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Walking C-DeAD

posted Mar 3, 2016, 3:50 AM by Michael Reilly   [ updated Mar 23, 2016, 3:54 AM ]

The Walking CDAT.mp4

It's time to use your brrrrraaaaaaiiiiiiinnnnnnnsssss!

Driving Question: How would you survive the walking dead?

For this project, you will be creating a tech piece that relates to The Walking Dead and zombies.  Your goal is to create a project that would either improve the lives of the characters inside The Walking Dead or improve the script or production of the TV show. Although this project should be fun, it will also be rooted in your core academic standards. After all, even the CDC is concerned about the threat of zombies.

You will pick ONE core subject area to focus on. Your deliverable for your chosen content area will replace a quiz grade in that class.

Those in Technology Classes will receive a few different grades for different products, especially those that deal with team communication and collaboration, throughout the project.

Option 1: Language Arts:--analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, AND advance the plot or develop the theme

Option 2: Science:--use science terms to describe a standard as chosen by student from list of five for their particular class


    • Acids Bases: 14b3 - identify the reactants and products in an acid-base neutralization reaction
    • Acid Bases:14c - classify common substances as acid, base or neutral based on chemical properties
    • Thermochemistry: 13c - collect data in order to calculate the amount of heat given off or taken in by chemical or physical processes
    • Thermochemistry: 13c1 - use the specific heat equation to determine unknown values of mass, specific heat, energy, and temperature change
    • Kinetics: 9b - explain the role of equilibrium in chemical reactions 
    • Kinetics: 12a - understand the effects of changing concentration, temperature and pressure on chemical reactions  


    • Evolution 1A:2- Natural selection acts on phenotypic variations in populations
    • Evolution1B:1- Organisms share many conserved core processes and features that evolved and are widely distributed among organisms today.
    • Viruses 3C:3- Viral replication results in genetic variation, and viral infection can introduce genetic variation into the hosts
    • Biological Molecules 4A;1- The subcomponents of biological molecules and the sequence of those molecules determine the properties of that molecule
    • Biological Molecules 4B:1- Interactions between molecules affect their structure and function


    • 12f) determine by experiment the effect of unbalanced forces in overcoming inertia (including the effect of sliding and static frictional forces)
    • 18) identify and describe a system of torque-producing forces acting in equilibrium
    • 18a) solve problems (mathematically and experimentally) using the equation torque = lever arm x force for forces only acting at right angles
    • 16b) apply the Law of Conservation of Momentum in one dimension to solve elastic and inelastic collision problems
    • 16c) demonstrate the Law of Conservation of Momentum in experimental situations such as collisions and ballistic studies 
    • 21d) illustrate and analyze through the use of Ohm’s Law steady-state DC circuits in series and parallel to determine the voltage across, current through, total resistance of and power dissipated/added by each element in the circuit
    • 21e) explain the nature of household circuits and the use of fuses and circuit breakers within them  

Option 3: Math-- demonstrate an understanding of exponential growth and decay

Option 4: Social Studies--tie the Walking Dead to a historical event

    •   14a - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
    • 14b - Write arguments focused on discipline-specific content by using words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
    • 14c - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes by using varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
    • 14d - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
    • 14e - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Are you struggling? Here are some examples:

Jane, Paul, and Jerome are worried about their biology grade. They do some research about vaccines and come up with a really cool idea for a vaccine to prevent the zombie virus. They decide to write a script and create a video for their tech grade. 

David, Eugene, Jorge, and Margaret love the scene in the Walking Dead when the zombies tear down the wall at Alexandria. They decide to engineer a better wall for the people. They create a model of the city and walls for their engineering class. For their core deliverable, they rewrite that scene from The Walking Dead, making sure to flesh out the characters' motivations and developing a clear theme for their language arts deliverable. 

Check back regularly for updates!!


  • Thursday, March 3: Kick off, should be fun

  • Friday, March 4: Do your independent "Brainwriting", the first section of this attachment (in writing)

  • Monday, March 7: Create project groups, and share your "Brainwriting" ideas.  Be sure to follow the protocol in Section 2 of this doc

  • Tuesday, March 8: Begin new academy groups and start working on projects.  
    • Choose your group.
    • Start sharing your ideas.
    • Someone volunteer to create the team site and SHARE IT with your team members.
    • Each week, meet in scrums during every academy time EXCEPT Wednesdays.
    • Teachers will check scrum website or other tools for team communication at least once per week per team.

  • Thursday, March 10: Team website submitted to form 
    • Submit your team website on this form (click here) - each person on the team needs to do this
    • Be sure to have all team members names on the site, make sure all team members have access to the site.
    • Start working on your Treatment/Pitch/Description for your project.

  • Tuesday, March 15: Treatment/Pitch/Project Description (these are synonyms) should be on the team site.
    • More details will be posted here soon regarding the rubric for a good Treatment/Summary/Pitch
    • Start working on more detailed items like Storyboards, Scripts, etc., as soon as you finish your Treatment/Summary/Pitch

  • Tuesday, March 22: CORE CONTENT Justification and First Draft Items  DUE
    • A First Draft Item is a completed script, storyboard, engineering design, etc. (more links will be posted here soon)
    • A CORE CONTENT Justification is the explanation of where your CORE CONTENT (Math or Science or LA) are demonstrated in your draft, and how they accomplish the AKS. Fill out the CORE CONTENT Justification form below.

      Walking CDead CORE CONTENT Justification

  • Thursday, March 24: Receive feedback on justification/treatment from your teachers.  You do not wait on feedback, you should continue making your product assuming your draft is good to go, and make changes later.

  • Thursday/Friday, March 24/25:  Have your Second Draft ready, which should be a strong example of the product, between 50-75% complete.

  • Tuesday, March 29:  Presentations