The Oparin-Haldane hypothesis, proposed independently by Russian biochemist Aleksandr Oparin and British biologist J.B.S. Haldane in the 1920s, suggests that life on Earth originated from simple organic compounds in the Earth's early atmosphere. According to this hypothesis, this young Earth had an atmosphere composed mainly of methane, ammonia, water vapor, and hydrogen, providing the conditions for forming organic molecules. These organic molecules then combine to form more complex molecules, eventually leading to the emergence of life.

About thirty years later, in 1952, the Miller-Urey experiment, conducted by American chemists Stanley Miller and Harold Urey, aimed to test the Oparin-Haldane hypothesis by simulating the conditions of this young Earth in a laboratory setting. The experiment involved creating a closed system containing water, methane, ammonia, and hydrogen subjected to electrical discharges to simulate lightning. After several days, the mixture was analyzed and found to contain various organic compounds, including amino acids, the building blocks of proteins.

The Miller-Urey experiment supported the Oparin-Haldane hypothesis by demonstrating that the conditions of the early Earth could have facilitated the formation of organic molecules. It also sparked (pun intended) further research into the origin of life and inspired many other experiments to understand how life may have emerged from non-living matter.

Recently, scientists suggested the Sun may have contributed to creating amino acids out of non-living matter. While the lightning theory is not entirely forgone, this new revelation is interesting, which highlights how the study of scientific research and history is not a static discipline. When information changes, we also must change our hypothesis to this new data. The students sometimes view history and science as set in stone when that is not the case. Both can and must change when new evidence presents itself.

This game helps you practice lots of sports-specific skills with your students. Brushing up on basketball shooting skills or bump passing for volleyball can give your students extra practice before the season starts. This game is also suitable for introducing a new skill, like using a hockey or lacrosse stick, because there is no defense to interfere. Learning and mastering a new skill is difficult enough. Because all players in a group must make their shot attempt, this game will also emphasize sportsmanship. It can be easy to criticize a player who misses their shot. However, this will probably lead to worse performance, which is the opposite of what the criticizer intended. The students will have to be positive with each other to ensure that everyone is consistently giving their best effort.

Materials:

• An ample open space

• Frisbee (1)

• Hula Hoop with holder (1)

• Basketballs (7 is ideal, but it could be 2 if the students share them per group)

• Basketball hoops (two if possible; otherwise, rotate players on one)

o You can substitute basketball hoops with 55-gallon containers, especially if you are outside.

• Soccer Balls (2)

• Mini Portable Soccer Goals (2)

  o You can substitute cones for the goals

• Volleyballs (2)

• 55-gallon container or similar container

• Rubber disc dots
  A note on the playing materials. You can substitute any playing material you wish to change what skills that are being practiced based on your individual needs. The only requirement is that you have one material for nitrogen, seven for hydrogen, and at least two for carbon and oxygen.

  Minimum Number of Students Needed: This lesson needs at least twelve students to have one student per station. Fourteen is the magic number to make each molecule. You could play the game with less if you have students go from one station to another. Theoretically, even one student could go through all the skills if you teach from home. If you have more than twelve students in a class, partner them up. When a player misses their individual attempt, they should switch with their partner.

Age: All Ages