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Midjourney Example

https://www.midjourney.com/
Project designed completely using ChatGPT
Project Overview: “My Imagined World”
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Grade Levels: 3–5 or 6–8 


Theme: Students imagine and illustrate their own worlds or futuristic scenarios using AI-generated imagery (via Midjourney), then present and reflect on their creation through writing, math, science, and social studies lens.

1. Kickoff & Inspiration

  • Hook: Show a selection of inspiring AI-generated landscapes/characters from Midjourney to spark students’ imaginations.

  • Goal: Invite students to design a “world” of their choice—maybe an alien planet, a futuristic city, an underwater civilization, or a novel ecosystem.

 

2. Creation & Design (Art & Science Integration)

Science (NGSS aligned):

Students think like scientists and engineers by describing features of their world—climate, ecosystems, adaptations, energy sources. These align with California’s Next Generation Science Standards, encouraging students to “think like scientists and engineers” SCOE.

 

They should explain, for instance:

  • How do plants/animals survive there?

  • What kind of weather or geological features exist?

  • How might people in that world meet basic needs?

 

3. Storytelling & Writing (ELA Integration)

Students create a descriptive story or narrative set in their imagined world:

  • Grades 3–5 focus on descriptive writing and basic narrative structures.

  • Grades 6–8 incorporate richer language, dialogue, and structure.

 

ELA Alignment:

  • Writing standards: Use descriptive language, sensory details, and narrative elements (e.g. CCSS Writing for grades 3–8)

  • Speaking & Listening Standards: Present their world in small groups or class settings, fostering effective communication.

 

4. Math Connections

Mathematics Alignment:

  • Students model elements from their world—like population, resource distribution, or scale.

  • Example tasks:

  • Calculate ratios: "If our city has 4 water purification centers for 360 citizens, what's the ratio?"

  • Work with area/perimeter if drawing maps: "If the lake is a rectangle 12 units by 8 units, what’s the area?"

  • Use proportions or scale factors for maps or population projections.

These tasks align with CCSS Math standards for grades 3–8 

 

5. History/Social Studies

ConnectionsStudents can think about:

  • How societies are structured in their worlds—governance, trade, cultural traditions.

  • Compare and contrast with Earth-based civilizations, aligning with California History–Social Science Standards SCOE.

 

6. Presentation & Reflection Showcase

  • Students present their AI-generated world followed by their scientific explanations, creative writing, math modeling, and historical/social structure analysis.

  • Use rubrics aligned with standards-based grading—clearly showing mastery levels (1–4) for each content area

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🎯 Learning Goals

  • ELA: Write descriptive/narrative texts; present orally with visuals (CCSS.ELA-Literacy.W.4–6.3; SL.4–6.4).

  • Math: Apply ratios, scale, and geometry to maps/models (CCSS.MATH.Content.4.NF, 5.NF, 6.RP).

  • Science: Model ecosystems, explain climate & adaptations (NGSS 4-LS1-1, 5-ESS2-1, MS-LS2-1).

  • Social Studies: Compare civic structures and cultures with real-world societies (CA HSS Standards 4.4, 5.9, 6.7).

  • Digital Literacy: Evaluate and create with AI responsibly (ISTE Digital Fluency standards).

📅 2-Week / 8-Period Plan

Day 1 – Launch & Inspiration

  • Show MidJourney AI images (landscapes, futuristic cities, creatures).

  • Driving Question: “What would a new world look like if we could design it?”

  • Brainstorm individually → What kind of world would you design? (underwater, desert, alien planet, floating city, etc.)

  • Standards: ELA Speaking & Listening, NGSS Science Practices.

Day 2 – Science Foundations

  • Mini-lesson: ecosystems, climate, adaptations.

  • Students define their world’s environmental rules (gravity, weather, food sources, plants/animals).

  • Worksheet: “My World’s Ecosystem” (draw and label).

  • Standards: NGSS 4-LS1, 5-ESS2.

Day 3 – Math & Mapping

  • Introduce scale, area, ratio through map-making.

  • Students sketch a map of their world/city → apply scale (e.g., 1 inch = 10 miles).

  • Calculate distances, area, or resource allocation.

  • Standards: CCSS Math – Measurement & Data, Ratios, Geometry.

Day 4 – Narrative Writing

  • Writing workshop: students write a descriptive narrative set in their world.

  • Include characters, setting, problem, and cultural details.

  • Peer feedback using rubric (focus on sensory details).

  • Standards: CCSS ELA Writing Narrative 4–6.3.

Day 5 – Social Studies & Culture

  • Discuss community, government, and trade in real societies.

  • Students design their world’s society:

    • Who leads?

    • How do they share resources?

    • What cultural traditions exist?

  • Compare to ancient civilizations (link to CA Social Studies Standards).

Day 6 – Visual Creations

  • Students create AI-generated images with teacher support (using prompts).

  • Each student generates at least 2–3 images:

    • Landscape/environment

    • Creature/character

    • Cultural artifact or city design

  • Standards: ISTE Digital Citizenship, ELA Speaking/Visual Integration.

Day 7 – Finalizing & Practice

  • Students compile:

    • Narrative (ELA)

    • Map with scale (Math)

    • Ecosystem chart (Science)

    • Civic description (Social Studies)

    • AI visuals (Art/Tech)

  • Practice presentations in small groups.

Day 8 – Showcase

  • “World Expo”: students present their worlds to peers, parents, or another class.

  • Presentations include visuals, narrative reading, and explanation of math/science connections.

  • Peer feedback + reflection journal: “What did I learn about how people and environments are connected?”

📊 Deliverables

  • Written narrative (2–3 pages)

  • World map with scale & ratios

  • Ecosystem diagram (food web/energy flow)

  • Civic structure description (government, culture, traditions)

  • 3 AI-generated images

  • Final presentation (World Expo)

✅ Standards Alignment (San Jose / CA)

  • ELA (Grades 4–6): CCSS.ELA-Literacy.W.4–6.3 (narrative writing), SL.4–6.4 (presentations).

  • Math: CCSS.MATH.Content.4.MD (measurement/scale), 5.NF (fractions/ratios), 6.RP (ratios/proportional reasoning).

  • Science (NGSS): 4-LS1-1 (structure & function in living things), 5-ESS2-1 (Earth systems), MS-LS2-1 (ecosystems).

  • Social Studies (CA): 4.4 (Native environments & adaptations), 5.9 (forming governments), 6.7 (ancient civilizations).

  • Digital Literacy: ISTE 1.1 Empowered Learner, 1.6 Creative Communicator.

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Learning goals (student-friendly)

  • Plan, draft, and record a short informational script.

  • Use clear speaking and pacing to report on a topic.

  • Use a text-to-speech tool (ElevenLabs) responsibly and safely.

  • Give and receive feedback to improve clarity and expression.

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Standards alignment

  • CCSS ELA—Speaking & Listening:

  • CCSS ELA—Writing:

  • California Arts – Media Arts (Grade 4):

  • California K–12 Computer Science (Grades 3–5):

    • 3–5.CS.2: Demonstrate how hardware & software work together to accomplish tasks (e.g., input text → software renders audio → headphones/speakers output). California Department of Education

  • ISTE Standards for Students:

    • 1.2 Digital Citizen (responsible use) & 1.6 Creative Communicator (choose appropriate platforms/formats). ISTE+2ISTE+2

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Materials & tech

  • Devices with internet and headphones

  • A shared class Google Doc or paper planning sheets

  • ElevenLabs account (teacher account recommended for classroom control)

  • Optional: simple audio editor (e.g., Chrome Music Lab’s Song Maker for intro tones)

  • Quiet recording corner or rule: “mics down, mouths closed” for noise control

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Safety & ethics mini-lesson (5–10 min)

  • Explain that we will only use built-in/stock voices or a student’s own voice—never clone someone else’s without clear permission. ElevenLabs requires rights/permission for voice uploads and has a Prohibited Use Policy; cloning without consent is not allowed. ElevenLabs+3ElevenLabs+3ElevenLabs+3

  • Quick discuss: Why might voice-cloning be risky in the real world? (misinformation; privacy). 

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Workflow (student steps)

Day 1 — Plan & Draft (45–60 min)

  1. Choose a topic your class is already studying (examples: state regions, animal adaptations, energy sources).

  2. Research refresher (10 min): gather 3 facts and 1 example from notes/textbook.

  3. Draft a 90–120-second script (~150–200 words):

    • Hook (1–2 sentences), 3 key facts with examples, closing “big idea.”

    • Highlight tricky words for pronunciation.
      (Meets W.4.4 for clear, organized writing.) California Department of Education

  4. Peer feedback (SL.4.1): swap scripts, give two “Glow & Grow” notes (clarity, details, pacing). 

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Day 2 — Produce Audio (45–60 min)

  1. Teacher models ElevenLabs: paste text → select Stock Educational/General voice → preview → export MP3. (TTS supports many languages/accents—great for multilingual classrooms.) ElevenLabs+1

  2. Students generate audio:

    • Use stock voice or read with their own voice (no cloning of others).

    • Check pacing and clarity (meets SL.4.4). 

  3. Optional polish: add a short, royalty-free intro tone or a “this is my report about…”

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Day 3 — Share & Reflect (30–45 min)

  1. Gallery walk: post QR codes or links; students listen to 3 peers and leave a kind, specific comment. (SL.4.1 collaboration.) Common Core State Standards Initiative

  2. Reflection (exit ticket): “What helped your audience understand? What would you improve next time?”

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Teacher tips (setup & management)

  • Account control: Use your teacher ElevenLabs account and have students work in pairs at your station or a few supervised devices. (Safer and easier to monitor.)

  • Script length: Aim for 150–200 words so TTS doesn’t rush and files stay short.

  • Pronunciation: Show how to tweak words (e.g., adding syllable breaks) before exporting.

  • Noise: Rotate groups; others do peer-review or vocabulary tasks while they wait.

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Differentiation

  • Accessibility/MLLs: TTS supports multiple languages/accents; provide translations or bilingual versions of the script as needed. The Verge

  • Scaffolded outlines: Offer sentence frames (“First…, Next…, Finally…”) and a word bank.

  • Challenge: Students add a short sign-off and one cited source at the end of their audio.

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Assessment (quick rubric, 12 pts)

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