Are We Really All Alone?
Author: Dave Bailey
School District: Madrid-Waddington Central School
Intended Audience:
Content Area: English
Course Title: Science Fiction
Grade Level: 12
Technology Integration:
Technology Hardware: Promethean Board
ActiveExpression devices
Computers for research
Technology Software: ActiveInspire, Powerpoint
Internet Resources: Nova Origins: Where are the Aliens?
Nova Origins: The Drake Equation
SETI
Discovery Streaming Video
Other Content Areas for STEM Integration:
Content Area:
New York State Learning Standards and Performance Indicators Addressed by this Learning Experience:
Include the full wording of the standard(s) and specific performance indicator(s).
Standard 1: Students will read, write, listen, and speak for information and understanding.
As listeners and readers, students will collect data, facts, and ideas, discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information.
Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.
As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will present, in oral and written language and from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.
Problem Statement:
This should be posed as a problem that students will be addressing. This will be the focus of the learning experience.
Are we really unique in the galaxy? In the universe? What is the likelihood of intelligent life existing in our galaxy?
What conditions would be essential for intelligent life in space to exist in our galaxy?
What is the scale of the galaxy versus scale of universe?
How do we define life?
What is the definition of intelligent life?
Why is the identification of intelligent life’s existence through contact significant for humanity?
Essential Question:
This is one focus question that promotes inquiry based learning and allows for multiple solutions and processes.
How might one determine the likelihood of intelligent life existing in our galaxy?
Learning Objectives:
By the end of this learning experience students will be able to:
- define the conditions necessary for life to exist
- define the conditions necessary for intelligent life to exist
- identify who Frank Drake is and explain the variables in the Drake Equation
- identify the SETI program and its VLA (Very Large Array)
- give their opinion as to whether or not they believe intelligent life exists in the galaxy
Necessary Resources:
List all materials that the teacher or students need to complete this learning experience.
Textbook(s), Workbook(s):
Reference Book(s):
Handout(s): “Mission: The Search for Life”
Other: Powerpoint presentation: The Drake Equation
Discovery Streaming video. Earth Science: The Universe. “Using Models to Illustrate the Scale of Space”
Google Sky
Nova Origins: Interactive website “The Drake Equation”
Nova Origins: Interactive website “Do Aliens Exist in the Milky Way?”
Nova Origins: Interactive website “Where are the Aliens?”
SETI
Frank Drake biography page
Steps for Implementing Learning Experience:
List the actions that take place during this learning experience.
1. Students are given an informal poll with six questions. The students will be asked to
a. define life.
b. define intelligent life.
c. identify if they believe life exists in our galaxy.
d. identify if they believe life exists in our universe.
e. identify if they believe intelligent life exists in our galaxy.
f. identify if they believe intelligent life exists in our universe.
2. The results of the poll will be tabulated and recorded using the Activeinspire program and the class Promethean board.
3. Students will be asked to elaborate on question 1. A definition of ‘life’ will be agreed upon and recorded.
4. Students will be asked to elaborate on question 2. A definition of ‘intelligent life’ will be agreed upon and recorded.
5. Students will then be asked to identify the conditions they believe are necessary for life to occur. Responses will be recorded.
6. Students will be given copies of the assignment “Mission: The Search for Life” adapted from the “Nova Origins: Where are the Aliens?” program.
7. Working in pairs, students will review the requirements for the assignment:
A. Conduct research to establish the characteristics a planet is believed to need to harbor life, and use
the information to answer the Research Questions listed on the “Research Journal” handout.
B. Compare real spectra from several solar system planets and answer the Data Analysis Questions
listed on the “Research Journal” handout.
C. Prepare a report that explains how planetary spectra might be used as a tool to explore whether
other worlds are hospitable for life. Review Final Report Requirements on the “Research Journal”
handout for some specific ideas to be included in the report.
D. After completing the report, students will be given the spectrum of a mystery planet. Students will
be asked to interpret the planet’s potential for harboring life using the knowledge acquired
through research and data analysis.
8. Students will be given computer lab time to complete the research reading and prepare the report.
9. Students will present their findings to the class.
10. The class’ earlier response to the essential conditions for life to occur (see #5) will be presented to them again. Using their previous responses and the research project they have completed, the class will come to consensus about what essential elements are critical for life to exist.
11. Students will then decide on a definition for “intelligent life”.
12. Students will be introduced to Frank Drake and SETI by going to SETI’s web site, Frank Drake’s biography page and the radiotelescopes at the Very large Array
13. The students will be asked to brainstorm and list variables one might use to create a formula that could determine the potential for intelligent life in the galaxy. Items will be listed on the Promethean board.
14. The interactive website Nova Origins:Interactive website “The Drake Equation” will be shown on the Promethean Board. Each of the variables will be discussed and the students’ lsit of conditions will be paralleled with each value in the Drake Equation.
15. Students will suggest values for each variable to be entered into the program. A broad range of values will be entered so students may see wide potential values for N.
16. Students will be asked to describe the difference between a solar system, a galaxy, and the universe. Responses will be recorded on the Promethean board. References to scale will be cited.
17. Students will view the Discovery Streaming video Earth Science: The Universe. “Using Models to Illustrate the Scale of Space”
18. Using GoogleSky, students will “fly” from the earth to the moon; then to different parts of the galaxy, including Vega and other distinctive celestial bodies.
19. Students will be asked to define what a light-year is; if the class cannot define light-year, a definition will be provided to them.
20. Using GoogleSky, distance between earth or the moon and different points in the galaxy will then be calculated to reflect the scale of the galaxy.
21. Using distance between the earth and some star in the galaxy suggested by the students, the time it would take for light from the star to reach earth would be calculated.
22. Students will answer the question, “What is the likelihood that contact by an extraterrestrial life form will be occur?”
23. Students will watch the movie Contact.
Instructional Modifications:
List all modifications to the classroom setting as well as those used to enhance learning for all students.
None
Time used for Planning:
Time spent without students to prepare.
Instructor should review the Nova website “Nova Origins: Where are the Aliens?” The instructor should also familiarize themselves with the “Mission: The Search for Life” assignement and read the corresponding documents. Additionally, the insructor should be familiar with Frank Drake and SETI by going to SETI’s web site, Frank Drake’s biography page and the radiotelescopes at the Very large Array. Finally, the instructor should preview and practice with the interactive website “The Drake Equation” and “GoogleSky”.
Overall, the instructor should be prepared to spend 4-5 hours preparing to implement the unit.
Time for Implementation & Assessment:
List each day that the learning experience occurs along with the timeframe of the day in minutes.
Day One: Complete six question in-class survey with discussion.
Day 2: Introduction to assignment “Mission: The Search for Life” adapted from the “Nova Origins: Where are the Aliens?” program.
Day 3-5: Complete research and presentation criteria
Day 6: Presentations and discussion relating to the class’ earlier response to the essential conditions for life to occur Students will then decide on a definition for “intelligent life”.
Day 7: Introduction to Frank Drake/SETI/VLA and brainstorm listof variables to be included to determine the potential of life in the galaxy.
Day 8: Use of the interactive website “The Drake Equation”, with student variables paralleled with each value in the Drake Equation. A broad range of values will be entered so students may see wide potential values for N.
Day 9: Discussion and video on scale of the universe.
Day 10: Use of GoogleSky to reference scale of galaxy/calculation of light from star to reach Earth.
Day 11: Culminating response to question “What is the likelihood that contact by an extraterrestrial life form will be occur?” using relevent data from unit.
Day 12-14: Watch Contact
Total: fourteen 42 minute periods
Assessment Tools:
List all forms of assessment for the learning experience.
ActiveExpression, ActiVote polls and quizzes, with results posted to Excel spreadsheet
Performance assessment during class presentations through immediate teacher feedback to the student
Written content for research project
Reflection:
Share the pros and cons of the learning experience. State any modifications that you would make next time this lesson is implemented.
I think I would include some kind of culminating project having the students speculate in presentation form answering the question, “What is the likelihood that contact by an extraterrestrial life form will be occur?” using relevent data from unit.
Student Work:
Attach one sample of student work that demonstrates a mastery, average, or below average level.
Rigor and Relevance Target:
The Rigor/Relevance Framework has four quadrants. Each is labeled with a term that characterizes the learning performance of the student at that level. Select the quadrant that is most appropriate regarding this learning experience.
Provide Supporting Information to Validate the Quadrant in Which This Learning Experience is Located.
This would be quadrant D, as the unit asks students to speculate about an unknown that, through research and investigation, they may be able to provide a competent and valid assertion based on what they’ve discovered. The students are being to think in complex ways to analyze, synthesize and evaluate information and come to a conclusion.
