2. 1.2.5.Re7a Identify, describe, explain and differentiate how messages and meaning are created by components in media artworks.
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.
1.2.5.Re8a Determine, explain and compare personal and group reactions and interpretations of a variety of media artworks,
considering their personal and cultural perception, intention and context.
1.2.5.Cn11a Identify, explain, research and show how media artworks and ideas relate to personal, social and community life (e.g.,
exploring online behavior, fantasy and reality, commercial and information purposes, history, ethics).
Standards
Visual and Performing Arts
3. Essential Questions
How do your
responses to
animations
differ from
your peers?
How can
animations
successfully
teach us
about
climate
change?
How can
animations
increase
someone’s
empathy?
01 02 03
4. Learning Outcomes
I can Identify different animations.
I can
Explain my own reactions, learning, and
emotional responses about climate change
animations.
I can
Reflect on the differences between my own
reactions and my peers’ reactions.
7. Think About….
● What is the video
teaching me?
● How is this video making
me feel?
Inquire
8. Inquire
Sentence Starters
Question Prompts
1. What did you learn from this
video?
1. How did the video make you
feel?
2. What did you like or dislike?
3. How did the images affect your
emotional reaction?
1. In this video I learnt…
1. The feelings I had in this video
were…
2. I liked/disliked… because…
1. The images affected my reaction
by
9. an-i-ma-tion
New Vocabulary
the art and science of making images appear to be
moving
an-
life, breath
-ma- -tion
-i-
action,
process of
Inquire
12. Investigate
What is different or the
same about this animation
compared to the last one?
What colors, music, and
other effects do you notice?
Does the animation cause
you to feel empathetic?
Question Prompts
13. Investigate
Question Prompts
What is different or the
same about this animation
compared to the last one?
What colors, music, and
other effects do you notice?
Does the animation cause
you to feel empathetic?
14. Investigate
Question Prompts
What is different or the
same about this animation
compared to the last one?
What colors, music, and
other effects do you notice?
Does the animation cause
you to feel empathetic?
15. Shake-Up!
Investigate
Question Prompts
1. What is your data for video
______?
1. What differences in our data are
you surprised by? Why?
1. What similarities in our data are
you surprised by? Why?
Sentence Starters
1. For the video ______, my data
is...
1. I am surprised by…
1. I am surprised by…
17. Reflection Inspire
Option One
Write one to two paragraphs to show
your learning about the following:
● What did I learn about
animations?
● What did I learn about climate
change?
● What did I learn about the
differences in people’s reactions?
Option Two
Use the comic strip template to show
your learning about the following:
● What did I learn about
animations?
● What did I learn about climate
change?
● What did I learn about the
differences in people’s reactions?
18. Glossary
animation
the art and science of making images appear to be moving
empathy
the ability to understand and share the feelings of others
two-dimensional (2D)
having length and breadth, but no depth
three-dimensional (3D)
appearing to have length, breadth, and depth
graphics
image or visual representation of an object
Image by FreePik via FlatIcon
Image by FreePik via FlatIcon
Image by FreePik via FlatIcon
Image by FreePik via FlatIcon
Students watch the video Climate Change According to a Kid.
Before the video, inform students they will be learning about animations and climate change.
During the video, students will need to think about what they are learning from the video and how the video makes them feel.
Image by FreePik via FlatIcon
After the video, students discuss with a partner using the question prompts and sentence starters.
Image by FreePik via FlatIcon
Teacher introduces students to the vocabulary words animation and empathy.
Image by FreePik via FlatIcon
Teacher introduces students to the vocabulary words animation and empathy.
Image by FreePik via FlatIcon
Image by FreePik via FlatIcon
After students view each animation, the students do the following in their groups:
Discuss the question on the worksheet and record their results.
Discuss the different animation types and techniques in the video using the questions on this slideshow.
Image by FreePik via FlatIcon
After students view each animation, the students do the following in their groups:
Discuss the question on the worksheet and record their results.
Discuss the different animation types and techniques in the video using the questions on this slideshow.
Image by FreePik via FlatIcon
After students view each animation, the students do the following in their groups:
Discuss the question on the worksheet and record their results.
Discuss the different animation types and techniques in the video using the questions on this slideshow.
Image by FreePik via FlatIcon
Teacher conducts a “shake-up” after the students complete their worksheets by using the instructions below:
Students find one or two other classmates who were not in their original group.
Students interview their partner(s) about their collected group data using the question prompts and sentence starters on this slideshow.
If time permits, the class does another shake up, following the same process.
Image by FreePik via FlatIcon