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National Aeronautics and Space Administration

Digital Learning Network

**Event Title:** Trouble in Lunar City: Creative Writing with Mary
Turzillo (for STAR participants only)

**Length:** 60 minutes

**Grade Levels:** 5--8, 9--12

**Focus Question:** What is the seven point story method and how can it
be used to write science fiction? Why is scientific accuracy in science
fiction important?

**Description:** Science Through ARts (STAR) is a year-long project that
includes videoconferencing and demonstrates effective use of technology
in education. During the STAR project this year, we will journey into
the cosmos. The sky\'s the limit---figuratively and literally! During
this event, which is available only to registered STAR participating
schools, a published science fiction writer will introduce the seven
point story method and lead the students through the creation of a
short, science fiction story on the topic Journey into the Cosmos.
Because of the limited availability of the presenter, this event will
probably be offered in March/April 2006 on specific dates and times. You
may make a specific request, and we will try to schedule it for you.

**Instructional Objectives:**

-   Students will demonstrate an understanding of the seven point
    writing process by contributing to the creation of a short, science
    fiction story on a journey into the cosmos.

**Pre-Conference Activities:** Have your students read the
([http://www.grc.nasa.gov/
WWW/K-](http://www.grc.nasa.gov/WWW/K-)12/STAR/Eye/news.htm) stories
created during last year\'s "Trouble in Lunar City: Creative Writing
with Mary Turzillo" videoconferences and find the science in them. Then
discuss the importance of scientific accuracy in science fiction. Here
is a Web site called *Science Fiction: Fact or Fancy* to help you with
the discussion: http:
//groups.msn.com/AndysUsingScienceFictionForEducationPage/yourwebpage.msnw.

**Videoconference Activities:** Along with other STAR participants,
create a science fiction story using the seven point story process.
(http://www.grc.nasa.gov/WWW/K-12/STAR/documents/TroubleLunarCity.ppt)

**Post-Conference Activities:** Continue your journey into the cosmos by
continuing your activities at
(http://www.grc.nasa.gov/WWW/K-12/STAR/Cosmos/gettingstarted.htm)
"Getting Started":

-   NASA Educator Guides provide additional information and activities
    for your journey into the cosmos.
    \[http://www.grc.nasa.gov/WWW/K-12/STAR/Cosmos/gettingstarted_guides.htm\]

-   Have your students watch science fiction on the SciFi Channel.

-   Have your students read science fiction such as: *Tomorrowland* by
    Michael Cart, *The Green Book* by Jill Paton Walsh, *War of the
    Worlds* by H. G. Wells, *Mars is No Place for Children* by Mary
    Turzillo, or *Wrinkle in Time* by Madeline L\'Engle. Additional
    recommended science fiction is furnished at the *Science Fiction
    Museum and Hall of Fame* Web site
    (http://www.sfhomeworld.org/make_contact/details.asp?display=sfmRec)
    by topics.

-   Develop a question that could be used as the basis of a mission
    scenario for exploring the universe. Begin to create an outline for
    a story that includes an unexpected element---like a communication
    problem or finding a surprise. Consider these questions as you
    develop your story lines
    (http://www.grc.nasa.gov/WWW/K-12/STAR/Cosmos/gettingstarted_questions.htm).

-   Review NASA\'s Johnson Space Center sites on "Early Science Fiction
    Concepts" (http://vesuvius.jsc.nasa.gov/er/seh/earlysf.html) and
    "Spacecraft Types in Science Fiction"
    (http://vesuvius.jsc.nasa.gov/er/seh/sfcraft.html).

**National Standards:**

[**Science Standards**]{.underline}

**Science as Inquiry**

Abilities necessary to do scientific inquiry

**Physical Science**

Motions and forces (5--12)

**Earth and Space Science**

Earth in the solar system (5--8)

Origin and evolution of the universe (9--12)

**Science and Technology**

Understanding about science and technology

[**Technology Standards**]{.underline}

**Basic Operations and Concepts**

Proficiency in use of technology.

**Social, Ethical, And Human Issues**

Responsible use of technology systems, information, and software.

**Technology Productivity Tools**

Productivity tools to collaborate in constructing technology-informed
models, preparing publications, and producing other creative works

**Technology Communications Tools**

Telecommunications to collaborate publish and interact with peers,
experts, and other audiences

**Lesson Plan/Activities URL:**
http://www.grc.nasa.gov/WWW/K-12/STAR/Cosmos/gettingstarted.htm

**Office of Education**

**Interim Approval**

**Self-Compliance Checklist**

Submitter Name: Ruth Petersen

Submitter Phone: 216--433--9714

Submitter Email: ruth.petersen@grc.nasa.gov\
Product Name: Digital Learning Network Event called Trouble in Lunar
City: Creative Writing with Mary Turzillo (for STAR participants only)

**[Received approval through the CMR process]{.underline}**

Education Material has received concept approval by the Communications
Materials Review (CMR) Process.

-   Yes

> []{.mark}No

**[A. Quality and Appropriateness]{.underline}**

*The product has a clear educational purpose, uses effective
instructional practices and is appropriate for the intended audience.*

> []{.mark}Materials emphasize effective instructional practices

-   Active student participation

-   Students revise prior knowledge and draw connections between prior
    knowledge and new concepts

-   Process skills are used to develop scientific inquiry

> []{.mark}Appropriate, Complete, and Effectively Presented for
> Targeted Audience

-   Information is appropriate for intended audience

-   Material is engaging, stimulating, and/or entertaining

-   Provides real-world applications of NASA science

-   Effectively and well written

-   Includes resources and safety information

> []{.mark}Materials meet science, geography, mathematics or technology
> education standards

-   Content is aligned to National standards in the appropriate field(s)

-   Identifies only standards that are the focus of the material

-   Content and standards match

**[B. Partnerships/Sustainability]{.underline}**

*Products achieve high leverage and/or sustainability through intrinsic
design or the involvement of appropriate local, regional, and/or
national partners in their design, development, and dissemination.*

> []{.mark} The materials took advantage of appropriate partnerships
> within and/or outside of NASA.

-   Partners and their contribution are clearly identified.

-   Effectively leverages off of other partners, within and outside of
    NASA.

-   Replicable in educational settings.

> []{.mark}The projected shelf life is appropriately defined and the
> product is sustainable beyond initial NASA funding.

-   What is the suggested shelf life?
    \_\_\_[12/25/2011]{.underline}\_\_\_\_

**[C. Evaluation/Assessment]{.underline}**

*Appropriate evaluation tools have been designed and contain all
necessary information*[.]{.underline}

> []{.mark}Materials present opportunities to develop fundamental
> understandings of key scientific concepts, principles, theories, and
> laws.

-   Encourage development of scientific perspective

-   Develops an understanding of science as a human endeavor

-   Develops student understanding of issues facing society

-   Develops an understanding of science and technology

-   Provides opportunities to nurture scientific reasoning

-   Promotes fundamental understandings within NASA content disciplines.

> []{.mark}Materials promote student assessment.

-   Complete and appropriate assessments provided.

-   Assesses students prior knowledge

-   Assessment is correlated with learning objectives.

**[D. Content]{.underline}**

*Products reflect scientific process and make direct use of NASA
content, people or facilities "As only NASA can."*

> []{.mark} Information presented is accurate.

-   Technically accurate and up to date

-   Does not perpetuate misconceptions

-   Instructions/explanations are understandable by intended audience.

-   Good/relevant references provided

> []{.mark}The product is based on scientific and technical activities,
> and education goals and objectives that demonstrate scientific
> research "As only NASA can."

-   Uses NASA-unique content

-   Makes connections between NASA content and educational concepts.

-   Supports NASA Education Goals and Objectives to inspire and motivate
    students to pursue STEM careers relevant to NASA

**[E. Pipeline]{.underline}**

*Products make a demonstrable contribution to attracting diverse
populations to careers in science, technology, engineering, and
mathematics (STEM).*

> []{.mark}Provides information on science, technology, engineering,
> and mathematics (STEM) careers.

-   Engages students in activities that promote STEM subjects or careers

-   Provides career information

-   Designed for diverse populations

**[F. Diversity]{.underline}**

*Products contribute to the involvement, broad understanding, and/or
training of underserved and/or underutilized groups in science and
technology.*

> []{.mark}Conformance with Federal Regulations

-   Web sites, videos, software, CD-ROMs, images, and animations meet
    508 requirements

-   Conformance with Children\'s On-line Privacy Protection Act (COPPA)

> []{.mark}Customer Focused/ Diversity

-   Meets a need of the intended audience

-   Reached diverse audience

**[G. Design]{.underline}**

*Products utilize effective design features according to their format,
content, and intended audience.*

> []{.mark}The medium chosen is appropriate for the content presented

-   Visually attractive and maintains a consistent format

-   Engaging and easily conveys information

-   The design supports the content

> []{.mark}The resource is easy to use and free from technical
> difficulties.

-   [Non-technology based]{.underline}:

    -   Effective and stimulating design

    -   Language is appropriate for intended audience

    -   Visuals and audio/music are appropriate, clear, and support the
        content

    -   Provides ample space for written answers

    -   Typeface is legible

    -   Titles and headings are clear and appropriate

-   [Technology-based]{.underline}:

    -   Interface is easy to use

    -   Instructions are appropriate and clear

    -   User-friendly, free from technical difficulties

    -   On-line help is available where appropriate

    -   Specifies technical requirements

> []{.mark}Materials appropriately and effectively integrate learning
> technologies.