Final Edited Proposal

Stop Motion Animation PBL for Social Studies

Melissa Gillam & Lance McKay

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Project Overview As part of our communication technology in the curriculum class we will be completing a focused practicum with a grade four class. This requires us to to design and orchestrate a project-based learning activity that would involve integrating technology. We will take a lead role in designing and leading the activity. This proposal outlines our plan for the project-based learning activity.

Rationale Using stop motion animation combined with the social studies curriculum allows opportunity for the students to use creative skills and storyboarding, while building their knowledge and understanding of the world. Project based learning is an opportunity for students to engage with the content while developing critical thinking skills, problem solving, collaborating, and communicating. Through posing a driving question we can encourage students to investigate, respond, and then share what they are learning. In this case the end product, the animations, will make their learning visible. As teachers we will need to be learning how to pose the questions that will encourage the students to be engaged in the learning process. Asking and answering questions is central to the learning process, and to effective teaching and learning. Stop motion animation technology will be used as a tool for the students to engage with what they are learning in social studies. They will be choosing what stories they want to learn about, and then retell with their animations. This is their voice and choice in this project, a key element to meaningful project based learning. When engaged in project based learning, students work in teams to conduct research and use multiple and varied resources. Teams produce multiple drafts of their work, engage in ongoing self and group reflection, receive feedback from their classmates, teachers, and continually refine their work until it is ready for sharing with a public audience. This type of learning encourages critical thinking and helps students to understand other perspectives. Learning about other perspectives is a key aspect of Social Studies curriculum. Project-Based Learning can occur in any classroom and at any grade level. Projects can vary in length of time and complexity. In this case the projects will be worked on over the course of our focused practicums (approximately

2 two months) with a grade four class. Stop Motion animation is completely dependent on technology use. For this project we are using ipads, their cameras and a stop motion animation application. This technology makes stop motion animation extremely accessible and easy for the grade fours that we will be working with.

Background Melissa and Lance are Art/Ed majors at the University of Lethbridge. We both have backgrounds and experience with Art and animation. When presented with the challenge of integrating technology in a grade 4 classroom with a focus on social studies, it seemed a natural choice to utilize our experiences in Art and animation to create a task that will engage the students in a meaningful way. As part of her BFA (Art) degree Melissa took some New Media classes, including a 3DS Max class. At the time 3D animation was a new technology. This experience combined with her Art background led her to complete a New Media production and design diploma at SAIT. There she learned to use Adobe Illustrator and Photoshop, also producing Flash animations. In Lance’s Art classes at the U of L he was introduced to the art animations of William Kentridge and researched the methods used to create animations and began experimenting with charcoal animations in his Drawing III class, and continued to focus and refine his process through both of his Advance studio and Senior studio art classes. Given both of our backgrounds with animation and new media, Stop Motion Animation was a natural choice of technology to use with the students for our practicum.

Driving Questions How can we use stop motion technology to deepen our own understanding of Alberta and to communicate the important stories? Curricular Questions ● ●

In what ways do the physical geography and natural resources of a region determine the establishment of communities? How are natural resources used by Albertans (i.e., agriculture, oil and natural gas, forests, coal)?

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How do Albertans deal with competing demands on land use (e.g., conservation, solar and wind power, recreation, agriculture, oil exploration, forestry)? In what ways does the Royal Tyrrell Museum contribute to scientific knowledge regarding Alberta’s fossil heritage? How can ownership of a discovered artifact be determined? Whose responsibility should it be to ensure the preservation of national parks, provincial parks and protected areas in Alberta?

Scheduling Description There are 23 students in the class. If we split them into four groups of 6 (one group will have 5) this should allow us time with each group once a week. We will be at the school for about an hour and a half twice a week. If we divide our time with 2 groups a day we can work with each group once a week. Lance and Melissa can split their time as necessary with the whole group; or with individual students if it is beneficial. Alternately, we could each take a group for the full time. Whatever works best for the classroom activities that the groups will be missing. Ideally they will decide on a theme/topic that relates to their Social Studies unit; Alberta: A Sense of the Land. From there they will have to come up with a story that encompasses that theme then make a storyboard to plan each scene that will be created by utilizing stop motion animation.

Research I.

Social Curriculum As they reflect upon the people, places and stories of Alberta, Grade 4 students will develop a sense of place, identity and belonging within Alberta. We are assuming this knowledge to a certain extent. We aren't teaching the curriculum so depending on where they are with their social unit scaffolding may be necessary. Depending on the progression of the classroom instruction,

4 we can help the students research during the brainstorming to help them come up with the concepts for their animations.

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Stop Motion Animation Stop motion animation projects can be used across the content areas as students create projects to demonstrate they understand or have mastered the concepts being taught. Using Stop Motion combined with the social curriculum allows students to: 1. Tell a story about lives, events, places, environments or eras 2. Visually depict world discoveries or significant historical events 3. Represent a certain time period in relation to a famous historical figure 4. Depict controversial topics such as world disasters or wars 5. Depict geographical concepts.

III.

Resources In order to complete this project we will need to have several ipads with the Stop Motion Studio App installed. ( https://www.cateater.com/try.html ) Depending on how the groups of students are working we could need 6 ipads if students are working on their own stop motion animations. There are 23 students in the class. If they are divided into four groups, the maximum group size will be six students. Ideally we will get time to work with each group once a week. This can be done if we divide the time to see 2 groups each day we are there. Backdrops can be provided in whatever space we will be working. Students can choose what materials they would like to use for their stop motion; clay for claymation, figures and toy characters (could be brought from home), or for cut-out animation they can produce drawings to animate. The cut-out animation process is created by using paper cut-outs that move on and off of the stage. These assets are easy for students to create and and then use the same animation process of photographing them. Ideally the ipads will have some sort of stand to stabilize the camera throughout the production of the animations. Once students have created their animations they can be

5 shared with the class on a smartboard and/or exported and placed on a class website. Ideally while student are working their animations will be backed up and not stored on the ipads. Perhaps a google drive can be set up with folders to save them. ● Tinkerlab - this site outlines Stop Motion for beginners. https://tinkerlab.com/easy-stop-motion-animation-kids/ ● Discovery Education site that outlines using stop motion in the classroom http://blog.discoveryeducation.com/blog/2016/05/01/animation/ ● The National Film Board of Canada site has some videos we can show about the process of animating including flip books (an introductory activity we could do) and storyboarding. https://www.nfb.ca/playlist/stopmostudio/ ● Article: BUILDING A STEAMY STOP-MOTION WITH DESIGN THINKING by Andrew D Watson School Arts, 01/2019 Trade Publication Article: Full Text Online ● Books and classroom resources for Social Studies content and stories. ● Educators Strategy Guide http://onfnfb.gc.ca/medias/download/documents/pdf/stopmo_studio_EN.pdf ● Why use stop motion in the classroom https://youtu.be/nHyc0GAfjJg ● A blog post on Stop Motion in the classroom https://blog.nfb.ca/blog/2014/04/04/nfbstopmostudio/

Examples of what students could do in terms of combining stop motion with social studies. We could use them as possible examples to illustrate the idea to the students. https://youtu.be/pBTnVoEIb98

6 https://youtu.be/Aze9Fk_Wz2E https://youtu.be/xZ0v2aR0uqw These resources show some ways students can approach the project as well as how to use the social studies curriculum in animations.

Curricular Links Alberta: The Land, Histories and Stories Grade 4 introduces specific geographic skills through an examination of Alberta and its cultural and geographic diversity.

Linkages to literature and the continued

development of historical thinking are reinforced through stories and legends. Archaeology and paleontology are also introduced in Grade 4 to further develop historical thinking skills.

4.1 Alberta: A Sense of the Land General Outcome Students will demonstrate an understanding and appreciation of how elements of physical geography, climate, geology and paleontology are integral to the landscapes and environment of Alberta. Specific Outcomes Values and Attitudes Students will: 4.1.1 value Alberta’s physical geography and natural environment: • appreciate the diversity of elements pertaining to geography, climate, geology and paleontology in Alberta (LPP) • appreciate how Alberta’s fossil heritage contributes to the province’s unique character (LPP) • appreciate the variety and abundance of natural resources in Alberta (ER, LPP) • appreciate the environmental significance of national and provincial parks and protected areas in Alberta (ER, LPP) • appreciate how land sustains communities and quality of life (ER, LPP) • demonstrate care and concern for the environment through their choices and actions (LPP) Knowledge and Understanding

7 Students will: 4.1.2 examine, critically, the physical geography of Alberta by exploring and reflecting upon the following questions and issues: • Where is Alberta located in relation to the other provinces and territories of Canada? (LPP) • What are the major geographical and natural vegetation regions, landforms and bodies of water in Alberta (e.g., prairie region, forests, rivers, hoodoos, Rocky Mountains, oil sands)? (LPP) • What are the factors that determine climate in the diverse regions of Alberta (e.g., latitude, mountains)? (LPP) • What are the significant natural resources in Alberta, and where are they located (e.g., mineral deposits, coal, natural gas and oil, forests)? (ER, LPP) • How are Alberta’s provincial parks and protected areas and the national parks in Alberta important to the sustainability of Alberta’s natural environment? (ER, LPP) 4.1.3 examine, critically, how geology and paleontology contribute to knowledge of Alberta’s physical geography by exploring and reflecting upon the following questions and issues: • How did archeologists and paleontologists discover the presence of dinosaurs in Alberta? (LPP, TCC) • What geological features make Alberta unique (e.g., hoodoos, Rocky Mountains, foothills, oil sands)? (LPP, ER) 4.1.4 analyze how Albertans interact with their environment by exploring and reflecting upon the following questions and issues: • In what ways do the physical geography and natural resources of a region determine the establishment of communities? (LPP) • How are natural resources used by Albertans (i.e., agriculture, oil and natural gas, forests, coal)? (ER, LPP) • How do Albertans deal with competing demands on land use (e.g., conservation, solar and wind power, recreation, agriculture, oil exploration, forestry)? (ER, LPP) • In what ways does the Royal Tyrrell Museum contribute to scientific knowledge regarding Alberta’s fossil heritage? (ER, LPP, TCC) • How can ownership of a discovered artifact be determined? (C, ER, PADM) • Whose responsibility should it be to ensure the preservation of national parks, provincial parks and protected areas in Alberta? (C, LPP, PADM)

Lesson plans These are the links for each tentative lesson plan. Each lesson is also linked below to the corresponding class time.

8 Lesson 1 https://docs.google.com/document/d/1WjcQ5LHT4sjmJO7NEE8XiHPYHD7RdGMGLkioV9lajy Q/edit?usp=sharing Lesson 2 https://docs.google.com/document/d/1P8xJNjgxyzLNgjFMILHK44GRc1gDXfuSx2_HD_m2bk8 /edit?usp=sharing Lesson 3 https://docs.google.com/document/d/1kyCpA4aUc6DcdlWefj5DQnx3fZNehE5SnlcfkjqPvrI/e dit?usp=sharing Lesson 4 https://docs.google.com/document/d/1psspmomJ7d9JZTjIFLkR3jXm0S0360ckAeSkL_0EYGQ /edit?usp=sharing Lesson 5 https://docs.google.com/document/d/1BppkXO_Oqhdf8twg_xxwnStN8XirpDaWDTrtJbJvjI/edit?usp=sharing Lesson 6 https://docs.google.com/document/d/12sKLOnaTkqihFvuhC290obv8-TsW3Y9_szKepmLTSw/edit?usp=sharing

Timeline Tuesdays and Thursdays from 10:15-11:45 - February 5th to March 29th 1. Tuesday February 5 - Group 1 and 2 - Introductions/Project Explanation then What is Stop Motion? How will we use it?/Make Flipbooks https://www.nfb.ca/playlists/stopmostudio/playback/#1 https://www.nfb.ca/playlists/stopmostudio/playback/#4 https://www.nfb.ca/film/blinkity-blank/ https://www.nfb.ca/playlists/stopmostudio/playback/#5 2. Thursday February 7 - Group 3 and 4 - Introductions/Project Explanation then What is Stop Motion? How will we use it?/Make Flipbooks

9 https://www.nfb.ca/playlists/stopmostudio/playback/#1 https://www.nfb.ca/playlists/stopmostudio/playback/#4 https://www.nfb.ca/film/blinkity-blank/ https://www.nfb.ca/playlists/stopmostudio/playback/#5 3. Tuesday February 12 - Field Trip 4. Thursday February 14 - Group 1 and 2 - Pre-teach Storyboarding and begin brainstorming topics https://www.nfb.ca/playlists/stopmostudio/playback/#6 https://www.nfb.ca/playlists/stopmostudio/playback/#7 The National Film Board Website has numerous examples of Stop Motion animations that we can show as examples to help get the students thinking about making their own. ie. https://www.nfb.ca/film/canada_vignettes_the_egg/ The National Film Board Website has numerous examples of Stop Motion animations that we can show as examples to help get the students thinking about making their own. 5. February 19 and 21st - No school/Reading Break Teachers Convention 6. Tuesday February 26 - - Group 3 and 4 - Pre-teach Storyboarding and begin brainstorming topics https://www.nfb.ca/playlists/stopmostudio/playback/#6 https://www.nfb.ca/playlists/stopmostudio/playback/#7 ie. https://www.nfb.ca/film/canada_vignettes_the_egg/ 7. Thursday February 28 - Group 1 and 2 - Building of storyboards

10 http://newmediacreation.weebly.com/story-board.html 8. Tuesday March 5 - Group 3 and 4 - Building of storyboards 9. Thursday March 7 - Group 1 and 2 - Facilitate Stop Motion animations 10. Tuesday March 12 - Group 3 and 4 - Facilitate Stop Motion animations 11. Thursday March 14 - Group 1 and 2 - Facilitate Stop Motion animations 12. Tuesday March 19 - Group 3 and 4 - Facilitate Stop Motion animations 13. Thursday March 21 - Format final projects for sharing 14. Tuesday March 26 - Format final projects for sharing 15. Thursday March 28 - Share Stop Motion Videos/Reflect and Assess

Differentiation Project-based learning naturally lends itself to differentiated instruction. By design, it is student-centered, student-driven, and gives space for teachers to meet the needs of students in a variety of ways. PBL can allow for effective differentiation in assessment as well as daily management and instruction. We can differentiate by placing students in groups where they can be differentiated for academic ability, collaboration skills, social-emotional purposes, or by interest. How we group teams can be an effective way to differentiate instruction. To support the students' learning we can provide students a variety of resources from which to learn, including videos, and readings. Students will have voice and choice in what they produce. They will be allowed to choose the topic and format for their animations. The learning environment can be differentiated by balancing individual and group work. Some students learn better in a team, while others work better alone. Allowing and balancing both collaborative and individual work ensures differentiation in the learning environment. Given the time constraints students could break up tasks and complete the project in groups more effectively. The nature of project based learning allows for individual tasks/work if it is beneficial for any reason. ie. behavioural or for differentiation.

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Assessment Students can self-assess based on this project based learning rubric. It is broken into four areas: 1. launching the project 2. building knowledge, understanding, and skills 3. developing and revising ideas and products, and 4. products and answers to driving questions. As teachers we can formatively assess throughout the project by using checklists and observations to ensure the students are progressing with their projects. https://www.teacherspayteachers.com/Product/Project-Based-Learning-Rubric1959266?utm_source=Blog&utm_campaign=Rubric%20PBL%20Post

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13 Reflect on Your Work Name:____________________________________ Make some GREAT reflections on your work. Great reflections include specific information about the work. Poor Reflections Great Reflections It is good.

I took my time to complete my work this is shown by how I ………

I like it.

This work shows that I learned……….

It is bad.

Something I could have done better was……

Ask yourself: 1. What do you feel was successful about your work?

2. How could you improve on this work?

3. How did you feel when you worked on this project?

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Summarize your Stop Motion Animation for us. Describe what it is about with at least three sentences. ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ _________________________________________________________