Science in Writing

Grade Level: 9–10

Subject/Content: English/Script Writing Using Scientific Vocabulary or Concepts

Summary of Lesson: Students write an outline for a one-act play using scientific vocabulary and concepts as the basis for the characters, setting, and plot.

Focus Question: How can scientific knowledge be applied to writing?

Databases: LitFinder, Science in Context

Procedures

Teacher Preparation Planning

  • Define personification and provide students with an overview of personification in writing.
  • Access LitFinder and locate the playUnder the Snow by Katharine Lee Bates. Read the selection. Lead a class discussion about the ways the author used personification to bring broad concepts in nature to life.
  • Ask students to consider different ways in which scientific knowledge might be used in creative writing projects. Reference specific examples.
  • Explain the importance of using actual scientific knowledge/experience to ensure an authentic and believable end product. Direct students to apply this idea to Under the Snow. Did the author, Katharine Lee Bates, accurately use scientific knowledge combined with personification to make the end product authentic and believable?
  • Suggest several scientific disciplines (earth science,biology, chemistry, physics, ecology, etc.). Ask students to select a discipline based on their knowledge of andinterest in that discipline.
  • Break students into small groups based on the discipline selected.
  • Direct the students to use theScience in Contextdatabase to identify and define at least ten key terms or concepts related to their discipline.
  • Instruct groups to personify their identified key terms/concepts by applying three human characteristics to each term/concept.
  • Direct students to create an outline for a one-act play as follows:
  • From the personified terminology list, identify a main character.
  • Determine a conflict that could arise between the main character and other characters, based on their scientific properties. For example, DDT might be the antagonist killing off a protagonist species such as the bald eagle.
  • Identify a protagonist. Referring back to the scientific properties of this character, define the protagonist's role or goal.
  • Identify the antagonist. Referring back to the scientific properties of this character, define the antagonist's role or goal.
  • Identify the supporting characters. Referring back to their scientific properties, identify how the supporting characters relate to the protagonist and antagonist.
  • Identify the setting.

Steps/Activities by student(s):

  • Using the LitFinder resource, read the play Under the Snow by Katharine Lee Bates. Discuss ways the author used personification and whether she was able to combine it with accurate scientific knowledge to create an authentic and believable end product.
  • Using the Science in Contextdatabase, identify at least ten key terms or concepts related to a scientific discipline.
  • Personify the key terms/concepts.
  • Create an outline for a one-act play that includes:
  • Main character
  • Conflict
  • Protagonist
  • Antagonist
  • Supporting characters
  • Setting

Outcome: Students will understand how knowledge of a scientific concept can enhance the believability of a fictional work.

Related Activities:

  • English

Students can examine the ways in which and the reasons why authors of scientific texts might utilize personification to explain complex concepts to their readers.

Content Standards

Common Core State Standards for the English Language Arts (Grades 9–10)

  • CCSS Literature 3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
  • CCSS Literature 4.Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
  • CCSS Literature 5.Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
  • CCSS Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
  • CCSS Writing 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
  • CCSS Speaking and Listening 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Source: Common Core State Standards Initiative (2010)

National Science Education Standards

  • NS.9-12.7 (G) History and Nature of Science. As a result of activities in grades 9–12 , all students should develop understanding of
  • Science as a human endeavor
  • Nature of scientific knowledge

Source: National Academy of Sciences (published 1996)

ISTE NETS for Students

  • NETS 1 Creativity and Innovation. Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes through technology.
  • NETS 2 Communication and Collaboration. Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

Source: ISTE NETS for Students (2007)

Information Literacy Standards

  • Standard 3. The student who is information literate uses information accurately and creatively.
  • Standard 5. The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.
  • Standard 9. The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.

Source: American Library Association (1998)

Standards for the 21st Century Learner

  • Standard 1. Inquire, think critically, and gain knowledge.
  • Standard 2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
  • Standard 3. Share knowledge and participate ethically and productively as members of our democratic society.

Source: American Association of School Librarians (2007)