In this article we describe our experiences in developing futures scenarios in two science contexts, space science and atmospheric science/climate change. Futures scenario writing can develop scientific literacy by connecting science learning to students' lifeworlds--past, present and future. They also provide a synthesising mechanism for cognitive, affective and ethical learning. This article describes how pre-service teachers who have undertaken two general studies undergraduate courses went about constructing futures scenarios. (Contains 1 table, 1 figure, and 8 excerpts.)