ALEX | Alabama Learning Exchange

Animation

Classroom Resource Information

Title:

Animation

URL:

https://cleanet.org/cced_media/your_classroom/activities/animation.html

Content Source:

Other
Climate Education in an Age of Media

Type:

Lesson/Unit Plan

Overview:

In this classroom resource, students will create an animation that reflects climate change. They will create a storyboard, plan a narration, rehearse and film their animation with stop-motion photography.

Content Standard(s):

Science
SC2015 (2015)
Grade: 5

14 ) Use a model to represent how any two systems, specifically the atmosphere, biosphere, geosphere, and/or hydrosphere, interact and support life (e.g., influence of the ocean on ecosystems, landform shape, and climate; influence of the atmosphere on landforms and ecosystems through weather and climate; influence of mountain ranges on winds and clouds in the atmosphere).

Unpacked Content

Scientific And Engineering Practices:

Developing and Using Models

Crosscutting Concepts: Systems and System Models

Disciplinary Core Idea: Earth's Systems

Evidence Of Student Attainment:

Students:

Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

Teacher Vocabulary:

Atmosphere
Hydrosphere
Geosphere
Biosphere
Model
Phenomenon
System
Earth

Knowledge:

Students know:

Earth's major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere, and the biosphere (living things, including humans).
These systems interact in multiple ways to affect Earth's surface materials and processes.
The ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate.
Winds and clouds in the atmosphere interact with the landforms to determine patterns of weather.

Skills:

Students are able to:

Develop a model, using a specific given example of a phenomenon, to describe ways that the geosphere, biosphere, hydrosphere, and/or atmosphere interact. In the model, identify the relevant components of their example, including features of two of the following systems that are relevant for the given example:
- Geosphere (i.e., solid and molten rock, soil, sediment, continents, mountains).
- Hydrosphere (i.e., water and ice in the form of rivers, lakes, glaciers).
- Atmosphere (i.e., wind, oxygen).
- Biosphere [i.e., plants, animals (including humans)].
Identify and describe relationships (interactions) within and between the parts of the Earth systems identified in the model that are relevant to the example (e.g., the atmosphere and the hydrosphere interact by exchanging water through evaporation and precipitation; the hydrosphere and atmosphere interact through air temperature changes, which lead to the formation or melting of ice).
Use the model to describe a variety of ways in which the parts of two major Earth systems in the specific given example interact to affect the Earth's surface materials and processes in that context. Use the model to describe how parts of an individual Earth system:
- Work together to affect the functioning of that Earth system.
- Contribute to the functioning of the other relevant Earth system.

Understanding:

Students understand that:

Systems, like the atmosphere, biosphere, geosphere, and hydrosphere, can be described in terms of their components and their interactions.

AMSTI Resources:

AMSTI Module:
Dynamics of Ecosystems

Alabama Alternate Achievement Standards

AAS Standard:
SCI.AAS.5.14- Identify how the atmosphere and hydrosphere interact to support life (e.g. air, water).

Arts Education
ARTS (2017)
Grade: 5
Media Arts

5) Create media artworks through the integration of multiple contents and forms.

Example: Create video using storyboarding, site locations, filming, and background music to promote "Read Across America."

Unpacked Content

Artistic Process: Producing

Anchor Standards:

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Components: Integrate

Essential Questions:

EU: Media artists integrate various forms and contents to develop complex, unified artworks.
EQ: How are complex media arts experiences constructed?

Concepts & Vocabulary:

Integration
Artistic Skills
Design Skills
Technical Skills
Career Skills
Formal vs. Informal Techniques
Fundamental
Conventions
Purpose

Skill Examples:

Choose and share a media arts product that shows a complex variety of academics, arts and media forms.
In a creative team with assigned roles, use creative thinking to choose a topic for a media arts project that combines two art forms and has been revised at least twice. The project will reflect an original story with a clear persuasive purpose, message, and meaning using metaphor.
Create a media arts product that addresses a specific problem in the community and revise the product at least twice, using media arts conventions in an advanced way.
In a creative team with assigned roles, explore the tools available in the classroom in both a standard and novel way and suggest novel ways for using what is available in a media arts product.
After listing qualities and purposes for a presentation, choose a media arts presentation to share with a younger group of students about a topic being studied science.
After sharing a media arts product with a younger group of students about a topic being studied science, debrief with the class about the results and improvements that could be made for the presentation.

Tags:

animation, climate change, stop motion

License Type:

Custom Permission Type
See Terms: https://serc.carleton.edu/serc/terms_of_use.html
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses

Accessibility

Comments

This resource provided by:

Author:

Tiffani Stricklin

ALEX Classroom Resource

Animation