Space Exploration
Two Weeks
ELA
Lesson 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 Hook
Whether 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
1
I can compare
and contrast the
settings,
characters, and
unusual
circumstances
among science
fiction and other
genres.
Science Fiction
PPT (See
Resource
Folder)
Essential Question:
What are the characteristics of science fiction?
Science or Fiction?
Set
George’s
Cosmic
Treasure Hunt
Literature
Circle Roles
(See Resource
Folder)
Brainstorm with the class titles of science fiction movies or texts. What
makes them SCIENCE fiction instead of fiction? Think, Pair, Share
Using the “Science Fiction PowerPoint”, discuss the genre and compare it
to others that have been read. (Compare and Contrast)
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Differentiated
InstructionRemediation
Peer Tutoring
Discussions
Watch the Hook
Teaching Strategy
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Differentiated
Instruction
Believable- partially true/fictitious laws or theories of science
Future setting or on a distant planet
Examples of technology that has not been invented but conforms to the
rules of science
A journey through time or to a distant galaxy
Imaginary characters (often from outer space or other planets)
Realistic human reactions to fantastic situations
Lesson about life
Surprise 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,
iBooks- dictionary &
audio options
Differentiated
Instruction- Enrichment
Literature Circles allow
for discussion of the
text at all levels of
comprehension.
Assessment
Formative
AssessmentThumbs Up and/or
thumbs down will
be used to assess
the students’
comprehension of
the science fiction
genre.
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?
NASA’s Future
Differentiated
InstructionRemediation:
Peer Tutoring
Set
iBooks- dictionary &
audio options
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 Life
http://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
Differentiated
Instruction- Enrichment
Prior 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.
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 TChart 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?
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.
Differentiated
InstructionRemediation
Video
Formative
Assessment:
Peer Tutoring
inference skills
throughout the
conversation.
Visual- Thinking Map
Thumbs up/down
Differentiated
Instruction- Enrichment
During the
brainstorming,
determine the science
that will be needed for
the new technology to
be invented
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 Strategy
Brainstorm with a partner additional technologies that will be invented
within the next 50 years.
4
I can create a TChart to identify
examples of
fictional
technologies that
lead to a real
technology.
Star Trek clip
T-Chart
“The Science of
Star Trek: How
Close Are We?”
article
I can explain how
an article is
organized and
glean facts rather
than fiction.
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?
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.
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)
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.
I can give and
define and use
Greek and Latin
roots.
Formative
Assessment of
inference skills
throughout the
conversation.
Peer Tutoring
Thumbs up/down
Visual- Thinking Map
The prototype
designs and
explanations
Teaching Strategy
Summarizing Strategy
5
Differentiated
InstructionRemediation
Video
Video clip:
Greek and Latin
Roots Hook
(See Resource
Folder)
PPT- “Greek
Essential Question:
How will understanding Greek and Latin roots aid in understanding
vocabulary?
Greek and Latin Roots
Differentiated
Instruction- Enrichment
The prototype drawings
will also list the
advances in science will
be required to create
the design.
Differentiated
InstructionRemediation
Class Discussion
Visual
Thinking Map
Formative
Assessment:
Ticket out the
door: name a root
and the student
and Latin Roots
(See Resource
Folder)
Copy paperfoldable
Set
Explain to the students that they will watch a brief explanatory video that
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,
Differentiated
Instruction- Enrichment
Brainstorm vocabulary
that contains the
particular roots.
Differentiated
Questioning:
“Considering the words
we know that contain
the root, what do you
think the root means?”
tells the meaning.
Summative
Assessment- Quiz
at the end of the
unit that is based
on the foldable.
1. Vertically fold the paper in half (the length of the paper)
2. 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.
cent
Percent
%
100
Centennial
Summarizing Strategy
Ask for volunteers to share their best work with 2 other students.
6
I can judge the
amount of
influence the
“War of the
Worlds”
broadcast (See
Ongoing HOMEWORK: Play Greek language game:
http://teacher.scholastic.com/activities/athens_games/game.htm#
Essential Question:
Does media have an influence on society?
How much influence does the media have on society?
Differentiated
InstructionRemediation
Formative
Assessment-
media has on
society in a
particular
situation.
Resource
Folder)
How is the idea of space captured in our imaginations?
Exit ticket
Peer Tutoring
The War of the Worlds
Audio
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
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Observation
throughout the
questioning
Differentiated
Instruction- Enrichment
Adjusted Questioning:
What were the
perceptions of
scienctists in the 1930’s
Play the “War of the Worlds” broadcast. (55 minutes) Without
any prior discussion. (Do NOT tell the students that it is FICTION.  What aspects of the
Some will question the validity of the broadcast.)
broadcast made it seem
Encourage the students to make notes based on the plot.
real?
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?
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
Americaonline article
Essential Question:
How has science fiction created an excitement that eventually led to new
technologies?
How has the idea of space captured our imaginations?
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?
Differentiated
InstructionRemediation
Text formats assist in
comprehension
Peer Tutoring
1 page essay
Summative
AssessmentThe essays will be
graded using
Tennessee’s
Expository Essay
rubric.
Essay Rubric
(See Resource
Folder)
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
notations
Evaluate the text features through the article. Students will need to cite

evidence for their answers.
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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?
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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.
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Summarizing Strategy
8
Have students write a reflective essay in response to the essential
question, How has the idea of space captured our imaginations?
Essential Question:
Project Day 1 – refer to Unit Plan
Topic – “Moon Colony”- Space Exploration
9
Essential Question:
Differentiated
Instruction- Enrichment
Leveled Questions:
What can you infer
about 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
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
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Identify what you want to teach. Reference State, Common Core, ACT
College 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.