Unit of Instruction


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Unit of Instruction

  1. 1. Communications TechnologyStop Motion AnimationThis unit of instruction is designed for the 9th grade Foundations of Technology courseto be taken after completing the 8th grade Exploring Technology course. The areas ofconcentration with this unit will include computer software utilization, digital cameramanipulation, solid object construction and manipulation, audio software utilization,cooperative learning and engagement with peers. 1. Unit Goals (long range—how does this unit fit with year-long goals?) The students will complete this unit of instruction with complete understanding of the processes necessary for designing, developing, and producing a stop motion animation project. This includes mastery of specific computer software, digital camera use, creating characters, backdrops scene(s), and props utilizing tools and machines. 2. Specific ways to relate goal(s) to curriculum (team/department, system and state frameworks) Utah State Standard 2 Students will understand the components of the basic technological system model. (Align with National Technology Content Standards: 2) Objective 1 Students will identify how communication, electrical, fluid, mechanical, and structural systems may be used in these seven areas: communication, construction, manufacturing, transportation, bio- medical, agriculture and power and energy. Objective 2 Students will describe the basic technological system model which includes input, process, output, and feedback. Objective 3 Students will identify the technological system inputs (resources) as materials, time, energy, tools/machines, capital, information, and human resources. They will discuss management strategies of resources including the following: reducing, recycling, reusing, and renewing resources. Standard 4 Students will describe and apply the basic steps in the design/problem solving process. Students will document the design process in a portfolio. Stage 1:
  2. 2. Problem statement and design briefStage 2: Investigation and researchStage 3:Generate alternative solutionsStage 4: Choose the best solutionStage 5:Modeling and prototyping Stage 6: Test and evaluate Objective 1 Students will utilize design briefs and specifications (criteria and constraints) in order to maximize a solution in their design work. Students will differentiate between a problem/opportunity and a solution. Objective 2 Students will investigate and research data that will be useful in developing a design solution using a variety of mediums which may include the following: interview, Internet, databases, books, magazines, video, observation, measurement, and surveys. Objective 3 Students will brainstorm and creatively generate a multitude of possible solutions to the stated problem or opportunity. Objective 4 Students will analyze potential solutions based on design principles (see standard 3) and make a decision as to the best solution. Objective 5 Students will implement the chosen solution. They will develop and communicate their design using technical sketching and/or drawing techniques, make graphical, mathematical and/or physical models and prototypes. Objective 7 Students will prepare an evaluation of the design product. This should include an evaluation of the product, the process and themselves. Objective 8 Students will present their solution in a professional manner using a portfolio which may include: engineering drawings, posters, models, power point presentations, web site, or other appropriate methods.Standard 5Students will use resources, tools, materials, and processes safely andefficiently. (Align with National Technology Content Standards: 14-20) Objective 1 Students will follow general laboratory safety practices. Objective 2 Students will follow specific equipment safety practices. Objective 3 Students will identify potential safety hazards and make appropriate precautions or corrections.Standard 6
  3. 3. Identify components and properties, build a representation and perform operations associated with communication, electrical, mechanical, fluid, and structural systems. (Align with National Technology Content Standards: 11-20) Objective 1 Students will be able to communicate an idea graphically using sketches, isometric drawings, orthographic drawings, schematics, charts, and graphs using either sketching mechanical drawing or computer-aided design (CAD) techniques.3. Characteristics of the students for whom this unit is intended (needs in the cognitive, affective, physical, and social areas) The student that takes this 9th grade elective course has signed up for the course with a preconceived notion of what will be covered from the information presented in the counseling office. Additional, projects are shown during the school announcements throughout the school year to promote the technology classes and give the students who developed the projects a sense of accomplishment and pride in their efforts. The students range form AP, to special needs learners. Accommodations are made based on the student’s physical and mental disabilities.4. Student’s Present Level of Performance and Knowledge (Do the students have the adequate knowledge to complete the unit successfully? What prerequisite skills must the students have to complete the unit content? Include technology skills. The student will have experience from the Exploring Technology course with some of the software used for the project. The student will also have taken all the safety tests prior to using any equipment or tools for this project. Computer use will utilize the student’s prior knowledge of navigating through different programs to choose the correct software for the program. The student’s have also taken required computer technology courses for understanding on of basic computer use.5. Classroom Layout and grouping of students (Where will the learning take place? How will the room be organized? How will students be grouped (whole group, individuals, pairs, small groups, etc.)? The lecture room is designed with permanently mounted counters on three walls with 14 computers equally spaced on the counter tops around the room. There are 30 positions located at the counters with a chair placed at each position. There are 7 tables that face the front of the room and each table has 2 chairs. The tables are arranged in 4 rows with a single table at the front of the room. The teachers’ desk is an L shaped desk and placed at the front of the room. Books are located at the back of the room along with the DVD/CD player and 2 bookcases displaying student projects. The projector projects to the front of the room where the pull down screen and whiteboards are located. Access to the lab is located at the back of the room and has a half glass door. There are also three windows at the back of the room that give visual access to the lab.
  4. 4. The lab has working counter tops on the left and right of the room that are U shaped. There are seven 4x4, worktables in the center of the room and an instructor observation platform in the middle left of the room. Behind the instructor platform area is an office for the teacher. On the left wall is a TV production room, a paint booth, welding room, and wood storage room. At the back of the lab the woodworking machines are positioned to allow for adequate space to move between machines while they are being used. On the right side of the lab are two tool bays with a roll-up gate for each bay to lock up when tools are not needed.6. Introductory procedures (How will you introduce the unit and the goals?) a. I show a few examples of previous projects to start the class discussion about our new lesson. i. I mention computer graphic design and animation ii. Digital manipulation iii. Set and prop building iv. Character creation b. 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. c. We then talk about brainstorming and storyboards. d. 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. e. 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. i. A booklet is available to all students after instructions are given for the use of the hardware and software. f. This gets us started and we continue form here with design work, on sets, characters and props, then start constructing them. All of which has its own set of instruction and demonstrations from me. g. Now the students start producing the project and go through more instruction and demonstrations on how to accomplish their goal. h. Finally the group is ready to edit their project and still more instruction and demonstrations. i. 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. ii. (Note: eventually all my lessons will have an instructional video for the students to refer back to or a student that misses class can watch the video to see the instructions and demonstrations.)7. Materials and media (any resource, persons or materials: be as specific as possible. Identify resource, its availability, how it is to be used and why. a. The students will receive a PSW form me.
  5. 5. b. Writing utensils, the student is responsible for. c. The teacher supplies the computers, cameras, tripods, software, and connections cables are. d. The teacher and YouTube supply the instructional materials. e. Projector f. Whiteboard g. 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. 8. Visuals (although this is part of the materials and media, I want this to be a specific part of your plan). Identify at least EIGHT static graphic visuals (NOT links to video clips or websites, please) that you will be creating and use, their purpose, and design. a. Examples of previous student projects b. Short clip of Chicken Run c. Producer narration of how Chicken Run was developed d. PSW containing: i. Storyboard ii. Character sketch-up sheets iii. Daily log sheets e. Tools used f. Machines used g. Digital cameras h. Computer software used: i. Folder management ii. MS Moviemaker (soon to be Adobe Premiere) iii. Audacity i. YouTube 9. Assessment and evaluation of learner understanding (Identify the methods the teacher will use to identify student learning levels and needs. Describe when these will be used during the unit) a. Worksheet questions on communication technology principles. b. Design loop worksheet c. Storyboard d. Character sketch-up sheets e. Daily log entries f. Set construction g. Character and prop construction h. Mastery of using moviemaker (soon to be Adobe Premiere) i. Mastery of using Audacity j. Final project qualityRelate assessment instruments to the outcomes stated in the goals. The assessments are design to show student understanding and mastery of theobjectives of this unit. The different assessments range from written to visual to afinished project that will be evaluated by the teacher and the student’s peers. Any
  6. 6. modifications that need to take place during the unit will be done at the teachersdiscretion based on time constraints of student abilities.* Adapted from Unit Plan at http://edtech.tennessee.edu/~bobannon/unit_plans.html