Subjects:
    Language Arts
    Science

Learner Outcomes:
    Students will be able to use critical thinking skills to analyze history's effect on science fiction and science fiction's effect on the future.

Duration of Lesson:
    2 weeks

Materials:
    Computer with Internet Access
    Television with VCR
    Video, "A Sense of Wonder: From Myth to Science Fiction (from Elements of Literature Video Series - Holt, Rinehart and Winston, Inc.)

Technology Tools:
    Computer with Internet Access
    Television with VCR
    Video, "A Sense of Wonder: From Myth to Science Fiction (from Elements of Literature Video Series - Holt, Rinehart and Winston, Inc.)

Teacher Notes:
    A signed Acceptable Use Policy should be on file.

Procedures:
  1. Discuss with students the connections among myth, science fiction and science fact. Point out to students that classical mythology was an attempt to explain things that the ancient Greeks and Romans didn't understand.  In a similar fashion, science fiction of today could become the scientific fact of the future. Have students  consider how science fiction can be a cautionary tale for the future.
    2. Review with students the vocabulary that will be encountered in the lesson's video, "A Sense of Wonder: From Myth to Science Fiction".
    3. Show students the video, "A Sense of Wonder: From Myth to Science Fiction" (Can be acquired from Elements of Literature Video Series - Holt, Rinehart and Winston, Inc.)
    4. Instruct students to complete the online Analysis Worksheet which is designed to assist students in seeing similarities between science fiction and ancient myths, history's effect on science fiction, and science fiction's effect on the future.
    5. Instruct students to complete the online worksheet Predictions: Technology of the Future.  Instruct students to print out their completed worksheets for submission.  If you prefer, you can print out a copy of the blank worksheet by going to Graphic Organizers for Science fiction / Fantasy.
    6. Use the completed worksheets as a springboard for class discussion and /or group debates of possible positive and negative effects of technology on our life on Earth.  If you do group debates, you might want to assign related topics, have students research their topics, and prepare a written brief of their arguments before holding the debates.
    7.  For the science component, and to illustrate how yesterday's science fiction can become today's scientific reality, involve students in a  project about cloning.  Instruct students to follow the procedures for the online lesson on  cloning and its ethics.  Students will understand that there are ethical and practical arguments in favor of cloning and against cloning.

Modifications:
    Modifications for students' I.E.P.'s may be made.

Enrichment Activities:
  1. Have students  read books and/or view films pertaining to ethical questions regarding cloning and other issues in  science and technology, such a Joshua, Son of None by Nancy Freedmanor.
     Novels and films about cloning
   2. Have students read science fiction novels and short stories, such as works from Ray Bradbury or Isaac Asimov.

            Student Bibliography:
            Asimov, Isaac. The Martian Way. Ballantine Books. New York, 1955. Three short stories, including “‘Youth.”
            Bradbury, Ray. I Sing the Body Electric. Knopf Publishers. New York, 1969. Excellent short stories including “I Sing the         Body Electric.”
            ———. The Martian Chronicles. Doubleday and Co. Garden City, New York, 1966. Excellent anthology of some of         Bradbury’s short stories including “The Long Years” and “There Will Come Soft Rains.”
            ———. R is for Rocket. Bantam Books, New York, 1962. More of Bradbury’s science fiction stories including “R is for Rocket,” “The End of the Beginning,” “The Rocket,” “The Rocket Man,” “The Strawberry Window,” and “The Gift.”
            ———. S is for Space. Doubleday and Co. Garden City, New York, 1966. Excellent anthology. Includes “The Million Year Picnic” and “Time In Thy Flight.”
            Heinlein, Robert. The Past Through Tomorrow. Berkeley Publishing. New York, 1967.
            Anthology of science fiction short stories for young readers. Includes “Space Jockey.”

     3. Students could test on the novels read, subject to availability, at Book Adventure.

Evaluation/Assessment:
  Rubric for group debates of possible positive and negative effects of technology
    Three-point rubric for discussion /group debates on cloning (built into the online lesson in # 6 in procedures)

West Virginia IGO's and National Standards :
  National Standards for Language Arts:
         *Gathers and uses information for research purposes
         *Demonstrates competence in the general skills and strategies of the reading process
         *Demonstrates competence in the general skills and strategies for reading a variety of literary texts
           *Uses listening and speaking strategies for different purposes

     National Standards for Science:
         * Understands ethics associated with scientific study (e.g., potential subjects must be fully informed of the risks and benefits associated with the research and their right to refuse to participate; potential subjects must be fully informed of possible risks to community and property)
         * Knows that throughout history, many scientific innovators have had difficulty breaking through accepted ideas of their time to reach conclusions that are now considered to be common knowledge
         * Knows ways in which science and society influence one another (e.g., scientific knowledge and the procedures used by scientists influence the way many individuals think about themselves, others, and the environment; societal challenges often inspire questions for scientific research; social and economic forces strongly influence which science research programs are pursued and funded)

     English Language Arts IGO's:
          *6.11, 6.14, 6.16, 6.17, 6.18, 6.19, 6.22, 6.26, 6.27, 6.32,
          *6.33, 6.34, 6.35, 6.44, 6.48, 6.52, 6.54, 6.60, 6.65, 6.67,
          *6.82, 6.132, 6.135, 6.136, 6.137, 6.139, 6.140, 6.141,
          *6.153, 6.154, 6.156, 6.160 7.16, 7.19-7.37,7.38-7.50, 7.52,7.66, 7.9

     Science IGO's:
           *7.5, 7.6, 7.75, 7.77, 7.8, 7.9
           *6.19, 6.26, 6.79

    Career Clusters:
   Fine Arts and Humanities

  References:
    Elements of Literature Video Series - "A Sense of Wonder: From Myth to Science Fiction" - Holt, Rinehart Winston, Inc.
        Scholastic lesson plans - http://teachercholastic.com/lessonrepro/
          Discovery school - http://school.discovery.com/lessonplans/programs/cloneage/
        Book Adventure - http://www.bookadventure.org/
        Novels and films about cloning - http://www.magicdragon.com/UltimateSF/clone.html
 

     Authors:
      Mark Graham, Melissa Ridenour, & Vicky Neal
      Bruceton School - Preston County Schools