1. Both classes took an attitude survey to determine how they felt about several things:

• studying English and science;
• using technology, and
• working with students who are different from themselves.

2. Students in the Integrated Science II class brain-stormed issues they thought might be of interest to the English class, and e-mailed these to the students at Manual Arts High School. Although originally conceived to involve a Biology class, the issues in integrated science actually broadened the scope of possibilities. The issues in science originally included the following:

• Genetic Engineering
  • transgenic organisms
  • cloning
• Euthanasia
• Loss of biodiversity (extinction)
• The Environment
  • Energy depletion
  • Pollution
  • Hazardous waste
• Space exploration
  • Mir Space station (out of control, or having alien contact)
  • Mars Lander (discovery of life form)
  • People living in space (stations)
  • Asteroid impact
• Specific environmental topics
  • Effects of El Nino
  • Global warming
  • Nuclear war or nuclear accident at San Onofre
  • Ozone depletion
  • Effects of a "supernova" on Earth
  • Effects of solar flares on the Earth
  • Another ice age
• Animals
  • Communication with dolphins
  • Communication with apes and chimpanzees
• Human physiology
  • Ebola virus
  • Curing cancer
• Diet medications

3. The English class selected from the above issues those which they were most interested in using for their stories and they e-mailed these to the students in the Integrated Science II class. The science class then did research, both in traditional methods and on the World Wide Web, to write scientific briefs on the issues selected, many of which have moral and ethical implications, involve conflict, and are of serious import to humankind.

4. Students from West High School then sent, via e-mail, the "scientific briefs" to the students in the "American Lit" class at Manual Arts High School. Students from each class examined solutions to the issues, possible avenues for social action, and "what if" scenarios.

5. The students in the English Class then took the issues in the "scientific briefs," and created science fiction short stories. In preparation for the creative writing, English students did some of their own research, reading works of science fiction authors who have dealt with such issues. They then e-mailed their rough drafts to the science students.

6. The Integrated Science II class proceeded to give their scientific critiques, which they e-mailed to the English students.

7. English students revised and peer-edited their stories in preparation for further electronic communication with the science class.

8. A video-conference then occurred to share second drafts of stories, resulting in further revision and e-mailing for another round of scientific critiques.

9. The end result was that both classes published their works on the World Wide Web, on a web site provided by Manual Arts High School. It is hoped that in future updates this will eventually contain:

• From English students
  • Reviews of works by science fiction writers;
  • Science fiction stories;
  • Illustrations; and
  • Articles suggesting social action on the issues.
• From biology students
  • Updated analytical/informative reports related to issues;
  • Experiments, activities, extensions of the issues for others to try;
  • Illustrations or diagrams; and
  • Articles suggesting social action on the issues.

English students edited the web publishing for mechanical and organizational content. Similarly, the Biology students edited the creative works of the English students for scientific accuracy.

10. Now that the first Web publication has occurred, students from other schools will be solicited for contributions via e-mail/snail mail for any future collaborative publications.

11. The culminating event after the high school students communicated electronically over the course of a year, and published their newsletter, was a face-to-face luncheon meeting of both classes, together with their teachers and university tutors at a luncheon at California State University, Dominguez Hills. A guest speaker conducted an interactive workshop.

12. Both Classes took the same attitude survey taken in the beginning of the year.