This document provides details for a stop motion animation project for 9th grade students. The project will take approximately 8 class periods and involve students working in small groups to brainstorm, design, create, film, and edit short stop motion animations using various computer software and digital cameras. The project aims to teach communication technology skills while addressing multiple state standards. Adaptations are provided for students with special needs.

1. EDTECH 541
Stop Motion Animation Project
Your Name: Todd Sparks
Lesson Title: Stop Motion Animation
Introduction:
This unit of instruction is designed for the 9th grade Foundations of Technology
course to be taken after completing the 8th grade Exploring Technology course.
The areas of concentration with this unit will include computer software
utilization, digital camera manipulation, solid object construction and
manipulation, audio software utilization, cooperative learning and engagement
with peers.
Content Area and Grade or Age Level of Students: Communication Technology for
9th grade.
Objectives:
• Students will identify how communication technology is used in video
production.
• Students will work cooperatively in small groups to accomplish their desired goal.
• Students will utilize specifications (criteria and constraints) in order to maximize
a solution in their design work.
• Students will investigate and research data that will be useful in developing a
design solution.
• Students will brainstorm and creatively generate a multitude of possible solutions
to the stated problem or opportunity.
• Students will implement the chosen solution. They will develop and communicate
their design using technical sketching and/or drawing techniques, make physical
models.
• Students will utilize a digital camera to capture the animated movements of their
characters and props.
• Students will follow a constructed storyboard to stay organized when shooting the
pictures.

2. • Students will incorporate the use of computer software and websites to create the
animation and voice narration.
• Students will use websites for locating sound effects that enhance their animated
project.
• Students will present their solution in a professional manner using a web site to
view their video.
Standards Addressed:
Utah State Standards
2.1, 2.2, 2.3
4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8
5.1, 5.2, 5.3
6.1
Relative Advantage:
• The students are able to create a project that incorporates some of the same
techniques the professionals use.
• This project allows the students to understand an industries creation processes
which equates into jobs.
• The students gain further skills and knowledge not previously none before
participating in the activity.
• The students gain knowledge of websites and programs that can be used outside
the classroom.
• The websites allow for additional inputs that enhance the projects that create more
interest in the subject.
Timeline:
• This takes approximately 8 class periods to complete.
• Day 1
o I show a few examples of previous projects to start the class discussion
about our new lesson.
 I mention computer graphic design and animation
 Digital manipulation
 Set and prop building
 Character creation
o I show a short section of the movie Chicken Run and play the producers
narration on how the movie was created from the brainstorming sessions
through to the actually shooting of the animation.
o We then talk about brainstorming and storyboards.
• Day 2
o Then divide into groups of 2 to 4, it is to hard for one student to do alone
and any more then 4 there is not enough for them to do. Based on the
project complexity I may suggest adding another team member or reduce a
team member, never going under 2 or over 4.

3. o A Problem Solving Workbook (PSW) is handed out to each group and we
go over the contents of it. The PSW contains all the information for the
project, objectives, standards covered, instructions, storyboard, daily logs,
character sketch-up sheets and website resources for additional
information.
 A booklet is available to all students after instructions are given for
the use of the hardware and software.
• Day 3 - 5
o This gets the students started with design work, on sets, characters and
props, and then constructing them. All of which has its own set of
instruction and demonstrations from me.
• Day 5 - 7
o Now the students start producing the project and go through more
instruction and demonstrations on how to accomplish their goal.
• Day 8 (more if needed)
o Finally the group is ready to edit their project and still more instruction
and demonstrations.
• Last day
o The students watch the other group projects and answer question about the
videos.
o We discuss the videos and provide feedback to the groups. The groups
can use the feedback to reproduce their video for additional credit.
I have made a video of how to use the software for project creation and have it
available to the students on my YouTube channel.
Materials:
• The students will receive a PSW form me.
• Writing utensils, the student is responsible for.
• The teacher supplies the computers, cameras, tripods, software, and connection
cables.
• The teacher and YouTube supply the instructional materials.
• Projector
• Whiteboard if the group chooses to use it.
• The materials for constructing sets, props, and characters are supplied by the
teacher unless the group has a specific set of materials they want to use and
provide for themselves.
Grouping Strategies: I have 14 computers in my classroom and a computer lab next
door is available if needed. The computer lab has 34 computers.
Learning Activities:
• Brainstorm about possible ideas for the project.
• Learn how to use Windows Movie Maker software for creating the animated
movie.

4. • Learn how to use a digital camera for downloading the pictures taken and
importing.
• The students learn how to manage and organize folders in the computer for
storing information.
• Students learn how to review and import sound effects.
• Students learn how to use audio software for recording and manipulating audio.
• Students learn how to share video files for viewing.
Assessment:
• Visual cooperative learning
• Completed backdrops, props, and characters
• Produced audio for the project
• Produced video for the project
• Daily log entries
• Storyboard
Adaptations for Learners with Special Needs:
• Paired with higher level students
• Modified requirements for the project
• Modified use of the computer through teacher aids
• Teacher assistance
• Allowing for outside assistance (parents and friends)
Resources:
Windows Movie Maker
Audacity
School email account
Sound Effects
http://www.pdsounds.org/
http://www.partnersinrhyme.com/pir/PIRsfx.shtml
Music(royalty free and free)
http://freeplaymusic.com/
References:
Clay Animation Made Easy
http://www.sfsu.edu/~teachers/workshops/clayanimation/stepone.html
How To Create Clay Animation in 5 Easy Steps