• Views 75
  • Favorites
Photo via Unsplash

Topic

Stop Motion Animation

Grades

3rd, 4th, 5th

Subject

Art

Duration

150 minutes

Regional Focus

North America, United States, USA - Northeast, New Jersey

Format

Google Docs, Google Slides

Share

This lesson plan is licensed under Creative Commons.

Creative Commons License

Project Guide (Animate for the Animals #4)

Created By Teacher:
Last Updated:
Dec 1, 2022
0.0
|
|

SubjectToClimate

This lesson will guide students through the process of creating and reviewing their stop motion animation video. 

Step 1 - Inquire: Students watch a video on art and activism.

Step 2 - Investigate: Students spend time creating their video in their groups.

Step 3 - Inspire: Students reflect on each other's videos, writing about the techniques used, the feelings the creators achieved, and the success for awareness of the climate change issue.

Positives

  • Students learn how their projects can create change in their local community.
  • Students have the opportunity to share their work with their community.

Additional Prerequisites

  • This is lesson 4 of 4 in our 3rd-5th grade Animate for the Animals unit.
  • Teacher will need to decide how students will create their stop motion videos and organize the required equipment.
  • Teacher may need to learn one or more apps if students decide to use different technology.

Differentiation

  • Instead of using the Analyzing Animations Worksheet, students could interview each other to get feedback.
  • Students could plan and organize ways to share their videos. This could include a movie night or messaging local, state, and federal representatives.

In this lesson, students will create an animation where they will convey a message of their choice about climate and the environment. The video about the climate activist includes information about how climate is specifically impacting Milwaukee, although the affects she mentioned in the video are applicable other places. This resource is recommended for teaching.

This resource addresses the listed standards. To fully meet standards, search for more related resources.

  • Visual & Performing Arts
    • Media Arts: Standard 1 - Generating and conceptualizing ideas.
      • 1.2.5.Cr1a: Generate ideas for media artwork, using a variety of tools, methods and/or materials.
      • 1.2.5.Cr1d: Collaboratively form ideas, plans, and models to prepare for media artwork.
    • Media Arts: Standard 2 - Organizing and developing ideas.
      • 1.2.5.Cr2c: Brainstorm goals and plans for a media art audience.
    • Media Arts: Standard 3 - Refining and completing products.
      • 1.2.5.Cr3c: Explore how elements and components can be altered for clear communication and intentional effects, point of view, perspective, and refine media artworks to improve clarity and purpose.
    • Media Arts: Standard 4 - Selecting, analyzing, and interpreting work.
      • 1.2.5.Pr4a: Practice combining various academic arts, media forms, and content into unified media artworks such as animation, music, and dance.
    • Media Arts: Standard 7 - Perceiving and analyzing products.
      • 1.2.5.Re7b: Identify, describe, explain and differentiate how various forms, methods, and styles in media artworks affect and manage audience experience when addressing global issues including climate change.
  • Teacher shares with students various ways to create stop motion animation videos. 
  • Depending on student ability, resources and time constraints, teacher can choose whether to allow students to choose from a variety of techniques or to require the whole class to use the same stop motion technique. Stop motion technique ideas outlined below:
  • Students are given equipment to create their stop motion animation videos.
    • Filming equipment ideas: iPads, cameras, computers
    • Material ideas: Play-Doh, modeling clay, Lego, recycled materials (food utensils, packaging, etc.), whiteboard and whiteboard markers
  • Teacher shares stop motion pointers with students.

  • Student groups view the animations created by the other groups.
  • Each group has one Analyzing Animations Worksheet that remains with the group. After each student views the animation, they complete one row of the Analyzing Animations Worksheet. This way all the feedback will be collected on one sheet.
  • Students use the feedback to complete the Student Reflection Worksheet.

Reviews

Login to leave a review