Space Exploration Two Weeks

ELALesson Plan

Teacher:Sixth Grade ELA Teacher

Grade:Sixth Grade

Lesson Title:Does Current Science Fiction = Future Science Facts?STRANDS

Reading Literature, Reading Information, Greek and Latin roots

LESSON OVERVIEW Summary of the task, challenge, investigation, career-related scenario, problem, or community link.

“Is There Science in Science Fiction?” will focus on the characteristics of the genre, but also incorporate the facts that are within the text George’s Cosmic Treasure Hunt. Students will complete an independent novel assignment that culminates in a presentation of a book project. Students will participate in close readings of nonfictional texts that mirror the topics within assigned novel. These topics include: benefits of space exploration, Sally Ride, Mars Rover, Neil Armstrong, and the transit of Venus.

MOTIVATOR Hook for the week unit or supplemental resources used throughout the week. (PBL scenarios, video clips, websites, literature)

http://youtu.be/lMPfpFskdkc - Science fiction-Science fact – Unit HookWhether it's Star Trek's USS Enterprise, or the iconic space station from 2001: A Space Odyssey, science fiction has always provided inspiration and ideas for the scientists and engineers that design and build real spacecraft. The, at times, fine line between science fiction literature and the developments in real life space activities provides the backdrop to ESA's latest Space-in-Bytes video lesson release, titled "Science fiction - science fact".

DAY Objectives(I can….)

Materials & Resources

Instructional Procedures DifferentiatedInstruction

Assessment

1 I can compare and contrast the settings, characters, and unusual circumstances among science fiction and other genres.

Science Fiction PPT (See Resource Folder)

George’s Cosmic Treasure Hunt

Literature Circle Roles (See Resource Folder)

Essential Question:What are the characteristics of science fiction?

Differentiated Instruction- RemediationPeer Tutoring

Discussions

iBooks- dictionary & audio options

Differentiated Instruction- EnrichmentLiterature Circles allow for discussion of the text at all levels of comprehension.

Formative Assessment-Thumbs Up and/or thumbs down will be used to assess the students’ comprehension of the science fiction genre.

Science or Fiction?

Set

Watch the Hook

Brainstorm with the class titles of science fiction movies or texts. What makes them SCIENCE fiction instead of fiction? Think, Pair, Share

Teaching Strategy

Using the “Science Fiction PowerPoint”, discuss the genre and compare it to others that have been read. (Compare and Contrast)

Believable- partially true/fictitious laws or theories of scienceFuture setting or on a distant planetExamples of technology that has not been invented but conforms to the rules of scienceA journey through time or to a distant galaxyImaginary characters (often from outer space or other planets)Realistic human reactions to fantastic situationsLesson about lifeSurprise ending

Explain that the class will be reading a science fiction novel. Throughout their reading, they should record any questions they have or situations they encounter that they want to learn more about in their literature circle notebook. Students must also notate any new or confusing words that they may encounter.

Divide the students into literature circle groups- 4-5 students by ability level. Remind the students to choose their roles: Summarizer, luminary,

connector, discussion director. (Explanation of roles in Resource Folder)

These groups will have the opportunity to discuss their readings on a daily basis using discussion questions. The group needs to set nightly reading goals.Preview the novel George’s Cosmic Treasure Hunt. Discuss how the book is organized. Students will need to highlight any new vocabulary and interesting facts found within the text. At the end of each chapter, a brief summary statement should also be noted. This will help them be prepared in their literature circles.

Summarizing Strategy

In pairs, predict what you think the story will be about. Give the students an opportunity to flip through the book and make predictions.

2 I can discuss a science fiction text within a group.

I can read nonfiction articles and glean evidence to include within an explanatory writing sample.

George’s Cosmic Treasure Hunt

Article- written or online

Essential Question:How did historical events lead to the invention of new technologies?Why did humans decide to go into space?

Differentiated Instruction- Remediation:Peer Tutoring

iBooks- dictionary & audio options

Differentiated Instruction- EnrichmentPrior knowledge of world events will be needed for the activity

Formative Assessment: During discussion and writing, I can evaluate the students’ ability to read nonfiction text and glean information.

NASA’s Future

Set

Literature Circle Discussions- What is the occupations of George and Annie’s parents? What did Eric announce that upset George? Discuss any new or confusing words that were encountered within the text

Teaching Strategy (s)

Class discussion of essential questions. Have students reference their prior knowledge of ancient cultures and their view of space. Then lead the discussion to the Space Race, the Cold War, and the creation of NASA.

In partners, students will read the following article and discuss the benefits of space travel.

NASA in Your Lifehttp://www.nasa.gov/50th/spinoff/index.html

Using the article, students must write a one page argumentative essay describing why the US Government should continue to fund NASA. Remind students that they need to create a thesis, provide evidence, and end with a

solid conclusion. Give an example of an appropriate thesis. (The U.S. Government should continue to fund NASA because ___________ and _______________.

Summarizing Strategy

Allow time for the students to share their writing with their peers. Then list several additional technologies that were invented by NASA:

LED lights, Infrared Ear Thermometers, artificial limbs, anti-icing systems for airplanes, improved radial tires, temper foam, enriched baby food, cordless vacuums, etc.

3 I can create a T-Chart to identify examples of fictional technologies that lead to a real technology.

Star Trek clip

T-Chart

Science Fiction to Science Fact (See Resource Folder)

Essential Question:Why is the human element important in science fiction?How can science fiction influence the invention of new technologies?

Differentiated Instruction- RemediationVideo

Peer Tutoring

Visual- Thinking Map

Differentiated Instruction- EnrichmentDuring the brainstorming, determine the science that will be needed for the new technology to be invented

Formative Assessment:

inference skills throughout the conversation.

Thumbs up/down

Real or Fake Technologies

Set

Literature Circle Discussions- What is the author’s purpose of the text? Discuss any new or confusing words that were encountered within the text

Teaching Strategy

With the entire class, create a T-Chart listing the imaginary and real technologies that are used in George’s Cosmic Treasure Hunt and other examples of science fiction. (The list should include time travel, aliens on earth, living on other planets, space travel, etc.)

Watch this clip from Star Trek. Tell students to watch for at least 2 examples of technology in the clip that did not exist in the 1960’s when this show was televised. (Disks that store movies and time travel.) Talk about which one could happen and which one, as of now, cannot. Explain that we will be looking for the scientific facts behind science fiction. Talk about how a show like this or other works of science fiction could inspire people to invent things.

Watch the Science Fiction to Science Fact. In small groups or as a class,

discuss the 2 videos. Make inferences on the impact of science fiction on inventions.

Summarizing StrategyBrainstorm with a partner additional technologies that will be invented within the next 50 years.

4 I can create a T-Chart to identify examples of fictional technologies that lead to a real technology.

I can explain how an article is organized and glean facts rather than fiction.

Star Trek clip

T-Chart

“The Science of Star Trek: How Close Are We?” article

Essential Question:Why is the human element important in science fiction?How can science fiction influence the invention of new technologies?How has the idea of space captured our imaginations?

Differentiated Instruction- RemediationVideo

Peer Tutoring

Visual- Thinking Map

Differentiated Instruction- EnrichmentThe prototype drawings will also list the advances in science will be required to create the design.

Formative Assessment of inference skills throughout the conversation.

Thumbs up/down

The prototype designs and explanations

The Science of Star Trek

Set

With the entire class, review the previous lesson’s T-Chart. Allow time for small groups to share their findings with each other and the entire class.

Teaching Strategy

Close Read the article: “The Science of Star Trek: How Close Are We?” Continue to add to the class T-Chart.Is the article convincing? Discuss how the article is organized and how that helps you understand the text better. (Subtitles, organized by subject, formal and informal language)

Summarizing Strategy

Students will create prototypes of current science fiction technologies that could become a future science fact. They must illustrate their design and write an appropriate caption.

5 I can give and define and use Greek and Latin roots.

Video clip: Greek and Latin Roots Hook (See Resource Folder)

PPT- “Greek and Latin Roots (See Resource Folder)

Essential Question:How will understanding Greek and Latin roots aid in understanding vocabulary?

Differentiated Instruction- RemediationClass DiscussionVisualThinking Map

Differentiated Instruction- EnrichmentBrainstorm vocabulary

Formative Assessment:

Ticket out the door: name a root and the student tells the meaning.

Summative

Greek and Latin Roots

Set

Explain to the students that they will watch a brief explanatory video that

Copy paper- foldable

was made by a student using the online program, Xtranormal. Encourage them to listen carefully for the Greek and Latin roots. Watch Greek and Latin Roots Hook. Brainstorm a list of roots that the students heard.

Teaching Strategy

Discuss Greek and Latin roots with the use of the PowerPoint “Greek and Latin Roots”. Students will need to take notes of the presentation.

Then students will make a simple foldable to demonstrate their knowledge using the following roots: audio, auto, malus, phys, mega, photo, ologist, cosm, thesis,

Vertically fold the paper in half (the length of the paper)While the paper is folded, make 5 flaps by cutting 5 slits into the top piece of paper then the paper is folded, the students will write and illustrate the Greek or Latin root.

On the inside of the flap, the students will write the definition of the root on one side and example of English words containing the root.

Summarizing Strategy

Ask for volunteers to share their best work with 2 other students.

Ongoing HOMEWORK: Play Greek language game: http://teacher.scholastic.com/activities/athens_games/game.htm#

that contains the particular roots.

Differentiated Questioning:“Considering the words we know that contain the root, what do you think the root means?”

Assessment- Quiz at the end of the unit that is based on the foldable.

6 I can judge the amount of influence the media has on society in a particular situation.

“War of the Worlds” broadcast (See Resource Folder)

Essential Question:Does media have an influence on society?How much influence does the media have on society?How is the idea of space captured in our imaginations?

Differentiated Instruction- Remediation

Peer Tutoring

Audio

Formative Assessment-

Exit ticketThe War of the Worlds

cent

% 100

PercentCentennial

Set

Ask students: Do you believe there is life anywhere but Earth? Why? Why would some people think it would be scary to know there are others within the universe?

Teaching Strategy

Play the “War of the Worlds” broadcast. (55 minutes) Without any prior discussion. (Do NOT tell the students that it is FICTION. Some will question the validity of the broadcast.)

Encourage the students to make notes based on the plot. Pause the recording periodically and have the students summarize

the events for full comprehension. After listening, explain to the students that this was a recording or

Orson Wells’ drama. Replay the beginning of the broadcast to offer evidence that this was strictly for entertainment.

Summarizing Strategy

Exit ticket: What would you have done, as a sixth grader, if you heard the broadcast in 1938? What if you did not hear the beginning of the broadcast? Would you have thought it was a real news broadcast?

Differentiated Instruction- Enrichment

Adjusted Questioning:

What were the perceptions of scienctists in the 1930’s

What aspects of the broadcast made it seem real?

Observation throughout the questioning

7 I can infer information from two texts based on the same topic to write a reflexive essay.

PDF Notes Free app

The Day Aliens Attacked America- online article

Essay Rubric (See Resource Folder)

Essential Question:How has science fiction created an excitement that eventually led to new technologies?How has the idea of space captured our imaginations?

Differentiated Instruction- RemediationText formats assist in comprehension

Peer Tutoring

1 page essay

Differentiated Instruction- EnrichmentLeveled Questions:What can you infer about

Summative Assessment-

The essays will be graded using Tennessee’s Expository Essay rubric.

What if Aliens Attacked America

Set

Hold a class discussion focused on extraterrestrial life forms coming to Earth? What would they look like? Would they come in peace?

Teaching Strategy

Read the article “The Day Aliens Attacked America.”The article appears on pages 4-9 in the January 10, 2011, issue of Scope.

Students will open the article in PDF Notes Free so they are able to make

notationsEvaluate the text features through the article. Students will need to cite evidence for their answers.

How is the article arranged? What is the author’s purpose in writing the article? How does the author transition from one topic to the other? Do the graphics assist in comprehension? How?

Complete the writing challenge at the end of the article: “Consider this statement: Humans are fascinated by the idea of other life in the universe. List five details from the article that support this statement. Include information from the photos and sidebars as well as from the body of the article”

As a class, discuss the students’ answers.

Summarizing Strategy

Have students write a reflective essay in response to the essential question, How has the idea of space captured our imaginations?

the various ways we imagine aliens?Which category best fits the aliens from the broadcast?Given everything you’ve read, do you think the scare could happen today?Why or why not?

Two page essay is required

8 Essential Question:

Project Day 1 – refer to Unit Plan

Topic – “Moon Colony”- Space Exploration

9 Essential Question:

Project Day 2 – refer to Unit Plan

Topic – “Moon Colony”- Space Exploration

10 Essential Question:

Project Day 3 – refer to Unit Plan

Topic – “Moon Colony”- Space Exploration

STANDARDS Identify what you want to teach. Reference State, Common Core, ACTCollege Readiness Standards and/or State Competencies.

RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.6.2 Determine a theme or 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. RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a

resolution. RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar

themes and topics. RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.6.2 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.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). W.6.1 Write arguments to support claims with clear reasons and relevant evidence. W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of

relevant content. L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range

of strategies.