Learning Outcomes 2. Key Concepts 2. Misconceptions and Teaching Challenges 3. Vocabulary 3. Lesson and Content Overview 6
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1 UNIT 5 GUIDE Table of Contents Learning Outcomes 2 Key Concepts 2 Misconceptions and Teaching Challenges 3 Vocabulary 3 Lesson and Content Overview 6 BIG HISTORY PROJECT / UNIT 5 GUIDE 1
2 Unit 5 Life Unit 5 Driving Question: How are we still evolving? Learning Outcomes 1. Describe the conditions that made it possible for life to emerge on Earth. 2. Explain the differences between life and nonlife. 3. Describe the major events in the development of life on Earth and explain what is meant by the term biosphere. 4. Use evidence to explain adaptation and evolution, including Darwin s theory of natural selection and DNA. Key Concepts In this unit, students learn what the Goldilocks Conditions were on Earth that allowed for the appearance of life, how life introduces a new dynamism and diversity to the Universe, and how to distinguish living versus nonliving organisms. Students consider seven of the most important turning points in the history of life on Earth. They learn how increasingly complex organisms appeared over almost 4 billion years, evolving into species more and more like us. Finally, they learn how the history of our Solar System, the Earth, and life are closely intertwined, and how astronomical, geological, and biological factors formed our biosphere. Life vs. Nonlife The appearance of life is the fifth threshold discussed in this course because living organisms represent a new type and level of complexity. Chemically, living organisms are much more complex than stars or planets. Life emerges only when very particular Goldilocks Conditions are in place and living things must constantly adjust the way they relate to their environments in order to survive. Because living organisms are constantly changing, they have generated far more diversity than any of the other structures we ve studied to date. Adaptation and Evolution Darwin s theory of natural selection explains how all species evolved from common ancestors and how life has changed and adapted over time due to environmental and biological influences. He found his evidence in fossils, which, he noted, recorded how species changed over time and how subtle differences between species showed how they were related. A century later, more evidence emerged to support his theories. Geologists realized that the Earth is old enough for evolutionary processes to have generated the huge variety of species we see around us today. Biologists learned how reproduction works and discovered that DNA was the key to understanding how species evolved. More recently, geneticists have learned how to sequence genomes in organisms DNA to understand the connections between a wide variety of species. BIG HISTORY PROJECT / UNIT 5 GUIDE 2
3 Misconceptions and Teaching Challenges Understanding How Life Emerged from Nonlife and How Humans Got Here The origins of life are still something of a mystery and there are a few theories as to how life emerged on Earth. One that s mentioned in this course is that life began in the chemical reactions that took place around deep oceanic vents. Other theories include the belief that life began near the surface of the ocean, or that the necessary organic chemicals for life arrived during early meteor collisions with Earth. What we do know is that all life is composed of the same basic chemicals (mainly carbon, oxygen, and hydrogen) and all living things have in common the ability to adapt, metabolize, reproduce, and respond to their environment through the process of homeostasis. At some point in the history of the Earth, the necessary chemical ingredients came together under just the right Goldilocks Conditions to create something extremely simple but with the necessary chemical combination to reproduce, adapt, and eventually evolve into the species we see on Earth today. Scientific Information About the Appearance and Evolution of Life Might Contradict Religious Beliefs The goal of the Big History course is to tell the story of the Universe from the Big Bang to the present. The story is based on the best currently available evidence from the major academic disciplines, and presents evidence that can be tested. Students are asked to study the evidence from these disciplines and see how it fits together. Another goal of the course is to make students better thinkers. Students are not asked to blindly accept this story, and they are consistently asked to challenge and question the resources. Students will not be asked to discard their personal religious beliefs in this unit and replace them with the scientific claims about life s origins. They are not being asked to choose between the origin story of their faith and the scientific origin story presented in the Big History course. It may be necessary for you to reiterate this at times. DNA Is a Complicated Idea Even Its Name Is Complicated! DNA (deoxyribonucleic acid) is a very complex subject. Because this is a Big History class and not a biology or genetics class, your students will need to know about DNA s function and importance to Big History, as opposed to a more detailed knowledge of the structure of the molecule and its complexity. Vocabulary adaptation The capacity of living organisms to change from generation to generation, becoming better suited to their environments. adaptive radiation The rapid evolution of many new species that possess adaptations that allow them to fill previously empty ecological roles, or niches. bacteria Very simple unicellular, asexual, and prokaryotic organisms. The first forms of life were most likely similar to bacteria. biodiversity The variety of life forms in a habitat, whether that habitat is a local environment or an entire planet. biology The scientific study of living things. biosphere The entire network of life on Earth; the region of Earth in which living organisms can be found. brain A cluster of special nerve cells focused on coordinating the activities and vital functions of many different cells and cell groups (or organs). BIG HISTORY PROJECT / UNIT 5 GUIDE 3
4 Cambrian explosion A time in the history of life during the Cambrian period (roughly 542 to 488 million years ago) in which many large fossils appeared and animal life developed an astonishing diversity of structural forms. dinosaurs Terrestrial vertebrates that first appeared roughly 230 million years ago and dominated the Earth from the beginning of the Jurassic period (about 200 million years ago) until the end of the Cretaceous (66 million years ago) over 130 million years! Dinosaurs were an extremely diverse group of egg-laying reptiles, some as small as pigeons and others up to 28 meters in length. Fossil evidence suggests that dinosaurs gave rise to modern birds. DNA (deoxyribonucleic acid) The double-stranded molecule, present in all living cells, that contains the genetic information used to form and maintain the cell and passes that information to offspring cells. eukaryotes Cells more complex than prokaryotes, with distinct membrane- bound organelles (such as mitochondria) and a nucleus that protects the cell s genetic material. Many single-celled organisms are eukaryotic, as are most multicellular ones. evolution Change over time. Applied most frequently to the development of living organisms according to the principles of natural selection, as identified by Charles Darwin in the nineteenth century. extinction event A specific time in the Earth s history (or future) when very large numbers of species die off. These events may occur abruptly or over a longer period of time. In the last 600 million years, there have been five events in which over half of all animal species died. fossil fuel A carbon- based material such as coal, oil, or natural gas that can be used as an energy source. Fossil fuels were originally formed when the remains of living organisms were buried and broken down by intense heat and pressure over millions of years. fossils The preserved remains of organisms from the distant past. Fossils are usually mineralized or hardened remains of the organisms themselves, but can also include traces of an organism s behavior (for example, footprints) that have been preserved. gene A segment of DNA which codes for the production of a specific protein. Genes dictate a particular sequence of amino acids, which when assembled, make up the protein. homeostasis The capacity of living organisms or cells to regulate internal conditions (for example, temperature) in order to maintain a stable state. iridium A dense chemical element with atomic number 77 that is more abundant in meteorites than on Earth; its presence at the K-T boundary offered an important clue to what caused the extinction of the dinosaurs. K-T boundary A layer of clay in the Earth s geologic rock record between the Cretaceous period and the Tertiary period. Unusually high levels of the element iridium at the K-T boundary provided scientists with an important clue to how the dinosaurs became extinct. (The K-T boundary is now often called the K-Pg boundary due to a change in how geologists name time periods.) last universal common ancestor (LUCA) The most recent organism from which all organisms now living on Earth descended; thought to date to about 3.8 billion years ago. life Four commonly accepted attributes of life are that it uses energy from the environment by eating or breathing or photosynthesizing (metabolism); it makes copies of itself (reproduction); over many generations BIG HISTORY PROJECT / UNIT 5 GUIDE 4
5 it can change characteristics to adapt to its changing environment (adaptation); and it can regulate internal conditions in order to maintain a stable state (homeostasis). mammals Warm-blooded, hairy vertebrates that grow their young inside the bodies of females, and feed their young with milk from mammary glands. marsupials A group of mammals whose young are born in an undeveloped state and then develop and nurse in a maternal pouch. metabolism The capacity of living organisms to store, consume, and utilize energy through chemical reactions within cells. This can involve everything from creating nutrients (for example, through photosynthesis), to constructing components of cells, to breaking molecules apart to produce energy. multicelled (multicellular) organism An organism consisting of more than one cell. The possession of more than one cell allows for the specialization of certain cells, which enables these cells to perform specific vital functions. natural selection The process by which certain inherited traits become more common in a population because they improve an organism s chances to survive and reproduce, passing along the traits to the next generation, while other traits become less common because they decrease an organism s chances to survive and reproduce. niche An organism s role within its ecosystem; a set of traits or behaviors employed by an organism within its environment to extract food, avoid predation, and reproduce. The description of an organism s niche may include its habitat, its place in the food chain, and at what time of the day or night it is active. No two species can occupy the same niche in the same environment for a long period of time. organism An individual living thing. photosynthesis The conversion of light energy to chemical energy, which is stored in sugars or other organic compounds, and is performed by plants, algae, and a few other organisms. The first evidence of photosynthesis is from about 3.5 billion years ago. Photosynthesis supplies most of the energy necessary for life within the biosphere and is the source of most atmospheric oxygen, which is released as a byproduct of photosynthesis. prokaryotes Simple, single-celled organisms, including bacteria, which do not have distinct membranebound organelles, and in which genetic material is not bound by a nucleus. Life arose on Earth nearly 4 billion years ago; for roughly the first 2 billion of these years, all living things were prokaryotes. proteins Large biological molecules composed of long chains of amino acids. Proteins perform numerous functions necessary for life, such as speeding up chemical reactions in cells (enzymes), fighting foreign bodies within an organism (antibodies), providing structural support (structural proteins), and transporting matter within and between cells (motor proteins). reproduction The capacity of living organisms to create copies of themselves, some of which vary slightly, leading to natural selection and evolution. RNA (ribonucleic acid) Similar to DNA, but a single strand with slightly different chemistry, this molecule helps to carry out the instructions for protein synthesis specified by the DNA molecule. species The most specific category in biological classification; organisms are considered to be of the same species if they can interbreed in nature and produce viable, fertile offspring. BIG HISTORY PROJECT / UNIT 5 GUIDE 5
6 Lesson and Content Overview Lesson name Lesson description Content Activity 5.0 What Is Life? Among living things, there are strong similarities and remarkable differences all explained by the amount of their shared DNA. But what does that really mean? What is life? Watch: A Big History of Everything H2 Watch: The Origin of Life Crash Course Read: Life and Purpose Opening: DQ Notebook Vocab Activity: Memorization Activity: How Closely Related Are We? Closing: Claim Testing What Is Life? 5.1 How Did Life Begin and Change? The appearance of life marked a profound beginning. Over time, simple life forms transformed, evolving into complex organisms. Watch: How Did Life Begin and Change? Watch: Mini-Thresholds of Life Watch: Life in All Its Forms Watch: The Evolutionary Epic Crash Course Opening: Spontaneous Generation Activity: Are These the Right Mini-Thresholds of Life? Activity: The Tree of Life Infographic Closing: DQ Notebook 5.2 How Do Earth and Life Interact? Life can be fragile. The continued existence of a species can depend on even the slightest changes to astronomical, geological, and biological conditions. Read: What Is the Biosphere? Watch: How Do Earth and Life Interact? Watch: How We Proved an Asteroid Wiped Out the Dinosaurs Opening: Living in the Extremes of the Biosphere Vocab Activity: Comprehension/Application Activity: A Year in the Life of a Species Closing: Convincing Narratives 5.3 Ways of Knowing: Life Life can be incredibly resilient. A species ability to survive is often determined by DNA, which enables adaptations to be passed down. The way your heart races when you re scared? Just another brilliant adaptation. Read: Darwin, Evolution, and Faith Read: Watson, Crick & Franklin Watch: Codes H2 Activity: The Voyage of the Beagle BIG HISTORY PROJECT / UNIT 5 GUIDE 6
7 Lesson name Lesson description Content Activity Additional content Additional content items, including image galleries, can be used to augment lessons or customize your own unit. Threshold 5: Life (video) What is Life? (gallery) How Did Life Begin and Change? (gallery) How Did Life and Earth Interact? (gallery) What Is Life? (video) Life s Evolutionary Story (video) Surviving an Extinction Level Event (reading) Introduction to Biology (video) Introduction to Conservation Science (video) The Atmosphere & Life (reading) Biology-Awareness (reading) The Carbon Cycle (video) Life In Italian Limestone (video) Part 1 Summary (reading) Taxonomy: The Tree of Life (infographic) Learning tips Random facts Related galleries, images, websites, and videos Web links Assessments This unit includes a required Unit Test and an optional Unit Quiz. Unit Quiz Unit Test Glossary Challenge Actions The Unit Log is required for every unit and Unit 5 also includes a survey which students and teachers are encouraged to participate in. Unit Log Survey BIG HISTORY PROJECT / UNIT 5 GUIDE 7
8 BIG HISTORY PROJECT / UNIT 5 GUIDE 8
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