Lesson plan of Life Beyond Earth

Objectives (5 – 7 minutes)

1. Understand the definition of life and the conditions needed for it to exist, not just on Earth, but also the possibility of life on other planets.

2. Explore the idea of extraterrestrial life critically and rationally, looking at the scientific evidence that exists and the possible forms life could take beyond Earth.

3. Develop critical thinking and argumentation skills when discussing the topic of extraterrestrial life, learning to assess and debate different perspectives and theories.

Secondary Objectives:

• Spark student interest in the field of astrobiology, which studies the possibility of life on other planets.

• Promote interdisciplinary learning by connecting the topic of extraterrestrial life with other disciplines, such as physics, chemistry, and philosophy.

Introduction (10 – 15 minutes)

1. Review of Prior Knowledge:

• The teacher begins the lesson by reviewing key concepts that were covered in previous lessons, such as the definition of life, the characteristics of living things, and the conditions necessary for life to exist on Earth.
• The review can be done through direct questioning of the students or visual summaries on the board or interactive whiteboard.

2. Problem Situations:

• The teacher presents two problem situations to spark the students' curiosity and prepare them for the topic of the lesson.
  • First situation: "If life on Earth needs water to exist, do you think that life on other planets also needs water?"
  • Second situation: "How could we detect the presence of life on a distant planet without going there?"

3. Contextualization:

• The teacher then contextualises the importance of studying extraterrestrial life, mentioning how discovering life on other planets could change our understanding of the universe and our place in it.
• The impact that discovering extraterrestrial life would have on various areas, such as philosophy, religion, politics, and science in general, can also be mentioned.

4. Introduction of Topic:

• The teacher introduces the topic of extraterrestrial life by giving a brief history of the search for life beyond Earth, from early ancient speculation to recent discoveries and future missions.
• An interesting fact to present is the "Fermi paradox," which questions why, if extraterrestrial life is possible and common, we haven't found it yet.
• Another interesting fact could be the discovery of possible signs of life on Mars and on moons of Jupiter and Saturn, which illustrate how the search for extraterrestrial life is becoming increasingly concrete and exciting.

Development (20 – 25 minutes)

1. "Conditions for Life" Activity (10 – 12 minutes)

• The teacher divides the class into groups of five students and gives each group a set of cards with different environmental conditions (e.g. water, sunlight, oxygen, temperature, etc.).
• The aim of the activity is for students to discuss and order these conditions according to their importance for life on Earth.
• After ordering them, each group should justify their choices to the class.
• The teacher then introduces the concept of "habitable zones" on other planets, which are regions where conditions could be suitable for life to exist.
• The groups are then challenged to create their own "habitable zones" using the cards provided.
• At the end of the activity, the teacher leads a class discussion on the different "habitable zones" that were created, highlighting the diversity of conditions that could allow life to exist.

2. "Design an Extraterrestrial Being" Activity (10 – 12 minutes)

• Still in their groups, students are challenged to imagine and draw an extraterrestrial being that could survive in one of the "habitable zones" created in the previous activity.
• They should consider the environmental conditions of the chosen habitable zone, the characteristics of life in general, and the possible limits of biology.
• During the activity, the teacher circulates around the room, providing feedback and asking questions to guide the students' thinking.
• At the end, the groups present their extraterrestrial beings to the class, explaining their design choices and why they think their being could survive.

3. Group Discussion (5 – 7 minutes)

• To conclude the Development stage, the teacher facilitates a group discussion about the viability of extraterrestrial life based on the activities carried out.
• Students are encouraged to use the knowledge acquired during the lesson, as well as their own ideas and opinions, to participate in the discussion.
• Points brought up in the discussion can serve as a basis for the Conclusion stage of the lesson.

Feedback (10 – 12 minutes)

1. Group Discussion (3 – 5 minutes)

• The teacher starts a group discussion with all students, where each group has up to 3 minutes to share their findings or conclusions from their activities.
• During this discussion, the teacher should encourage participation from all students, ensuring that everyone has the opportunity to speak and share their ideas.
• The teacher can ask directed questions to each group, encouraging them to explain their design choices for the extraterrestrial being and their "habitable zones."
• The goal of this discussion is to consolidate the students' learning, allowing them to reflect on the activities carried out and the connections that can be made to the theory discussed in class.

2. Theory Connection (2 – 3 minutes)

• After the group discussion, the teacher does a quick review of the theoretical concepts covered in class, connecting them to the findings or conclusions presented by the students.
• For example, the teacher can highlight how the "habitable zones" created by the students reflect the idea that life can exist in a wide variety of environmental conditions.
• It can also be discussed how the characteristics of the extraterrestrial beings drawn by the students relate to the conditions necessary for life to exist, such as the need for water, energy, and a stable environment.

3. Individual Reflection (2 – 3 minutes)

• The teacher asks students to individually reflect on what they have learned in the lesson.
• To facilitate this reflection, the teacher can ask questions such as: "What was the most important concept you learned today?" and "What questions are still unanswered?"
• The students should write their answers in a notebook or sheet of paper, which can be used as a basis for future lessons or review activities.

4. Feedback and Closure (1 – 2 minutes)

• To conclude the lesson, the teacher asks for feedback from the students about the lesson, asking what they enjoyed, what they found challenging, and what they would like to learn more about in the future.
• The teacher also provides a brief summary of what will be covered in the next lesson, maintaining the students' interest and preparing them for future content.
• Finally, the teacher thanks the students for their participation and encourages them to continue exploring the fascinating world of life beyond Earth.

Conclusion (5 – 7 minutes)

1. Recap (2 – 3 minutes)

• The teacher begins the Conclusion by recalling the main points that were discussed during the lesson.
• They can emphasize the definition of life and the conditions necessary for it to exist, the idea of habitable zones on other planets, and the different forms that life could take.
• The teacher can also recap the activities that were carried out, highlighting the findings or conclusions presented by the students and how they relate to the theory discussed.

2. Theory-Practice Connection (1 minute)

• Next, the teacher should explain how the lesson connected theory with practice.
• They can mention how the "Conditions for Life" activity allowed the students to apply theoretical knowledge about the conditions necessary for life.
• In the same way, the "Design an Extraterrestrial Being" activity allowed the students to explore the practical application of this knowledge by imagining beings that could live in extraterrestrial environments.

3. Extra Materials (1 – 2 minutes)

• The teacher suggests extra materials for students who want to explore the topic further.
• These materials can include books, documentaries, websites, and scientific articles about extraterrestrial life and astrobiology.
• For example, the teacher could suggest the book "Life Beyond Earth: The Search for Life on Other Planets" by Jeffrey Bennett, or the documentary "Cosmos: A Spacetime Odyssey" by Neil deGrasse Tyson.

4. Importance of the Topic (1 minute)

• To conclude, the teacher highlights the importance of the topic of extraterrestrial life in everyday life.
• They can mention how the search for life on other planets can expand our understanding of the universe and our place in it.
• In addition, the teacher can stress how astrobiology, the study of the possibility of life beyond Earth, is an interdisciplinary field that combines several areas of science, such as physics, chemistry, biology, and geology.