation Students
presented
accurate
information
that was
stated clearly
Students
presented
information
with few
inaccuracies
and stated
clearly
Students
presented
with few
inaccuracies
and did not
present the
information
in a clear
manner
Students
presented
with many
inaccuracies
and did not
present in a
clear manner
Did not
present any
information.
Credible
Sources
The students
used multiple
resources that
were credible.
The resources
were worked
into the
presentation
in pertinent
ways
The students
used a couple
resources that
were credible.
The resources
were worked
into the
presentation
in appropriate
ways.
The students
used a few
resources that
were not
reliable.
These
resources
were not
worked into
the
presentation.
The students
used only on
resource,
which was
not reliable.
The students
did not work
these
resources into
the
presentation
There were
no resources
at all in the
presentation.
Teamwork Students
worked well
together in
putting
together their
presentation
and gathering
information
Students
worked well,
not only
everyone
contributed
equally.
Students had
few problems
within the
group and
did not solve
them in order
to gather
information
and present
well.
Students had
many issues
within the
group which
led to many
issues in the
presentation
and unequal
distribution
of
responsibilitie
s
Students were
not able to
work well
together and
could not
complete the
project.





Lesson/ Unit 5 Ending Project (Second Option)

Lesson Goal: Students are required to create a final project complying all of the ideas, definitions
and thoughts they have gathered. This lesson allows students to use technology inside the
classroom and provides a creative way to get students engaged while being challenged to use
their creativity. In this lesson, students are required to present a 5 minute speech, 20 slides, and
each slide being 15 seconds long that covers all material learned. The purpose of this project is to
help gain a richer understanding of what life is through the use of digital technology.

Learning Objectives:
. Develop descriptions, models, and explanations
. Think critically and logically to connect evidence and explanations
. Communicate scientific procedures and explanations
. Use of technology inside the classroom

Anticipatory Set:
. Ohio Academic Content Standards (Science K-8)
. Life Sciences, 8
th
Grade: Topic: Interconnections within Ecosystems; Content Statement:
All of the processes that take place within organisms

Instructional Strategies:
Cooperative Learning
Inquiry Based Learning
. Critical Thinking

Materials:
. Computer with internet access for PowerPoint to create an Ignite Talk
. Previous class worksheets and assignments

Activities:
. Designing a talk that provides a brief but engaged of your definition of what life is.
. Present this talk within five (5) minutes, combined with a total of twenty (20) visual
slides that advance automatically every fifteen (15) seconds.
. At the end of the presentations, the entire class will finish to compile their final thoughts.


Accommodations for Special Learners:
Directions are given in multiple means of representation to reach all students
Students are placed in groups with multiple learner levels


Assessment (formal or informal):
Observe student participation in anticipatory set (informal)
Discuss student definitions and reactions to different characteristics (informal)
. Ignite Talk presentation (formal)
. Grading Rubric (formal)






































Grading Rubric for Ignite Talk

This assignment is worth 120 points total. Each category represents 20 points.


Excellent Good Poor
Organization Ideas are clearly
organized, developed,
and supported to
achieve a purpose;
the purpose is clear.
The introduction gets
the attention of the
audience and clearly
states the specific
purpose of the
speech. Main points
are clear and
organized effectively.
Main idea is evident,
but the organizational
structure many need
to be strengthened;
ideas may not clearly
developed or always
flow smoothly and the
purpose is not clearly
stated. The
introduction may not
be well developed.
Main points are not
clear. Transitions may
be awkward.
Ideas may not be
focused or developed;
the main purpose is
not clear. The
introduction is
undeveloped. Main
points are difficult to
identify. Transitions
may be needed.
Topic Knowledge Student has a clear
grasp of information.
Citations are
introduced and
attributed
appropriately and
accurately.
Supporting material
is original, logical
and relevant. Student
demonstrates full
knowledge.
Student has a partial
grasp of the
information.
Supporting material
may lack in
originality. Student is
at ease with expected
answers to all
questions but fails to
elaborate. Over
dependence on notes
may be observed.
Student does not have
grasp of information;
student cannot answer
questions about the
subject. Inaccurate,
generalized, or
inappropriate
supporting material
may be used. Over
dependence on notes
may be observed.
Audience The presenter is able
to effectively keep
the audience
engaged. Material is
modified or clarified
as needed given
audience verbal and
nonverbal feedback.
The presenter is able
to keep the audience
engaged most of the
time. Student
presents clearly but
has little
engagement/response
from the audience
The presenter is not
able to keep the
audience engaged.
The verbal or
nonverbal feedback
from the audience
may suggest a lack of
interest.