Lesson Plan
Life's Big Mystery Lesson Plan
Students will learn that living things come from other living things (biogenesis) rather than arising spontaneously (spontaneous generation). By sorting examples, observing a broth experiment, and discussing results, they'll reinforce scientific reasoning and vocabulary.
Understanding how life originates builds foundational biology knowledge and critical thinking. This lesson clarifies misconceptions and strengthens observational skills, supporting IEP and 504 goals with visuals and structured support.
Audience
Small-group special education students
Time
45 minutes
Approach
Hands-on sorting, visual observation, and guided discussion
Prep
Teacher Preparation
15 minutes
- Print and cut out cards for Origin Sorting Game Cards
- Preview Life's Big Mystery Slide Deck and familiarize yourself with the Life's Big Mystery Lesson Script
- Print copies of Biogenesis vs Spontaneous Generation Sorting Worksheet and Microbe Growth Observation Sheet
- Arrange seating for small groups and post visuals within view
- Gather any simple props (e.g., clear jars, pictures of broth experiments) if available
Step 1
Engage and Introduce Concept
5 minutes
- Display slide 1 from Life's Big Mystery Slide Deck, showing jars of broth and microorganisms
- Read script lines 1–5 from Life's Big Mystery Lesson Script using simple language
- Ask students: “Where do you think the tiny life in this jar came from?” Use visuals and allow extra processing time
- Provide sentence starters on board (e.g., “I think…”, “I see…”) for support
Step 2
Sorting Activity
10 minutes
- Divide students into pairs/small groups and give each group Origin Sorting Game Cards
- Instruct students to sort cards into two piles: Biogenesis (life from life) vs Spontaneous Generation (life from non-life)
- Circulate and prompt: “Why did you place this card here?” Provide one-on-one support and visual cues
- Use checklists or thumbs-up icons for positive reinforcement
Step 3
Observation Activity
15 minutes
- Distribute Microbe Growth Observation Sheet to each student/pair
- Show photos or models of boiled (sterile) vs unboiled (microbe-rich) broth
- Students draw or circle what they observe and label with simple words or pictures
- Offer sentence stems: “I see…”, “I think this happened because…”
- Support students individually, using visuals and read-aloud as needed
Step 4
Group Discussion
10 minutes
- Reconvene whole group and display summary slide from Life's Big Mystery Slide Deck
- Use scripted prompts from Life's Big Mystery Lesson Script to ask:
- “Which broth had life, and why?”
- “What does this tell us about where life comes from?”
- Encourage turn-taking; use visual speaking tokens or icons
- Highlight correct use of vocabulary: biogenesis, spontaneous generation
Step 5
Wrap-Up and Assessment
5 minutes
- Hand out any remaining copies of Biogenesis vs Spontaneous Generation Sorting Worksheet as an exit ticket
- Students complete 1–2 simple matching or circling questions
- Read questions aloud and offer extra time per student IEP/504 accommodations
- Collect worksheets and praise all contributions; reinforce key takeaway: “Life comes from life.”
Slide Deck
Life’s Big Mystery
Where did the tiny life in these jars come from?
Show jars of broth image. Read script lines 1–5: “Today we will explore where tiny life comes from. Look at these jars! Where do you think the little life in these jars came from?” Pause for responses. Provide sentence starters on board.
Biogenesis vs Spontaneous Generation
• Biogenesis: life from life (e.g., seeds➔plants; chicks➔eggs; mold➔bread)
• Spontaneous Generation: life from non-life (e.g., maggots➔meat; mice➔grain; frogs➔mud)
Explain terms and give real-life examples. Read script lines 6–10: “Biogenesis means life from other living things; spontaneous generation means life from non-living stuff.” Use examples: seeds➔plants, chicks➔eggs, maggots➔meat, mice➔grain.
Sorting Activity
Sort the cards into two piles:
• Biogenesis (e.g., seeds➔plants, chicks➔eggs)
• Spontaneous Generation (e.g., maggots➔meat, mice➔grain)
Introduce sorting game. Give each group cards showing different examples. Read script lines 11–13: “Sort your cards into two piles: Biogenesis or Spontaneous Generation.” Mention sample cards on slide.
Observation Activity
Observe boiled vs unboiled broth.
Draw or circle what you see.
Distribute Microbe Growth Observation Sheet. Show photos/models of boiled vs unboiled broth. Read script lines 14–16: “Draw or circle what you see in each jar. Then, tell me why you think it happened.” Provide sentence stems.
Group Discussion
Which broth had life? Why?
What does this tell us about where life comes from?
Display summary slide. Read script lines 17–20: “Which broth had life? Why? What does this tell us about where life comes from?” Use visual tokens for turn-taking. Reinforce vocabulary.
Exit Ticket
Complete the matching or circling questions
on your worksheet.
Hand out the exit ticket worksheet. Read questions aloud. Give students extra time. Collect sheets when finished. Praise effort and review: “Life comes from life.”
More Real-Life Examples
Biogenesis Examples:
• Baby chicks hatching from eggs
• Seeds growing into plants
• Mold growing on old bread
Spontaneous Generation Myths:
• Maggots appearing on meat
• Mice appearing in stored grain
• Frogs appearing in mud
Share more real-life examples. Point to each example and ask students to identify biogenesis or spontaneous generation. Use visuals or cards.
Script
Life’s Big Mystery Lesson Script
Slide 1: Life’s Big Mystery (Lines 1–5)
- “Good morning, friends! Today we have a big mystery to solve: Where does tiny life come from?”
- “Look at these jars of broth on the screen. Do you see all those little dots? Those are tiny living things—microbes!”
- “Here’s our question: Where do you think the tiny life in these jars came from?”
- (Pause. Provide sentence starters on board: “I think…” / “I see…”)
- “Thank you for sharing! Hold on to your ideas as we learn more.”
Slide 2: Biogenesis vs Spontaneous Generation (Lines 6–10)
- “Now I’ll teach you two science words: ‘biogenesis’ and ‘spontaneous generation.’”
- “Biogenesis means life comes from other living things. Can you say ‘biogenesis’ with me?”
- “Spontaneous generation means life comes from non-living stuff. Let’s say ‘spontaneous generation’ together.”
- “So, biogenesis = life from life. Spontaneous generation = life from non-life.”
- “Great job! Keep these words in mind for our activities.”
Slide 3: Sorting Activity (Lines 11–13)
- “It’s time for a sorting game! I’ll give each group a set of cards with pictures and words.”
- “Your job is to sort the cards into two piles: one for biogenesis (life from life) and one for spontaneous generation (life from non-life).”
- “As you sort, ask your partner: ‘Why did you place this card here?’ Be ready to share your reason when I visit your group.”
Slide 4: Observation Activity (Lines 14–16)
- “Now we will observe two jars of broth—one boiled, one unboiled.”
- “On your Microbe Growth Observation Sheet, draw or circle what you see in each jar. Use pictures or simple words.”
- “Then complete the sentence: ‘I see ___ because ___.’ You can start with ‘I see…’ and ‘I think this happened because…’”
(Pause to support students with visuals and sentence stems.)
Slide 5: Group Discussion (Lines 17–20)
- “Let’s come back together. Which jar had tiny life, and why?”
- “Who can use the word ‘biogenesis’ to explain what happened?”
- “Who can use ‘spontaneous generation’ to explain why nothing grew in the other jar?”
- “Excellent answers! What does this tell us about where life comes from? (Wait for answers.) Yes—life comes from life!”
Exit Ticket (Lines 21–23)
- “Finally, please complete the matching or circling questions on your exit ticket worksheet.”
- “I will read each question aloud. If you need more time or help, raise your hand.”
- “When you finish, turn in your paper. Great work today—give yourselves a big round of applause!”
Worksheet
Biogenesis vs Spontaneous Generation Sorting Worksheet
Name: ____________________________
Date: ____________________________
1. Circle the correct term for each example:
a) Seeds growing into plants:
Biogenesis Spontaneous Generation
b) Maggots appearing on meat:
Biogenesis Spontaneous Generation
c) Bacteria in unboiled broth:
Biogenesis Spontaneous Generation
d) Bacteria in boiled (sterile) broth:
Biogenesis Spontaneous Generation
e) Baby chicks hatching from eggs:
Biogenesis Spontaneous Generation
f) Mold growing on old bread:
Biogenesis Spontaneous Generation
2. Match the terms with their meanings. Write the letter on the line:
a. life from life
b. life from non-life
- Biogenesis: _____
- Spontaneous Generation: _____
3. Short Answer:
Why did no microbes grow in the boiled broth? Use the words biogenesis and spontaneous generation in your answer.
Discussion
Life Origins Discussion
Discussion Guidelines
- Speak one at a time using our talking token or icon.
- Listen respectfully when others share.
- Use sentence starters on the board to help organize your thoughts.
- It’s okay to ask for help or clarification—just raise your hand.
Discussion Questions
- Boiled vs Unboiled Broth
- Question: What did you notice in the unboiled broth that you didn’t see in the boiled broth?
- Follow-Up: Which term explains why life appeared only in the unboiled jar?
Sentence Starter: “I see ___ because ___.”
- Sorting Game Reflection
- Question: Which cards were easy to sort into Biogenesis? Were any cards tricky?
- Follow-Up: Why does mold on old bread come from biogenesis instead of spontaneous generation?
Sentence Starter: “This card goes in biogenesis because ___.”
- Real-Life Connections
- Question: Think of other examples of biogenesis in nature (e.g., baby chicks, plant seeds). Can you share one?
- Follow-Up: How do these examples help you remember the term biogenesis?
Sentence Starter: “For example, ___ shows biogenesis because ___.”
- Historical Perspectives
- Question: Long ago, people believed in spontaneous generation. Why might they have thought life could appear from non-living things?
- Follow-Up: What evidence from our observation activity helped scientists change their minds?
Sentence Starter: “They thought ___, but our experiment shows ___.”
Wrap-Up Prompt
- Big Idea: What is the main takeaway about where life comes from?
Sentence Starter: “Life comes from life because ___.”
Use visuals from Life's Big Mystery Slide Deck and vocabulary from our script (Life's Big Mystery Lesson Script) to support your answers.