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Superheroes capture the imagination of all students, who often see in them how a seemingly unimportant person can perform great feats for humanity. Granted, the scenarios and ways in which comic book superheroes are created are fictitious, but there is a tradition of grounding them in popular science, which although not always correct has the potential to inspire students. Using superheroes in your class can even attract students to STEAM careers, allowing them to explore ideas that can seem too "geeky" to others. 

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This unit is intended to be used as a cumulative PBL project, and works most effectively if you can convince your Art and Language Arts teachers to participate with you. However, each of the sections can also be used as stand-alone mini-projects. ReadWriteThink.org has several lessons that could aid any teacher interested in using comic strips in their classroom. Art teachers may want to look into lessons such as Auble's Comic Book Design or ArtEdge's Creating Comic Strips. 

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Standards Alignment

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NGSS  

 

Superhero Concept and Villain

  • MS-LS1-1.Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.

  • MS-LS1-3.Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

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Origins and Family

  • MS-LS3-1. Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.

  • MS-LS3-2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

  • MS-LS4-5. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.

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CCSS ELA/Literacy 

  • RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts.  

  • RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. 

  • RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. 

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  • WHST.6-8.1 Write arguments focused on discipline content. 

  • WHST.6-8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  

  • WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.  

  • WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 

  • WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. 

 

  • SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. 

  • SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. 

  • SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. 

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