UNIT PLAN TEMPLATE

Title of Unit SCIENCE FICTION Grade Level 5/6

Curriculum Area(s) English Language Arts Time Frame 3-4 Weeks
Developed by Oliver Ledene

IDENTIFY DESIRED RESULTS

Programs of Study Foundations
What program foundations form the emphasis of the unit? What big ideas from the program of studies will you include?

Students will listen, read, write, view and represent to comprehend and respond personally and critically to oral, print and other
media texts.

Essential Question
What is the big, overarching question guiding your unit plan?

• What makes a story Science Fiction?

• How do you differentiate Science Fiction from other genres?
• Why is Science Fiction important as a genre?

Unit Plan Outcomes

What are the program of studies general outcomes and specific competencies to be covered in your unit?
What will students understand, be able to do, be able to apply?

1.1 Express ideas and develop understanding: Use prior experiences with oral, print and other media texts to choose new texts that
meet learning needs and interests; read, write, represent and talk to explore and explain connections between prior knowledge and
new information in oral, print and other media texts
2.2 Experience various texts: Experience oral, print and other media texts from a variety of cultural traditions and genres, such as
autobiographies, travelogues, comics, short films, myths, legends and dramatic performances; make connections between own life and
characters and ideas in oral, print and other media texts
2.3 Understand forms and genre: Identify key characteristics of a variety of forms or genres of oral, print and other media texts; discuss
the differences between print and other media versions of the same text
2.4 Generate ideas: Choose life themes encountered in reading, listening, and viewing activities, and in own experiences, for creating
oral, print and other texts
4.1 Appraise own and others' work: Work collaboratively to revise and enhance oral, print and other media texts; ask for and evaluate
the usefulness of feedback and assistance from peers

UNIT PLAN RESOURCES

Adapted from Wiggins, Grant & J. McTighe (1998)

UNIT DEVELOPED BY OLIVER LEDENE
 What resources will you require? Will there be guest speakers/field trips to plan for?
Will you need particular resources/materials/technologies?
- ‘The Wild Robot’ by Peter Brown (2016)
- YouTube video “Fiction Book Genres - What is Science Fiction” by Molding Minds (2014)
- Visual Journal
- Pencils/pens/pencil crayons
- Smart Board
- White board
- Laptops

UNIT PLAN SUMMATIVE ASSESSMENT

What will you accept as evidence that learning has occurred at the conclusion of this unit?

Production of a short story that successfully demonstrates the use

What is the summative performance assessment for the unit?
of Sci-Fi elements

What is the goal of your summative performance assessment
as framed within the outcomes and competencies? What do
you hope to learn?
How will this assessment inform student learning and your
practice?
This unit will largely utilize formative assessment, in the form of in-the-
moment feedback and discussion. Laying this groundwork in a dynamic way
will help students “recognize common elements, as well as ways that text in
the same genre can vary” (Fountas & Pinnell, 2012, p. 11), without putting
unnecessary pressure on comprehension. Summative assessment can be
provided through the written work that is completed and submitted, but this
assessment would focus on spelling, grammar, and punctuation, and not
necessarily on the Sci-Fi genre.
This assessment will continue to develop the student’s writing skills,
regardless of when this unit occurs. As there are elements built into this unit
that are tailored to this specific classroom, as well as in consideration of the
PAT’s, students will practice essential skills needed for future education,
while exploring a specific genre. It will inform my teaching practice through
the ways in which they respond to and engage with the unit.

LESSON PLAN SEQUENCE/OUTCOMES

Adapted from Wiggins, Grant & J. McTighe (1998)
UNIT DEVELOPED BY OLIVER LEDENE
 For each lesson in the unit, consider the primary topic/activities, outcome and assessment. Does each lesson build on the next?
Consider the following questions as you plan your sequence of lessons:
What events will help students engage with, explore, explain, elaborate on and evaluate the big idea in the unit?
How will you help guide students to reflect, rethink and refine their work/ideas/understandings?
How will you help students to exhibit and self-evaluate their developing skills/knowledge/understandings?

How will you assess whether

What is the primary
What are the primary activities in this learning has occurred in each
Lesson # objective of this lesson
lesson? lesson? How will you employ
in your own words?
formative assessment?

1. Intro and Understand the definition of - Watch YouTube video - Visual journal with Sci-Fi web
Brainstorm Science Fiction - Create a word web that identifies Sci-Fi - Student generated list of Sci-Fi
concepts examples
- Generate examples of sci-fi in media that
students have encountered
2. Mentor text Experience Sci-Fi and - Teacher will read chapters 1 and 2 of ‘The - Chapter outline for Chapter 3 of
activity consider how it can develop Wild Robot’ and have students guess what ‘The Wild Robot’
in a story happens in Chapter 3
3. Sci-Fi in the Understand how science and - Read and understand news stories - Student written paragraph that
News Sci-Fi are similar - Apply the genre into the story to reinterpret extends/concludes the news
the story article
4. Book Hunt Critically consider the role - Apply an understanding of sci-fi to existing - Students written ideas of how
of Sci-Fi within other stories books to complicate and change the story Sci-Fi can change stories from
and genres other genres
5. Writing Prompt Practice writing within the - Write a short story based on the provided - Students produced short story/jot
genre prompt notes connected to the writing
prompt
6. Debate Critically challenge Sci-Fi’s - Creating a persuasive argument as to - Students will orally demonstrate
role against other genres whether sci-fi is the best genre or not their critical consideration of
various genres
7. Original Short Generate an original Sci-Fi - Apply the concepts and ideas learned from - Successful completion of the
Story short story this unit into a written story short story

Adapted from Wiggins, Grant & J. McTighe (1998)

UNIT DEVELOPED BY OLIVER LEDENE
LESSON RESOURCES

Writing Prompt
You look out of the classroom window and gasp. The clouds have parted, revealing the front of a giant spaceship. The day becomes dark as the massive
size of the ship blocks out the sun, and a small pod detaches from the body of the spacecraft, landing on the soccer field. You reach into your desk and
grab the strange device you found on your way to school that morning.
What happens next?

Sci-Fi “Persuasive Argument” Example

Science Fiction is the best genre. It has lasers. It has aliens. It has robots. It has interdimensional travel. Sometimes, it even has interdimensional
traveling robot aliens that shoot lasers. Sure, fantasy has magic, but sci-fi doesn’t need magic. It explains all the cool stuff that happens in the story by
using science, and everyone knows that to use science, the characters need to be smart! Who needs dragons when you can have giant space leviathans?
Who needs wizards when you can build or use technology that does all the same stuff? Science Fiction shows that intelligence, science, and technology
can come together to change the world in incredible ways. Historical fiction is boring because it covers everything that’s already happened. Sci-fi shows
us all the things that could happen, thanks to the developments of humanity. Why do we need to worry about the past when the future is so interesting
and full of potential? Mysteries are cool, but do you know what’s even cooler? A mystery in space! Horror novels are fine, but a horror novel that has a
killer alien or cyborg is even better! Science fiction is the best genre, can you change my mind?

SCI-FI News Article Example

Methane emissions are far higher than countries claim, report suggests
Emissions last year were 70 per cent above figures provided by governments, says International Energy Agency
The Associated Press · Posted: Feb 25, 2022 12:12 PM ET | Last Updated: February 25

Adapted from Wiggins, Grant & J. McTighe (1998)

UNIT DEVELOPED BY OLIVER LEDENE
The International Energy Agency said Wednesday that emissions of planet-warming methane from oil, gas and coal production are significantly higher
than governments claim. The powerful greenhouse gas leaks during the production of all three kinds of fossil fuels.

The Paris-based agency said its analysis shows emissions were 70 per cent higher last year than the official figure provided by governments worldwide.
If all leaks were plugged, the methane captured would be enough to supply all of Europe's power sector, it said.

"Many official greenhouse gas submissions to the UNFCCC have not been updated for years, and, even for those that have, many of these inventories
are not yet accurate enough to provide a clear picture of emissions," the IEA says.

The IEA findings underline "the urgent need for enhanced monitoring efforts and stronger policy action to drive down emissions of the potent
greenhouse gas," the agency said.
__________________________________________Sci-Fi Addition____________________________________________________________________

Fortunately, one scientist thinks they’ve found a solution to this startling problem.

“Although it’s still in development, the Methane Muncher will be a great help in reducing emissions that are presently uncontrollable.” Says
Environmental Scientist Jenna Jopling.

The Methane Muncher “should be set up in areas that produce high amounts of methane, such as farms and fossil fuel processing plants” and
will be able to “convert methane gases into 100% edible pellets through a process known as chemical compression” says Jopling.

The IEA has reported a high level of interest in the Methane Muncher, but they aren’t keeping their fingers crossed.

“Until development is finished, and we can start to implement chemical compression in high emission areas, we see no way to manage these
astronomical figures.”

Adapted from Wiggins, Grant & J. McTighe (1998)

UNIT DEVELOPED BY OLIVER LEDENE