PROJECT OVERVIEW
Name of Project:
Duration:
about 6 weeks
From Outer Space to Inner Space
Subject/Course:
Math- scale within body systems, measures of outer space on body systems, graph presentation
of body-system data
Science- scientific notation, scale within body systems, effects of outer space on human body
and Sex Education
LA- reading mythology, Comic Book Narrative
SS- Ancient Greece and Rome Expository Writing
RDG- The Lightning Thief, mythology
Teacher(s):Kimberly, Boyd,
Andersen, Moore, Leyba,
Wolken, Winters, Nault,
King, Anderson
Grade Level:
7th
Other subject areas to
be included, if any:
Project Idea
Summary of the issue,
challenge, investigation,
scenario, or problem:
STEAM Project: Art of the human body on earth and in space
LA: Fictional story of key mythological Greek or Roman gods or goddesses using Comiclife
SS: Research and biography of key mythological Greek or Roman gods or goddesses – Study of Constellations
RDG: Reading of The Lightning Thief with close reading of characterization, setting, plot structure, and motive
Math: Graphs of human body systems data
Sci: 3D model of human body systems – Bodies in space
Driving Question
Initial questions: How are the circulatory, skeletal, and muscular system affected by the environment around them?
What are the limitations of the human body and how does society amplify or modify that to shape their cultural perspective and
morals?
Final Draft: Why does society seek to change the natural limitations of the human body?
Content and Skills
Standards to be
addressed:
Applying 3rd quarter math skills to 4th quarter science
T+A
21st Century Skills
to be explicitly taught and
assessed (T+A) or that
will be encouraged (E) by
Collaboration
Research myths from past and their purpose
- Fact-based research of myths and cultures
- Study of myths including story structure,
E
T+A
E
Other:
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project work, but not
taught or assessed:
cultures, characters, human
characteristics versus traits of
gods/goddesses
Creation of character based on study of past myths
including story structure, author’s purpose,
characterization, setting
Human body systems understanding to compare to
characters created for a “super-human” purpose
Presentation
1.
Critical Thinking:
Presentation Audience:
Group/
Culminating
Products and
Performances
Individual
PORTFOLIO:
Graphic novel
Biography of a key Greek or Roman god/goddess
Human body systems graphs
Printed photo of their 3D model and 2D poster
Class:
School:
Community:
MODEL:
3D model of human body with musculo-skeletal, circulatory, and
respiratory systems
2D poster of own body systems
1. Start with opening questions to prime
“What super power would you have?”
“Why do people have super powers?”
“What things are people most afraid of or don’t understand?”
2. Tie it to creation heroes to help understand what we don’t
understand and calm our fears
3. Poster of human (and god/goddess) weaknesses to use throughout,
including during presentations
4. Return to what weakness they, individually, would change
Experts:
Web:
Other:
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5. Study of actual human body systems to create of realistic frame of
reference
6. Scale and graphing skill development to depict personal body
system data
7. Research of myths, gods, and goddesses of past to contextualize past
humans’ attempts to explain what humans don’t understand and to
calm humans’ fears
8. Close reading of fictional novel about mythology to understand
author’s craft (characterization, plot structure, stylistic methods,
character motive, setting)
9. Creation of own god/goddess with “super-human” power to
overcome a human weakness
++Creation of graphic novel to demonstrate writing skills (plot,
characterization, setting) and understanding of role of myths and
super-human characters to explain what we don’t understand and
calm fears
PROJECT OVERVIEW
Entry event to
launch inquiry,
engage students:
Trip to Mitchell High School
1. Body system measurements in pool-Leslie and Andi M.
2. Heart rate, blood pressure, basketball shots (mean, median, mode) and graphing in gym-Svet and
3. Origin myths/Constellations in planetarium
3 week focus on the three body systems
Assessments
Quizzes/Tests
Formative
Assessments
(During
Project)
Practice Presentations
Journal/Learning Log
X
Notes
X
Preliminary Plans/Outlines/Prototypes
X
Checklists
Rough Drafts
X
Concept Maps
Online Tests/Exams
X
Other: Rubrics
X
Written Product(s), with rubric:
X
Other Product(s) or Performance(s), with rubric:
X
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Summative
Assessments
(End of Project)
Oral Presentation, with rubric
Peer Evaluation
Multiple Choice/Short Answer Test
Self-Evaluation
Essay Test
Other: Rubrics
X
.
Resources
Needed
Reflection
Methods
On-site people, facilities:
Equipment:
250 seat licenses for Comic Life
Materials:
Art Supplies, digital cameras, paper, clay (science dept), skeleton models,
The Lightning Thief (class sets), 500’ white butcher paper rolls, 180 oneinch binders with clear covers, Production Printing graphing comp books,
Production Printing 720 color pages printed and collated, yarn, graph-lined
chart paper, 10 sphygmomanometers and blood pressure cuffs, 3 boxes of
white copy paper, pencils and erasers, 60 fat Sharpies, 10 sets of 12 multicolored Expo pens, 11x17 ream of paper,
Community resources:
Lifeguards at MHS
Journal/Learning Log
(Individual,
Group, and/or
Whole Class)
X
Focus Group
Whole-Class Discussion
Fishbowl Discussion
Survey
Other:
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PROJECT TEACHING AND LEARNING GUIDE
Project: From Outer space to inner space
Course/Semester: Math/Science 4th Quarter
Knowledge and Skills Needed by Students
to successfully complete culminating products and
performances, and do well on summative assessments
Science: Students will have an understanding of the
different body systems.
Scaffolding / Materials / Lessons to be Provided
by the project teacher, other teachers, experts,
mentors, community members

-
Science: Students will have an understanding of how the
different body systems are connected to one another.
Science: Students will understand how space affects the
different body systems.
-
Notes, diagrams and experiments that give the students
experiences of how the different body systems are
connected.;
-
Mini-labs and experiments that identify the functions
of the different body systems and the effects of space
on the human body.
-
Model the procedure for creating graphs in class
Class notes and teacher examples.
During body system activities students will practice
creating graphs(drafts) before producing a final copy.
Students will check each other’s graphs for TELL
components.


Math: TELL (Title, Equal Increments, Label X, Label Y)

Reading:
1.2 Oral Expression and Listening: Small and large group
discussions rely on active listening and the effective contributions of all participants

- Socratic-style discussions of text (The Lightning Thief) to
understand the plot structure, characters, and themes of the
novel and the myths in the novel

- Close study of the literary elements in the novel and
author’s purpose / effect on reader
Reading:
2.1 Reading for All Purposes: Literary elements, characteristics, and
ideas are interrelated and guide the comprehension of literary and fictional texts
Mini-labs and experiments that identify the functions
of the different body systems
Notes and diagrams that identify the parts of the
different body systems
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Reading:
2.2 Reading for All Purposes: Informational and persuasive texts are
summarized and evaluated

- Students summarize myths within novel while reading, as
well as summarizing events of novel

- Students use novel as model for own writing and source for
research of ancient myths
Reading:
4.1 Research and Reasoning: Answering a research question
logically begins with obtaining and analyzing information from a variety of sources
Language Arts: 3.1 write narrative to develop real or
imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event
sequences.

-
Students will write a fictional graphic novel
creating a fictional character and have him/her
interact with at least two real Greek or Roman gods
or goddesses
Language Arts: 3.1 write narrative to develop real or
imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event
sequences.

-
Fictional stories will include character
development, elements of plot and theme
Language Arts: 3.3 Editing writing for proper grammar,
usage, mechanics, and clarity improves written work

-
Graphic Novels will use proper grammar
conventions and spelling
Social Studies: Describe the history, interactions, and contributions

-Research constellations and create a constellation using their
own God or Goddess that was created in Language Arts.

-Research of chosen Greek or Roman God or Goddess and
expository writing and creation of thesis statement.
of various peoples and cultures that have lived in or migrated to the
Eastern Hemisphere. Topics to include but not limited to world
religions (Greek and Roman myths, religious beliefs, and cultural
customs, and Archeoastronomy).
Social Studies: Students will identify points of view, seek
multiple sources, and develop and defend a thesis with
evidence throughout life
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21ST CENTURY SKILLS ASSESSMENT RUBRIC:
1. Math
NOT PROFICIENT


Student's graph does not demonstrate TELL
Student's graph does not effectively communicate
information
PROFICIENT
NP- - - - - - - - - Approaching - - - - - - - - -P 

NP- - - - - - - - - Approaching - - - - - - - - -P 

NP = Not proficient
P = Proficient
Notes:
Student's graph demonstrates TELL
o Graph has Title
o Equal Intervals
o The x-axis is Labeled
o The y-axis is Labeled
Student's graph effectively communicates the information
o Demonstrates neatness, visual clarity, can be
orally explained(by student) or visually
understood
_____Points earned /_____ Points
possible
2. Science
NOT PROFICIENT
PROFICIENT

Student cannot identify the different parts of the body
systems they are working with
NP- - - - - - - - - Approaching - - - - - - - - -P 

Student can identify the different parts of the body
systems they are working with

Student cannot demonstrate how the different body
systems are connected to one another.
NP- - - - - - - - - Approaching - - - - - - - - -P 

Student can demonstrate how the different body
systems are connected to one another.

Student cannot explain how space affects the body
systems the student is working with.
NP- - - - - - - - - Approaching - - - - - - - - -P 

Student can explain how space affects the body systems
the student is working with.
Notes:
NP = Not proficient
P = Proficient
_____Points earned /_____ Points
possible
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3. Social Studies
NOT PROFICIENT

Students cannot create a thesis statement about the
historical reason why their mythological character
was deemed necessary by the Greeks/Romans.

Students cannot appropriately use technology and
resources to find information related to their topic
research.

Notes:
PROFICIENT
NP- - - - - - - - - Approaching - - - - - - - - -P 
NP- - - - - - - - - Approaching - - - - - - - - -P 
Students cannot create a constellation for their
mythological character with accuracy and aesthetic
quality.

Students can create a thesis statement about the
historical reason why their mythological character was
deemed necessary by the Greeks/Romans.

Students can appropriately use technology and
resources to find information related to their topic
research.

Students can create a constellation for their
mythological character with accuracy and aesthetic
quality.
NP- - - - - - - - - Approaching - - - - - - - - -P 
NP = Not proficient
P = Proficient
_____Points earned /_____ Points
possible
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