Group Intelligence The Chemical

Evolution of Life
(Amended from the lesson plan created by Out of Hand Theater and The Center for
Chemical Evolution)
Background I nformation on Research: (Information for teacher to read and understand before doing the activity.
Individual teacher can decide whether to provide to students beforehand or utilize open-inquiry for the activity)
During the prebiotic world (the primordial soup before life), elements found here on
Earth started to interact with each other. These elements had been made in stars through nuclear
fusion and settled in Earth during the formation of the solar system or brought to Earth through
meteorites. In order for there to be life, the elements needed to self-assemble into a larger
structure called a molecule. Then these molecules self-assembled into the four basic
macromolecules of life: nucleic acids, proteins, carbohydrates, and lipids. This chemical
evolution happened over a very long period of time, approx. 1 billion years. During this period,
forces of nature were acting upon these elements causing them to react when they bumped into
each other. The most challenging part and what seems to be the missing link in our chemical
evolution is how early life could be formed considering it was dependent upon genetic
information and the replication of that data. The idea of Darwins natural selection, usually
related to survival of the fittest organism at the macro scale, also applies to evolution at the
microscopic level where a molecule that serves a function or can replicate itself will become
more dominant in a sample. That is some of the research currently being done by the Center for
Chemical Evolution at the basic level. In summary, we need to understand how these molecules
interacted to make larger structures with complex functions in order to make life happen.
I ntroduction to Activity:
Group Intelligence is an activity designed to help students understand molecular
behavior, specifically how molecules self--assemble, how diversity is required for that self--
assembly, and how that self--assembly leads to remarkable accomplishments in nature.
Throughout the 20--minute activity, students will walk, run, form patterns and solve spatial
problems together, as they follow the instructions on the audio file. For example, students are
asked to line up in a particular order of boy/girl, and then asked to match their line with another
oppositely organized line. The recognition moment that happens between the two lines of
students is akin to the recognition that happens between base pairs in DNA and RNA. Once the
lines recognize one another, the students are able to accomplish a task with which they are
challenged. Molecules, upon self-assembling through recognition, behave very similarly and are
able to accomplish a variety of taskschemical reactions within the human body, such as
digestion and metabolism, are perfect examples.





This activity can be linked to the following Next Generation Standards:
HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is
important in the functioning of designed materials.* [Clarification Statement: Emphasis is on the attractive and
repulsive forces that determine the functioning of the material. Examples could include why electrically conductive materials
are often made of metal, flexible but durable materials are made up of long chained molecules, and pharmaceuticals are
designed to interact with specific receptors.] [Assessment Boundary: Assessment is limited to provided molecular structures of
specific designed materials.]
HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results from four
factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of
individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources,
and (4) the proliferation of those organisms that are better able to survive and reproduce in the
environment. [Clarification Statement: Emphasis is on using evidence to explain the influence each of the four factors has on
number of organisms, behaviors, morphology, or physiology in terms of ability to compete for limited resources and subsequent
survival of individuals and adaptation of species. Examples of evidence could include mathematical models such as simple
distribution graphs and proportional reasoning.] [Assessment Boundary: Assessment does not include other mechanisms of
evolution, such as genetic drift, gene flow through migration, and co-evolution.]
HS-LS2-8. Evaluate the evidence for the role of group behavior on individual and species chances to survive and
reproduce.[Clarification Statement: Emphasis is on: (1) distinguishing between group and individual behavior, (2) identifying
evidence supporting the outcomes of group behavior, and (3) developing logical and reasonable arguments based on evidence.
Examples of group behaviors could include flocking, schooling, herding, and cooperative behaviors such as hunting, migrating,
and swarming.]


You will need: an open space, a way to play an mp3 audio file (stereo, computer, or individual
mp3 players), white board erasers, and something to take a picture with
Procedure:
1) Find a large area where the kids will have plenty of room to move around in. A classroom
would suffice but and open outdoor area, gym, or sports field would be ideal.
2) Collect white board erasers, one per every two students. (Ex. You would need 15 erasers
for a class of 30)
3) Prep the students by explaining that they will be listening to an audio file and will have to
follow the instructions given in a certain amount of time so they need to pay attention.
4) Either have students download the mp3 audio file ahead of time onto their phones or play
it for them through a stereo or computer.
5) Place yourself in the front of the area the students will be working in with the stereo/mp3
players and make 2 piles of erasers in front of you
6) Get the students ready by telling them that they will need to listen and pay attention to the
instructions in order to test their groups intelligence. Give them a countdown before you
press play.
7) The activity will take about 20 minutes and at the end make sure you take a picture of the
group to upload to the Center for Chemical Evolution
8) Group the students based on genetic traits into groups of about 8 then break them into
half so you end up with two smaller groups of 4 and 4. (Ex. Blue eyes in this corner,
brown eyes over here, green eyes in this corner, etc.)
9) Give each small group a different box chart of questions to discuss and fill in. They will
have about 5 minutes to discuss these questions and answer them in there smaller groups.
(There are two different box charts so make sure the blue eyes group 1 gets the first one
and blue eyes group two gets the other one so that when the smaller groups come together
they have all the questions to discuss)
10) Once the smaller groups have filled in their box chart, they should merge with the other
group in their genetic trait and share what their questions were and how they answered
them. The groups can edit their answers until everyone comes to a consensus and agrees
upon the answer.
11) Open into a classroom discussion by selecting students at random out of the larger groups
to describe what conclusions they came to and why they think that.

Group Intelligence Box Chart #1
This activity was designed to have people
behave like molecules. Did you notice this
happening? When? Where? How?
Ex. 1 -




Ex. 2 -






What did she mean when the narrator said you
are stardust?
After this activity, how would you describe the
phrase self-assembly?












Why do you think the concept of diversity is so
important in this context?



Group Intelligence Box Chart #2
This activity was designed to have people
behave like molecules. Did you notice this
happening? When? Where? How?
Ex. 1 -




Ex. 2 -






How do you think the term group
intelligence relates to people? To molecules?

- To people:




- To molecules:
How can you relate the pairing of boys and
girls to DNA? What did you represent and why
do you think that?












What do you think the song singing
demonstrated and why?