Current Issue Back Issues Cards
Issue 13, Spring 2015
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Logs From San Diego Bay,
   Tom Fehrenbacher
Knowing Why,
   Joanne Sith
My Education at the Met,
   Luis Del Rosario
Rigor Reconsidered,
   Rob Riordan
10 Principles to Move Your School Toward Distributive Leadership,
   Nicole Assisi & Shelli Kurth
Inside a Successful School Project: The Good, The Bad, and The Ugly,
   Scott Swaaley
Getting More Students Into College: A Foray Into Improvement Science,
   Isaac Jones, Ryan Gallagher,
   Ben Daley & Stacey Caillier
After a Progressive K-12 Education...Then What? First Gen Voices on the Transition to College,
   Jean Kluver & Heather Lattimer


Cards:
1: Who Am I?
2: Subatomic Black Hole Soup:
    A Graphic Novel Project

3: Run Like A Girl: Don’t Judge Me
4: Response-ABILITY: Empathy in Action
5: 2084: Junk Puppet Theatre
6: Once Upon A Prime
7: Town Squares:
    A San Diego Neighborhoods Project

8: A New Life
9: The Upcycle Project
10: What is your Everest?
11: Project IDEATE
12: Choose Your Own Adventure
      Through U.S. History

13: Apocalypto


Subatomic Black Hole Soup:
A Graphic Novel Project

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For this project, seniors explored the task of teaching a complex physics concept in a compelling way through the medium of a graphic novel. Students began by investigating various modern physics topics ranging from time dilation to black holes while simultaneously studying storytelling and the graphic novel. Students read nonlinear texts like Vonnegut’s Slaughterhouse Five and then studied various graphic novels like Moore’s V for Vendetta. We also partnered with a local comic book studio and had a comic book artist mentor students throughout the process. Our team ultimately created four graphic novels that taught difficult physics concepts in an accessible and engaging manner.

Teacher Reflection
A unique aspect of this project was the grouping. Students were in larger ‘graphic novel’ groups of twelve where they had to develop a story based upon their physics concept. The exchange of ideas during this phase was amazing to watch. Students then paired up within those larger groups and were responsible for creating one of the graphic novel chapters, which forced them to communicate, critique, and have a sense of responsibility to the larger group. We liked how this mimicked working collaboratively in the real world and allowed for student voice and choice. Getting handson with the big concepts in modern physics is a challenge, and we wanted to create an authentic project based around them. By becoming experts on their topic and creating their novel, students were able to demonstrate knowledge and teach others through the work they created.

Student Reflection
This project allowed us to produce an enthralling scientific graphic novel. We learned the fundamentals of comic book writing and how to draw action packed scenes using a variety of shots. Overall, students had to work alongside their neighboring chapters to create an engaging, cohesive story. —Delilah Nichols

To learn more about this project and others, visit:
https://sites.google.com/a/hightechhigh.org/test-site-17/home/projects