To
Infinity and Beyond!
An
Approach to Teaching Science Fiction
Lesson
Plan Overview
I have created a science-fiction unit using a
flipped-classroom approach. At first
this course was developed with the intent of teachers being able to use
material for students needing credit recovery or for teachers who did not have
time to teach the genre within the allotted school year time. However, after much contemplation and
reformatting, this course is now designed for teachers to use a flipped
classroom where students complete a portion of learning online for homework and
then come to class for more dynamic participation and discourse. For this course, I have focused only on the
first week of lessons. During this one
week period of in class and online homework, students engage in meaningful
learning becoming comfortable with the science-fiction genre. Lessons include:
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In-Class Activities
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Online Activities
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Blogging as a writing genre and how to use blogs
effectively
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Discussion on blog reflections
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Discussion on examples of science fiction from
literature, theater, movies and television
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Class discussion of Ray Bradbury and his influence on
the genre
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Reactions to “There Will Come Soft Rains”
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View video mash-up
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Blog about what they think science fiction is
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View PowerPoint lesson on elements of science fiction
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Identification of science fiction elements in video
clip
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Read “There Will Come Soft Rains” by Ray Bradbury
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Implementation
Although I am not in the classroom this year, I was able
to get three 8th grade students to participate in this week long
implementation knowing that they would have to give up their lunch time to talk
with me for the in-class activity portion and were willing to take on the
additional homework at home! This is not
nearly as ideal as completing this assignment with a full class, but it was
nice to work with a small group of students and delve into science fiction on a
deeper level. The students did
everything that was asked of them and sat with me each lunch period for a week
to participate. The students definitely
did the majority of the work completing all of the necessary online
components. The discussions I had with
these students were amazing. They
shocked me with the insights gathered from reading Ray Bradbury’s There Will Come Soft Rains. With the success of this implementation with
only three students, I cannot wait to see what the current writing teacher does
with three classes of 8th graders when I give him access to all of
the materials. I look forward to
observing these classes.
Reflection
The overall learning goal for students during this first
week’s session of the unit is to develop an understanding of the science
fiction genre, its themes, and its importance as a genre. Students
are learning to use a tool that will help them to enhance their writing and
using other tools to enhance their learning.
Blogging is a genre within itself, an students must learn the appropriate
conventions. Some underlying assumptions
include that students know how to manage and manipulate information found on a
website and blog page.
This technology affords students to improve their written
word and understanding of science fiction.
There are some constraints, however, with the largest being that
students may misuse the blog page by not following proper netiquette rules. Constructivism
is present in these activities as students must determine their own definition
of science fiction. Because behaviorism
is a person's response to visual stimuli and that in turn affects behavior, it
will be interesting to see how different students develop their own
understanding of the genre.
This unit is intended to supplement the existing
curriculum at my school. The new writing
teacher will be using it to guide students during the writing of science
fiction. It is extremely important to
take into account the differences in student learning. This unit was developed with each student in
mind and many activities are planned for multiple learning styles. In order for this to be a success in the
classroom, teachers and students must have a few basic computer skills
including keyboarding, manipulation of a website for information, and
blogging. Although blogging and
PhotoStory will be taught, it is assumed that teachers and students have a
basic understanding of how to use information presented on a website.
Students were assessed on each of the assignments
completed in the first week activities.
They were assessed on their first blog posting, two written reflection assignments
and participation in the in-class discussions.
Each of the assignments were assessed using a teacher created rubric.
Technology
played a huge role in these lessons. The advantage this technology
holds for this role is that students will find the technology simple and fun to
use. I think the unique contribution this technology has in facilitating
learning is that many students tend to be visual learners. Viewing video
clips to bring science fiction to life really helped students develop a
self-created understanding of science fiction.
I expected that students would hone writing skills through the blogging,
and the students loved being able to respond online. They had thoughtful responses to the
questions posed and enjoyed the in class discussion as well. I was lucky in that I had previously had
these three students in class, and there were practically no questions on the
technology because they had learned it in class last year.
I
would have to say that in just a week’s time, these three students understood
the science fiction genre better than the entire group of 8th
graders I taught the genre to last year.
Incorporating the video clips really helped the students because they
are very visual learners. Allowing
students to blog about their thoughts first and then come prepared to discuss
in class permitted students to process the information and prepare their
thoughts. The three students selected
are not out-going students and rarely participate in in-class discussions. The blogging allowed them to come prepared
and ready to talk!
