Science Fiction InventionsV2
Connecticut Invention Convention


Recommended
Grade Levels / Average Time
to Complete / Prerequisite
Lessons
3-5 / Up to the teacher based on how much time is given in class to read.
At least two 45-minute class periods. / None
Content Standards / Content Objective(s)
Connecticut Core ELA Standards:
  • CCSS.ELA-LITERACY.CCRA.R.10:Read and comprehend complex literary and informational texts independently and proficiently.
  • CCSS.ELA-LITERACY.RL.3-5.1:Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
  • CCSS.ELA-LITERACY.RL.4.3:Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).
  • CCSS.ELA-LITERACY.CCRA.W.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
NCTE:
  • NCTE (1): Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
  • NCTE (2): Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
NGSS:
  • NGSS.Practice 8: Obtaining, evaluating, and communicating information.
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  • All students will be able to define “science fiction” as it pertains to literary texts and genres.
  • All students will be able to identify inventions that are imagined (do not exist currently) from science fiction texts.
  • All students will be able to independently read science fictions books and extract important information related to inventions.

Language Objective(s)
  • All students will communicate with each other verbally and through writing about imagined (futuristic) inventions.
  • All students will be able to use the 5W’s question asking method to answer questions related to the invention they discovered in their text.

Background
Learner Background / Enduring Understandings / Essential Question(s)
  • Students may have some experience with the CIC and inventions.
  • Students should be able to read independently and pick out key information from books.
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  • Inventions are all around us and are created every day.
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  • Who invents?
  • Why do people invent?
  • Why do people create or write about imaginary inventions?

Modifications / Assessment / Materials/Resources/
Technology
  • A list of books will be provided for you to share with students or help them select an appropriate text.
  • For younger students, read a portion of a science fiction book with inventions during class or watch a clip of a show/movie.
  • Students can also all read the same book or passage independently or groups of students can read the same book and discuss the inventions in it.
  • Depending on individual reading level, help a student select a book that is at his/her ability level (below grade, on-grade, above grade).
  • You can have students read the whole book that they choose or for struggling readers you can mark the pages you would like them to read.
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  • Use the attached worksheet to assess student participation and understanding. Suggested point values are included.
  • Ask questions during reading to assess if students are comprehending the text and/or staying on task.
  • A summative rubric is not provided for this activity as there is not enough measurable or objective evidence for formal assessment.
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  • PowerPoint attached (displayed/handout), computer, projector, pencils, paper, and access to internet.

Learning Activities
Initiation/
Anticipatory Set /
  • Ask students if they have read science fiction books or seen a science fiction movie that had crazy inventions. List some of these books and the crazy inventions on the board.
  • You may watch this video to help students better understand science fiction:
  • You may also choose to show a short clip from a science fiction movie such as Star Wars, Star Trek, science fiction shows such as Doctor Who or Battlestar Galactica. Make sure the clips are age appropriate. Here are some options:
  • The Iron Giant:
  • Wall-e:
  • Willy Wonka and the Chocolate Factory:
  • Talk about what “science fiction” means. Use the definition on the PPT to guide your discussion regarding how science fiction is related to inventions and the variety of inventions that come about in science fiction.

Lesson Development /
  1. Each student should choose a science fiction book to read from the provided list or teacher’s additional selections that are age/reading level appropriate and contain inventions that are not presently available.
  1. Give students time during class to read their science fiction book. Have students identify at least one invention in the book that is not an invention in real life yet and describe the invention in a few sentences. They may also draw a picture of what they think the invention could look like.
  1. Have students answer the following questions about the invention identified in the book, using the 5Ws model.
  • What: What is this invention called? What does it do?
  • Who: Who uses this invention?
  • When: When do people use it?
  • Where: Where is it used?
  • Why: Why is it useful? Should it be an invention created in the future
  1. Put students into groups and have them discuss the books that they read and the inventions they identified. Use the guiding questions to help students guide their conversation. Have one student be the recorder for the group and write down all of the inventions identified during reading. Each group should also choose the invention that they think would be the most useful to society.
  1. Have a student from each group (different from the recorder)present the invention that the group chose and why they think it would be useful.

Closure /
  • Ask students to write down one thing they learned about inventions or inventing through reading their science fiction book.
  • You may ask students to write a few sentences about the book’s plot and other features that are important.
  • You may also choose to have students present on their own science fiction book to the class

Notes/Reflection on the Lesson

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