The purpose of this chapter was to present current literature focused on integrating science and literacy and describe the teaching of a science unit of study that incorporated fanfiction literature in a fourth-grade classroom. Ms. Bardon's instructional techniques were focused on integrating science learning with reading and writing based within a fictional text read together as a classroom community throughout the unit of science study. The unit of study was presented alongside background literature to illustrate how such teaching is indicative of a larger movement in the educational field toward science, technology, engineering, and mathematics (STEM)-based pedagogy and curriculum. The account of teaching was presented according to the close reading of the fictional text, the hands-on science activities, and the culminating student writing of a fanfiction narrative that constituted the assessment of science learning.

The purpose of this chapter was to present current literature focused on integrating science and literacy and describe the teaching of a science unit of study that incorporated fanfiction literature in a fourth-grade classroom. Ms. Bardon's instructional techniques were focused on integrating science learning with reading and writing based within a fictional text read together as a classroom community throughout the unit of science study. The unit of study was presented alongside background literature to illustrate how such teaching is indicative of a larger movement in the educational field toward science, technology, engineering, and mathematics (STEM)-based pedagogy and curriculum. The account of teaching was presented according to the close reading of the fictional text, the hands-on science activities, and the culminating student writing of a fanfiction narrative that constituted the assessment of science learning.