Science in the Media Assignment



Science Fact? Or Science Fiction? Name:____________________

Please have your parent sign to give permission to read the book and watch the movie, and to verify that you did read the book, watch the movie and the below is your individual work Parent Signature: _____________________

For this assignment, you will investigate a Science Fiction novel made movie, replete with Oceanography content. You will read the book and watch the movie with a eye for Oceanography, asking yourself what is fact and what is fiction based on what you have learned in class and the GPS. Most of these books and movies are available at your public library. You can search for and request them online at Choose one of the following titles (of it there's a different one you would like to read, clear it with me first) and then answer the questions following:

DUE: _______

The Island of Dr. Moreau (H.G. Wells)

20,000 Leagues Under the Sea (Jules Verne)

Sphere (Michael Crichton)

Fantastic Voyage (Isaac Asimov)

Life of Pi (Jann Martel)

The Perfect Storm (Sebastian Junger)

The Old Man and the Sea (Ernest Hemingway)

Moby Dick (Herman Melville)

The Abyss (Orson Scott Card)

Soul Surfer (Bethany Hamilton)

The Little Mermaid (Hans Christian Anderson)

Master and Commander (Jack Aubrey)You +1'd this publicly. Undo

Free Willy (Nancy Krulik)

Title: ______________________________________________________________________________

A brief description of the plot (storyline).

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What are 5 things in this story that are biological fact? Explain a bit of the biology behind it, and tell what GPS and element it related to:

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Which character in the story is most like you and why?

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Which character in the story is least like you and why?

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What are 5 things in this story that are biological fiction? Explain the biology behind why it can't happen, and tell what GPS and element it related to:

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What is the best line from the story, which character said it, and what makes it the best line?

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What bioethical issues were presented in the movie, how were they resolved and how would you resolve those same issues?

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Fill in the following Venn diagram describing at least 5 similarities and differences between the book and the movie. Number your items.

Novel: ___________________ Movie: _____________________

Give an example of three things (not necessarily from this movie) that were science fiction in the past, but are now science fact:

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Give an example of something that is presently science fiction but you think will eventually become science fact:

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Give an example of how content from another discipline (like math or social studies) was applied in this story.

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Pick 4 different statements from the book. They may be statements from a character’s point of view, or from the author/narrator. Fill in the appropriate portions of the claims and support your choice.

|I think those who agree with the statement _______A__________ are mistaken because they overlook ______B________. |

|A (page #_____) |B |

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|I disagree with the statement ___A______ because _____B_____. |

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|Although I agree with the statement ______A______ up to a point, I cannot accept the overall conclusion that _____B______. |

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|I am of two minds about the statement that _____A_____. On the one hand, I agree that ____B______. On the other hand, I am not sure if |

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Georgia Performance Standards for Oceanography:

SO1. Students will identify characteristics, physical features, and boundaries of the oceans.

a. Trace the development of the theory of plate tectonics.

b. Explain how the dynamic events at plate boundaries influence oceans and continents.

c. Differentiate between features of the continental margins and the deep ocean basins.

d. Identify the sources of the main types of marine sediments and describe how marine sediments are used in paleoceanography.

SO2. Students will relate how the oceans are integral to all life on earth and how biogeochemical processes in the oceans influence the entire planet.

a. Explain how the hydrologic cycle integrates the oceans and the land.

b. Identify the role of the oceans in global biogeochemical cycles.

c. Distinguish between photosynthesis and chemosynthesis in ocean flora.

d. Analyze the flow of energy in marine ecosystems.

e. Describe the limiting factors that influence the primary productivity of the oceans.

SO3. Students will analyze how weather and climate are influenced by the oceans.

a. Identify general global patterns of atmospheric and oceanic circulation including variations such as El Nino and monsoons.

b. Explain the influence of the Coriolis Effect on winds, ocean currents, and on weather and climate.

c. Describe the effects of tilt of the earth, solar energy inputs, and heat capacity of land and oceans on the resulting patterns of weather and climate.

d. Explain relationships between climate change, the greenhouse effect, and the consequences of global warming on the ocean.

SO4 Students will investigate waves and tides and analyze their influence on coastal processes.

a. Explain how waves are generated.

b. Explain the role of the moon and the sun in the formation of tides and tide patterns.

c. Describe the role of waves, tides, and sea level change on the physical structure of the coast.

d. Investigate the relationship of tides and waves on the distribution and diversity of organisms in shallow water communities such as rocky intertidal zones and estuaries.

e. Identify natural hazards (e.g., tsunamis, hurricanes, and sea level change) and their impact on coastal communities.

SO5. Students will analyze how the unique attributes of seawater determine the types of marine organisms and the ecology of marine food webs.

a. Compare and contrast the physical and chemical structure of pure water and seawater.

b. Identify adaptations of marine organisms that allow them to live in seawater rather than on land.

c. Describe patterns and relationships between biotic and abiotic factors among marine ecosystems, including estuaries, coral reefs, open waters, and the deep ocean.

d. Explain the relationship between productivity, the flow of energy, and the structure of marine food webs.

SO6. Students will identify how humans use the oceans for food, commerce, and energy and will evaluate the potential for abuse in the absence of responsible stewardship.

a. Describe how physical, geological, and biological resources are extracted from the oceans, and assess the consequences for marine ecosystems.

b. Identify how the oceans are used as sources of alternative energy.

c. Explain how the oceans are used for recreation and transportation, and evaluate their impacts on marine ecosystems.

d. Analyze issues, policies, and laws that promote responsible stewardship of the oceans, including trade, fisheries, transportation, and resources.

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Standards

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Elements

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