Zombie Apocalypse Unit - End of the Year Project or Emergency Sub Lesson Plans

This week-long, self-guided zombie apocalypse project is the PERFECT end of the year unit! It is so versatile and can be used for many different grades and subjects; appropriate for middle school or high school, science or language arts, accelerated or remediation, even upper elementary. It could also be used for a Halloween unit or emergency sub lesson plans. Directions on each page are self explanatory and will keep your students engaged from start to finish.

I originally created this activity as part of a biology unit on natural selection and evolution but realized quickly that the skills being used apply to every classroom - problem solving skills, critical thinking, research, and creativity! It can be completed individually or in groups. There are no wrong answers, but I always enjoy hearing my students debate over what they think the answers should be when I let them work together.

There are 22 pages total in this packet with directions included on every page.

Page 1: Title Page

Page 2-3: What would you do? - Multiple choice Q/A where students decide what they would do at the start of the apocalypse. There are no wrong answers. This activity helps students set up the story line.

Page 4: Who are you leaving behind? - Students are asked to write a letter to someone that they are leaving behind.

Page 5: What should you pack? - Students are asked to provide a detailed list of things they will pack as they escape the zombies. This page has been broken down into food, clothing, toiletries, hunting, protection, and personal items.

Page 6: What is a bug out bag? - Students are asked to research what a bug out bag is (online) and then make a list of specific items they could include in their bug out bag.

Page 7: What vehicle will you choose? - Students must list the pros and cons for each vehicle listed on the page and then make a final decision about what vehicle they will be taking on the trip.

Page 8: Where will you go? - Students must list the pros and cons for each location on the page for a base camp for their family. Then they must make a final decision on where they will set up camp.

Page 9: Survival of the Fittest - This page goes with my evolution unit but is fun for ANY student to do. Students take a survey about various survival skills that would help them during an apocalypse. They calculate their total score to see who the final "survivors" would be in the classroom.

Page 10: Should you let them in? - Students discuss the advantages and disadvantages of letting strangers into their camp. They are also asked to rank various professions (like a teacher and police officer) according to which ones would be the most valuable to them during a survival situation.

Page 11-12: Adaptations and Evolution - This page goes with my evolution unit but is fun for ANY student to do. Students are given various scenarios and asked to predict which adaptations would be more likely to survive.

Page 13: Living or Nonliving? - Using the list of characteristics of life provided, students are asked to analyze whether or not a zombie is classified as living or nonliving and then defend their answer.

Page 14: Shelter Floor Plan - Students are given a few examples of floor plans and then asked to make a rough draft of their camp's floor plan.

Page 15: Final Floor Plan - Students are asked to draw a DETAILED floor plan in the space provided and then label and color it. A grid is also provided on this page if you'd like to have students calculate square footage.

Page 16: Problem Solving - Students are given various scenarios and asked to write a short paragraph for each using their problem solving skills.

Page 17: Route of Escape - A map of the United States has been provided so that students can analyze geographic obstacles and trace their route to a new location.

Page 18-22: Teacher Extension Activities - These pages have been set aside to help teachers with additional extension activities and ideas. Subjects include creative writing, literature, math, history, geography, health and nutrition, STEM, science, anatomy, and psychology.

I hope your students enjoy this unit as much as mine do!