DISCOVER THE SPIDER-VERSE

Page created by Randy Peterson

Science

English

Like
Share
Embed
Fullscreen
Slides
Download HTML
Download PDF
Abuse

←

→

Page content transcription

If your browser does not render page correctly, please read the page content below

DISCOVER THE SPIDER-VERSE
                                                       VIRTUAL FIELD TRIP | STEM
                                      EDUCATOR COMPANION GUIDE

                                           ONLY IN MOVIE THEATERS DECEMBER 14
MARVEL and all related character names: © & ™ 2018 MARVEL. Spider-ManTM: Into the Spider-Verse, the Movie ©2018 Sony Pictures Animation Inc. All Rights Reserved.
Copyright © 2018 Discovery Education. All rights reserved. Discovery Education, Inc. 				                                      www.DiscoverTheSpiderVerse.com

STEM

EDUCATOR VIRTUAL
FIELD TRIP
COMPANION GUIDE
OVERVIEW
The Discover the Spider-Verse Virtual Field Trip will transport students into the multiverse, a
world where anyone can be a superhero. Students will meet the producers of the film, Chris
Miller and Phil Lord, the minds that brought you The Lego Movie as well as the movie’s
directors, animators and designers to learn all about the art, science, and real-world inspiration
behind the making of the film. Through the journey, students will learn how the decisions they
make every day can impact their own communities and their world. Students will also be
encouraged to embrace the superhero within as various stars of the film, including Shameik
Moore as Miles Morales, Jake Johnson as Peter B. Parker, and Hailee Steinfeld as Gwen
Stacy, remind them that “anyone can wear the mask.”

The pre-field trip activity in this companion guide has been designed to
introduce students to a topic they will learn about during the virtual field
trip, and the post-trip activities have been designed to connect and
extend student learning to literacy concepts. You may choose
to complete one or all of these activities in your classroom!

STUDENTS WILL:
• Explore the scientific concepts presented
in Spider-ManTM: Into the Spider-Verse and
connect them to their own lives.
• Investigate the difference between observation
and intuition when collecting data.

• Create their own imagery while considering
the film’s use of 2D designs, 3D graphics and
perspective drawings.

MARVEL and all related character names: © & ™ 2018 MARVEL. Spider-ManTM: Into the Spider-Verse, the Movie ©2018 Sony Pictures Animation Inc. All Rights Reserved.
Copyright © 2018 Discovery Education. All rights reserved. Discovery Education, Inc. www.DiscoverTheSpiderVerse.com
2

NATIONAL STANDARDS
NEXT GENERATION SCIENCE STANDARDS
• ETS1.A: Defining and Delimiting an Engineering
Problem: Possible solutions to a problem are
limited by available materials and resources (constraints). The success of a designed solution
is determined by considering the desired features of a solution (criteria). Different proposals
for solutions can be compared on the basis of how well each one meets the specified criteria
for success or how well each takes the constraints into account.

• ESS1-2: Construct an explanation of the Big Bang theory based on astronomical evidence of
light spectra, motion of distant galaxies, and composition of matter in the universe.

• PS3.D: The expression “produce energy” typically refers to the conversion of stored energy
into a desired form for practical use.
• LS1.D: Different sense receptors are specialized for particular kinds of information, which
may be then processed by the animal’s brain. Animals are able to use their perceptions and
memories to guide their actions.

COMMON CORE STATE STANDARDS
• Draw and identify lines and angles, and classify
shapes by properties of their lines and angles.

MATERIALS
• 2–3 Bubble bottles

• Computer or device with the ability to project

• Optional: large ball of string/yarn and scissors

• Colored pencils, markers or crayons

• Copies of the following activity sheets, one per
student:

• Multiverses & Me

• Web Motions

• Test Your Spider-Sense

• 2D, 3D, and Beyond

BEFORE THE VIRTUAL FIELD TRIP
MULTIVERSES & ME
1. Begin class by instructing students to close their eyes as they listen to you read:

Scientists believe that our world, our solar system, and our universe didn’t
always exist as we know it. In fact, they believe it once didn’t exist at all.
About 13.8 billion years ago, the universe began with what we now call the
Big Bang. But it wasn’t just a big bang, it was an enormous bang: a heat
explosion bigger and louder and hotter than anything you can imagine. And
somehow, during this explosion, in less than a single second, the universe
was born. While you wouldn’t have been able to recognize it at first, the
universe as we know it began to slowly form after the Big Bang. It began
with atoms, it developed stars billions of years later, it eventually created
planets… and then life on Earth began.

2. Instruct students to open their eyes. Write the word
“multiverse” on the board or chart paper and
ask students to consider the meaning of this
word as they watch a short clip from the
Spider-ManTM: Into the Spider-Verse
trailer. (Link to https://www.youtube.
com/watch?v=g4Hbz2jLxvQ from 31
seconds to 42 seconds).

3. Break up the word “multiverse” into two parts,
“multi” and “verse.” Encourage students to discuss the
meaning of multiverse by considering both the film clip and
recognizable word parts within the word itself. Ask students if they can
define what the term means by combining the two parts.
4. Ask students to provide their predictions of what the word means and record
responses on the board or chart paper.

5. Explain that the term “multiverse” is used to represent a scientific theory that
there are multiple, or parallel, universes. Under this theory, an infinite number of
universes were created during the Big Bang and each one is infinitely large. Call
on a few student volunteers to come to the board and circle the predictions that
relate to the actual definition of “multiverse.”

CONTINUED...
MULTIVERSES & ME
6. Distribute bubbles to the student volunteers and ask them to start blowing
bubbles (away from students). Once there are a number of bubbles floating in the
air, explain that in the multiverse theory, each universe is its own bubble. In each
universe exists a copy of ourselves living a life that is similar but not quite identical
to our own.

7. Pass out the Multiverses & Me activity sheet and review the instructions with
students. Encourage them to brainstorm ideas with their peers before completing
the activity.

8. Allow the class to share their stories and all the different paths a decision could
take them! Finally, ask students how the concept of a multiverse provides
an exciting narrative for the Spider-ManTM multiverse!

CONTINUED...
            MULTIVERSES & ME
            Directions: Imagine there are parallel universes. In each universe, a version of yourself
            exists, but this self is capable of making her/his own unique decisions.

            Think of a big decision that you once made. What were your options?
            What did you choose?

            Now imagine that each version of yourself made a different decision. The decisions
            could have been only slightly different from one another or they may have contrasted
            starkly. In the center circle below, demonstrate the decision you actually made.
            Then, imagine and illustrate four alternate options you could have chosen in parallel
            universes. You may write, sketch or draw comics to show your decision in each bubble.

MARVEL and all related character names: © & ™ 2018 MARVEL. Spider-ManTM: Into the Spider-Verse, the Movie ©2018 Sony Pictures Animation Inc. All Rights Reserved.
Copyright © 2018 Discovery Education. All rights reserved. Discovery Education, Inc. 				                                      www.DiscoverTheSpiderVerse.com
                                                                                                                                                                    6

AFTER THE VIRTUAL FIELD TRIP
WEB MOTIONS ACTIVITY 1
Probe students to think about how Spider-ManTM used his
web shooters in the clips they watched during the virtual field trip with questions such as,
“What motions did he have to make to shoot his web?”

Distribute the Web Motions activity sheet and encourage student teams to brainstorm:
If Spider-ManTM were to have a web shooter that worked differently, what other
body movements could work equally well and produce the same effect? Note: While
brainstorming, students could use a small ball of string to simulate Spider-Man’sTM web
if your classroom space permits.

TEST YOUR SPIDER-SENSE ACTIVITY 2
Lead a class discussion around the question: How did
Spider-ManTM and other Spider-People make decisions in the movie? Guide students
towards the idea that they used their Spider-Sense, or intuition, to decide their next move.
Ask: How does this compare to how you make decisions? How does this compare to how a
variety of others (such scientists, doctors, taxi drivers, or teachers) make decisions?

Pass out the Spider-Sense activity sheet and read the top half aloud. Then divide
students into pairs and instruct them to follow the directions provided to put their
Spider-Sense to the test.

ACTIVITY 3: 2D, 3D & BEYOND ACTIVITY 3
Lead a class discussion around the film’s animation. Would
the students describe it as 2D, 3D or a combination of both?
What made them think this?

Arrive at an understanding that Sony’s animators combined 2D comics with 3D graphics
to create the animation and imagery that students saw in the film clips. Pass out the 2D,
3D & Beyond activity sheet and explain that they will be working backwards to envision
how the movie’s more complicated imagery began.

WEB MOTIONS ACTIVITY 1
Throughout Spider-ManTM: Into the Spider-Verse, Spider-ManTM shoots his web
in a very specific way. But could other motions work too? Or be even better?

Objects, including people, can have potential (stored) energy or kinetic energy (energy in
motion). Along with your group members, stand up and pretend to be Spider-ManTM. Move
around the room, channeling Spider-ManTM in every motion and every leap. As you watch your
group members and also feel your own movements, consider: If you were Spider-ManTM and
you needed your web to save the world, how else might your web shooter shoot? Think about
where on your body and what kind of movements would work best with a web shooter. When
are you using potential or kinetic energy?

Below, draw and explain two new ways that Spider-ManTM could shoot his web. Be sure to also
illustrate the situation in which this new web shooter motion and/or body location would be
most helpful.

Explain (include how your web shooter and body use potential and kinetic energy to work):
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

CONTINUED...
           WEB MOTIONS

           Explain (include how your web shooter and body use potential and kinetic energy to work)
           ________________________________________________________________________________
           ________________________________________________________________________________
           ________________________________________________________________________________

MARVEL and all related character names: © & ™ 2018 MARVEL. Spider-ManTM: Into the Spider-Verse, the Movie ©2018 Sony Pictures Animation Inc. All Rights Reserved.
Copyright © 2018 Discovery Education. All rights reserved. Discovery Education, Inc. 				                                      www.DiscoverTheSpiderVerse.com
                                                                                                                                                                    9

TEST YOUR SPIDER SENSE ACTIVITY 2

You have likely made observations, and even collected data, to help
yourself make a decision or come to a conclusion. Quantitative data
can be collected with a tool, such as a ruler, beaker, or thermometer. Qualitative data
is collected using your senses: what you see, hear, smell, taste and/or touch.

But what if you had a different way of collecting information . . . What if you had a
Spider-Sense? In other words, what if you could simply feel what was happening and you
didn’t need to see it, hear it, touch it or measure it? Test out your personal Spider-Sense
by completing the activity below!

Directions:

1. With a partner, develop a hand signal. Make sure it is a silent gesture! Over a series
of five trials, you will test if you can sense when your partner is making this signal.

2. Secretly fill out the middle column in the chart below by planning when you will
use this signal. Make sure you use it at least two times!

3. Decide who will be Partner #1 and who will be Partner #2.
4. Partner #1 will close their eyes
first. Partner #2 should then
say the trial number aloud (for
instance: Trial #1) and either make
the signal or stay still, depending on
what is marked on their chart.

5. Partner #1 will put their Spider-Sense
to work and guess if the signal was made.
Partner #2 will silently mark whether their
Spider-Sense was correct.
6. Continue this procedure for Trials 2-5. Partner #1’s eyes
should remain closed the entire time.

CONTINUED...
TEST YOUR SPIDER SENSE
7. Without sharing the results, swap roles so Partner #2 now has their eyes closed.

8. When all trials are complete, share the results with your partner. Discuss:

• Are you surprised by your own results?

• Do you believe intuition—or Spider-Sense—actually exists?
Why or why not? Does your data support or refute this?

• Have you ever felt a Spider-Sense at another time in your life?
Explain the situation.

Trials Will I use the signal during Did my partner’s Spider-Sense
this trial? (y/n) kick in? (y/n)

2D, 3D & BEYOND                                                                                                                  ACTIVITY 3

            Spider-ManTM: Into the Spider-Verse began as a simple comic with 2D
            drawings and speech bubbles. Looking at the still-shot from the movie below,
            can you imagine the 2D comic strip from which it originated? Sometimes it is
            helpful to break down the image into simple shapes, lines and angles.

             Step 1: Identify the most important parts of the scene above, and sketch what the
            original comic may have looked like below. Try to make it fit within three panels. Don’t
            forget to use speech bubbles to add dialogue!

MARVEL and all related character names: © & ™ 2018 MARVEL. Spider-ManTM: Into the Spider-Verse, the Movie ©2018 Sony Pictures Animation Inc. All Rights Reserved.
Copyright © 2018 Discovery Education. All rights reserved. Discovery Education, Inc. 				                                      www.DiscoverTheSpiderVerse.com
                                                                                                                                                                    12

CONTINUED...
            2D, 3D & BEYOND

            Step 2: Now compare the movie still-shot with your 2D comic strip. Discuss with a
            partner: The movie combined 2D and 3D images. What are the advantages of this over a
            2D drawing?

MARVEL and all related character names: © & ™ 2018 MARVEL. Spider-ManTM: Into the Spider-Verse, the Movie ©2018 Sony Pictures Animation Inc. All Rights Reserved.
Copyright © 2018 Discovery Education. All rights reserved. Discovery Education, Inc. 				                                      www.DiscoverTheSpiderVerse.com
                                                                                                                                                                    13

CONTINUED...
            2D, 3D & BEYOND
            Step 3: If you could incorporate one 3D element into your 2D comic strip, what would it be?
            Draw your comic a second time, this time adding a sketch of this 3D element to the panel(s).

MARVEL and all related character names: © & ™ 2018 MARVEL. Spider-ManTM: Into the Spider-Verse, the Movie ©2018 Sony Pictures Animation Inc. All Rights Reserved.
Copyright © 2018 Discovery Education. All rights reserved. Discovery Education, Inc. 				                                      www.DiscoverTheSpiderVerse.com
                                                                                                                                                                    14

CONTINUED...
            2D, 3D & BEYOND

            Step 4: Share your revised comic with your partner. Discuss: How did this 3D element
            change your comic strip? Which version of your comic do you like better? Why?

MARVEL and all related character names: © & ™ 2018 MARVEL. Spider-ManTM: Into the Spider-Verse, the Movie ©2018 Sony Pictures Animation Inc. All Rights Reserved.
Copyright © 2018 Discovery Education. All rights reserved. Discovery Education, Inc. 				                                      www.DiscoverTheSpiderVerse.com
                                                                                                                                                                    15

You can also read