LPTP+Teresa+Brandt+and+Allison+Murphy


 * Title ** : Scientific Fact vs. Fiction in the Movies


 * Authors **: Teresa Brandt and Allison Murphy of Windsor Middle School
 * Subject and Grade Level: **6th Grade Earth Science
 * Time Needed ****:** 45-60 minutes

For additional free online lessons integrating media literacy and critical thinking into the curriculum, go to www.projectlooksharp.org


 * Summary: **

Students will understand and recognize the creator and purpose of movies.
 * Objectives ****:** Students will analyze movie clips to distinguish between fiction and scientific fact.


 * Vocabulary ****:** fact, fiction, plate tectonics, earthquake, fault, magma, lava, tsunami, crust, mantle, core, plate


 * Materials ****:** movie clip of "10.5 Apocalypse", map of the United States, T-chart

**1. Activate prior knowledge about earthquakes, volcanoes, plate movement, and the layers of the earth.** **2. Provide background information regarding the locations they will view in the movie. Display a map of the United States, and point out the locations that are shown in the movie.** **3. Review the terms "fact" and "fiction." Provide clarification as needed.** **4. Have students create a T-chart labeled "Scientific Fact" and "Fiction."** **5. Explain to students that they will watch a video clip. As they watch, they are to record images that represent scientific fact and fiction on their t-chart.** **6. Play the video clip from "10.5 Apocalypse." Students should record observations.** **7. Give students a few minutes to share their observations with a partner.** **8. Ask students to share observations and identify them as scientific fact or fiction. Ask students whether they agree or disagree with each observation to allow for class discussion. If necessary, ask probing questions such as "What do you know about the earth that makes you think that this is fact/fiction?", "What do you know about the depth of the crust?", "Could that really happen?", "Do you think that this is exaggerated?", etc.** <span style="font-family: Optima,Times New Roman; font-size: 13px;">**9. Ask students why they think this video was made (for entertainment purposes). Ask probing questions to lead students to understand that this video is not meant to be educational, but it is used for entertainment purposes. (ie-"Who made this film?", "What did the music, title, credits, etc. make you think about this video?")**
 * Lesson Steps **<span style="font-family: Optima,Times New Roman; font-size: 13px;">**:**


 * Additional Resources/Background Information **<span style="font-family: Optima,Times New Roman; font-size: 13px;">**:** Link to "10.5 Apocalypse" (to be added)

<span style="font-family: Optima,Times New Roman; font-size: 13px;">amurphy@windsor-csd.org
 * Email contact **<span style="font-family: Optima,Times New Roman; font-size: 13px;">**:** tbrandt@windsor-csd.org

<span style="font-family: Verdana,Helvetica,Arial;"> **This lesson was produced during 2011- 2011 as part of a collaboration between Project Look Sharp (PLS) at Ithaca College and four NY State BOCES School Library Systems. The initiative brought together pairs of secondary science teachers and school librarians to develop models for integrating critical thinking and media literacy into secondary science content. The project was supported by federal LSTA funds awarded to the NY State Library by the Federal Institute of Museum and Library Services. To view additional lessons from this series go to: **www.projectloksharp.org.** **