Last updated: November 20, 2021
Lesson Plan
The Write Stuff
- Grade Level:
- Middle School: Sixth Grade through Eighth Grade
- Subject:
- Literacy and Language Arts,Science
- Lesson Duration:
- 90 Minutes
- Common Core Standards:
- 6.L.3, 7.L.1, 7.L.1.a, 7.L.2, 7.L.3, 7.L.4.a, 8.L.1, 8.L.1.d, 8.L.2, 8.L.3, 8.L.5
Essential Question
What is the difference between scientific and non-scientific writing?
Objective
Students will be able to write about Craters demonstrating what they learned about its geology, cultural history, and/or ecology.
Students will be able to write in two different writing styles.
Students will be able to identify objective and subjective writing
Preparation
Each student will need:
- Paper and pencil OR access to a computer with a word processing program
- A copy of the student worksheet
Materials
Download Scientific vs. Non-Scientific Writing Worksheet
Procedure
Tell your class that they will write two papers (1-3 pages long) on Craters of the Moon based on what they learned, what they experienced on their field trip, and what they research on their own. One paper will be formal scientific while the other will be informal non-scientific.
Part 1: Scientific vs. Non-scientific Writing Worksheet
Use the provided worksheet to help the students grasp the difference between scientific and non-scientific writing, or, objective and subjective prose. Have them work on it first before they begin their writing assignments.
Worksheet Answer Key:
| 1. S | 11. S |
| 2. NS | 12. S |
| 3. S | 13. NS |
| 4. NS | 14. S |
| 5. S | 15. S |
| 6. NS | 16. NS |
| 7. NS | 17. S |
| 8. S | 18. S |
| 9. S | 19. NS |
| 10. NS | 20. NS |
Part 2: Formal Scientific Writing
Formal scientific papers convey information in a concise manner. The author is anonymous in that his or her viewpoints are left out. Scientific papers should be irrefutable. If you say "North Crater is the most beautiful cone at Craters," others could disagree. If you say "North Crater's elevation is 6,244 feet," no one could disagree.Have your students choose a very specific topic. You might require that they find additional information on their subject in at least two or three different sources. For example: an encyclopedia, a magazine, and a book. When they describe something not known to the general public, they must cite where they got the information using one of the standard literature cited styles (see the following literature cited section). For this paper you could require the following format:
Title: The title should tell what the paper is about in fewer than ten words.
Introduction: The introduction, in which the author introduces the subject in a general manner, is one or two paragraphs long. A historical perspective might be offered. Why is the topic of interest? The introduction could ask or imply a question which is answered later in the paper.
Body of Paper: In three or four paragraphs the author explains his or her subject using an active rather than passive voice (see examples below). Students could use specific examples or observations they recorded in their Student Journals.
Conclusion: Answer any unanswered questions in the conclusion. Do not present new information. The conclusion provides a closing to the paper so that the reader feels satisfied.
Literature Cited: There are many accepted styles for literature cited sections. All include pertinent information so that someone else can easily look up the reference. For example:
Limbert, R. W. "Among the 'Craters of the Moon'." National Geographic. March 1924, pp 303-338.
Examples of passive and active voice from Strunk and White, The Elements of Style:
| Passive | Active |
| There were a great number of dead leaves lying on the ground. | Dead leaves covered the ground. |
| At dawn the crowing of a rooster could be heard. | The cock's crow came with dawn. |
| The reason he left college was that his health became impaired. | Failing health compelled him to leave college. |
| It was not long before he was very sorry that he had said what he had. | He soon repented his words. |
Part 3: Informal Non-scientific Writing
Students are most familiar with informal non-scientific writing. In this assignment encourage them to openly express their feelings and impressions. This paper will probably be easier for your students than the previous one. Following are three ideas for the informal non-scientific paper.
-
Students write a trip report like Robert Limbert did for his article. They may include their own impressions and feelings, but should support them with plenty of hard observations. If they felt Craters was ugly, they should provide stark examples of its ugliness before they say so. If Indian Tunnel was their favorite feature, they should use vivid descriptions to convince the reader why this cave was so great.
-
Students write a letter describing Craters to a person who is visually impaired. This writing assignment forces the student to think of their visual observations in other terms. They have to use other senses - hearing, smell, touch, and taste - to describe the place and create a picture for this person.
- Students write a letter to the editor or to a political leader expressing their view regarding a hypothetical threat to Craters. For example, pretend that Craters is being considered for a bombing range. If this were to happen, it would be off limits to the public and many of its geologic features would be damaged. Some plants and animals would be threatened. The range create jobs, too. If you chose to use this scenario, students would have to adopt a pro or con position toward the proposal. For example, a student could be in favor of the range because she wants to fly jets when she grows up and would like to do so near her home town. She's visited Craters of the Moon and knows from first hand observations (which she vividly describes) that the place is not worth saving. Encourage diversity in their positions; urge some to play the devil's advocate.