To understand the difference between science and science fiction through a compare/contrast activity or discussion and a reading of the material.

To be able to identify characteristics specific to science and characteristics specific to science fiction.

Through a creative writing activity, an integrated class combining science and language arts will be obtained.

Content Areas:

Science - science in the news, technology and the modern world

Language Arts - creative writing, comparative writing

Materials:

A scientific article or essay (we chose Science News Magazine)

L'Engle, Madeline. (1978). A Swiftly Tilting Planet. New York: Farrar, Strauss and Giroux.

The music "The Planets" by Horst to be played during the creative writing time.

Resources:

Bradbury, Ray. Long Past Midnight.

Bradbury, Ray. (1958). Martian Chronicles. Garden City, NY: Doubleday.

L'Engle, Madeline. (1962). A Wrinkle in Time. New York: Ariel Books.

Procedure: (2 hours)

1) First the class will compare NASA vs. Star Trek/Star Wars to understand the differences between science and science fiction in a way they can relate.

2) For each, have the class develop a list of characteristics making the distinction.

3) After the class understands the difference between science and science fiction, have them read the first chapter of A Swiftly Tilting Planet and then an article, we chose Science News Magazine as a quality reference/resource. Have the students provide evidence from the material to support whether it is an example of a scientific article or a piece of science fiction.

4) These first three activities will last approximately 1 hour to 1 hour and 15 minutes, depending on the feedback and discussion from the students. The last 45 minutes or 1 hour can be devoted to a creative writing assignment.

5) Using elements of science fiction discussed in the previous hour, ask the students to explain life on "their" planet or what would one encounter through one's space travel? What do they think of dimension travel? Do they think it is possible? Or any other idea the teacher or student might suggest.

Assessment:

Through discussion the teacher will be able to get a feel for how much the students understand in regard to science vs. science fiction.

The creative writing technique asks that the students use elements discussed previously in their essays to show they understand the various characteristics of what makes a piece of work science fiction. Peer evaluation could be used to discuss whether they have attained the above mentioned criteria for success.

Please see the Discussion Rubric for participation that is used throughout the four weeks.

Making Waves - written by Jennifer Cannistra, Jamie Hanna, Michael LeRoy, & Kim Mongoven

This page was submitted by St. Norbert College Ocean Voyagers Program