ALEX Classroom Resource

  

Finding the Science Behind Science Fiction Through Paired Readings

  Classroom Resource Information  

Title:

Finding the Science Behind Science Fiction Through Paired Readings

URL:

http://readwritethink.org/classroom-resources/lesson-plans/finding-science-behind-science-927.html

Content Source:

ReadWriteThink
Type: Lesson/Unit Plan

Overview:

Science fiction has the potential to spark lively discussions while inviting students to extrapolate from their own working knowledge of scientific principles. This genre offers a human lens to what can otherwise be a complex science concept. In this lesson, students will be able to explore the genre of science fiction, while learning more about the science integrated into the plot of the story using nonfiction texts and resources. They first define the science fiction genre and then read and discuss science fiction texts. Next, they conduct research to find science facts that support or dispute the science included in the plot of the science fiction book they read. Students then revisit their definition of the genre and revise based on their reading. Finally, students complete a project that examines the science fiction genre in relation to real-world science concepts and topics.

Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 6
1 ) Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.6.1]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.1- Answer who, what, where, when, and why questions about stories using textual evidence for support.


English Language Arts
ELA2015 (2015)
Grade: 6
10 ) By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the Grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.6.10]

English Language Arts
ELA2015 (2015)
Grade: 6
11 ) Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.6.1]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.11- Answer who, what, where, when, and why questions about informational text, using textual evidence for support.


English Language Arts
ELA2015 (2015)
Grade: 6
12 ) Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. [RI.6.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.12- Identify the central idea of an informational text; summarize an informational text.


English Language Arts
ELA2015 (2015)
Grade: 6
17 ) Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. [RI.6.7]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.17- Use information presented in different media or formats (e.g., video, print) to demonstrate understanding of a topic or issue.


English Language Arts
ELA2015 (2015)
Grade: 6
19 ) Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person). [RI.6.9]

English Language Arts
ELA2015 (2015)
Grade: 7
21 ) Write informative or explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. [W.7.2]

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison or contrast, and cause and effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. [W.7.2a]

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. [W.7.2b]

c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. [W.7.2c]

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.7.2d]

e. Establish and maintain a formal style. [W.7.2e]

f. Provide a concluding statement or section that follows from and supports the information or explanation presented. [W.7.2f]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.7.21- Compose informative or explanatory texts by stating a topic, providing facts or details, and providing an appropriate conclusion related to the topic.


English Language Arts
ELA2015 (2015)
Grade: 7
23 ) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 20-22 above.) [W.7.4]

English Language Arts
ELA2015 (2015)
Grade: 7
26 ) Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. [W.7.7]

English Language Arts
ELA2015 (2015)
Grade: 7
27 ) Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. [W.7.8]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.7.27- Gather and classify information that is relevant to a topic and subtopics; paraphrase data and conclusions.


Tags: Compare and Contrast Guide, genre, nonfiction, research, science fiction
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Author: Cassie Raulston