Year 3 Stop-Frame Animation Unit Overview PDF

**Year 3 -- Stop-frame animation** ---------------------------------- Unit introduction ----------------- Learners will use a range of techniques to create a stop-frame animation. Next, they will apply those skills to create a story-based animation. This unit will conclude with learners adding oth...

**Year 3 -- Stop-frame animation** ---------------------------------- Unit introduction ----------------- Learners will use a range of techniques to create a stop-frame animation. Next, they will apply those skills to create a story-based animation. This unit will conclude with learners adding other types of media to their animation, such as music and text. This unit uses the context of Romans, but this can be adapted to suit your curriculum topics. Software and Hardware requirements ---------------------------------- A tablet is recommended for this unit to allow pupils to take photos and create animations on a single device. This unit uses screenshots from iMotion, an iPad app. Stop Motion Studio, an alternative app, can be used across most devices. If you've adapted this unit to better suit your school, please [share your adapted resources ](https://community.stem.org.uk/discussion/teach-computing-curriculum-share-your-adapted-units-and-resources)with fellow teachers in the STEM community. Alternatively, if this unit isn't quite right for your school, why not see if an adapted version which better suits has already been shared? Overview of lessons ------------------- +-----------------------+-----------------------+-----------------------+ | **Lesson** | **Brief overview** | **Learning | | | | objectives** | +-----------------------+-----------------------+-----------------------+ | 1 Can a picture move? | Learners will discuss | To explain that | | | whether they think a | animation is a | | | picture can move. | sequence of drawings | | | They will learn about | or photographs | | | simple animation | | | | techniques and create | - I can draw a sequ | | | their own animations | ence of pictures | | | in the style of flip | ----------------- | | | books (flick books) | ---------------- | | | using sticky notes. | | | | | - I can create an e | | | | ffective flip book--- | | | | style animation | | | | ----------------- | | | | --------------------- | | | | --------------- | | | | | | | | - I can explain how | | | | an animation/flip bo | | | | ok works | | | | ----------------- | | | | --------------------- | | | | -------- | +-----------------------+-----------------------+-----------------------+ | 2 Frame by frame | In the previous | To relate animated | | | lesson, learners | movement with a | | | created their own | sequence of images | | | flip book--style | | | | animations. In this | - I can predict wha | | | lesson, they will | t an animation will l | | | develop this | ook like | | | knowledge and apply | ----------------- | | | it to make a | --------------------- | | | stop-frame animation | -------- | | | using a tablet. | | | | | - I can explain why | | | | little changes are n | | | | eeded for each frame | | | | ----------------- | | | | --------------------- | | | | -------------------- | | | | | | | | - I can create an e | | | | ffective stop-frame a | | | | nimation | | | | ----------------- | | | | --------------------- | | | | -------- | +-----------------------+-----------------------+-----------------------+ | 3 What's the story? | In this lesson, | To plan an animation | | | learners will be | -------------------- | | | introduced to the job | | | | of an animator and | - I can break down | | | will start to think | a story into settings | | | like one in planning | , characters and even | | | their creations. | ts | | | | ----------------- | | | Remind the learners | --------------------- | | | of the animations | --------------------- | | | that we created last | -- | | | week and tell them | | | | that next week we | - I can describe an | | | will use tablets to | animation that is ac | | | animate some of our | hievable on screen | | | own stories. Tell the | ----------------- | | | learners that during | --------------------- | | | this lesson they will | ------------------ | | | create a storyboard | | | | showing the | - I can create a st | | | characters, settings | oryboard | | | and events that they | ----------------- | | | would like to include | -------- | | | in their own | | | | stop-frame animation | | | | next week. | | +-----------------------+-----------------------+-----------------------+ | 4 Picture perfect | In the previous | To identify the need | | | lesson, learners | to work consistently | | | planned out their own | and carefully | | | stop-frame animations | | | | in a storyboard. This | - I can use onion s | | | lesson, they will use | kinning to help me ma | | | tablets to carefully | ke small changes betw | | | create stop-frame | een frames | | | animations, paying | ----------------- | | | attention to | --------------------- | | | consistency. | --------------------- | | | | ---------- | | | | | | | | - I can review a se | | | | quence of frames to c | | | | heck my work | | | | ----------------- | | | | --------------------- | | | | ------------ | | | | | | | | - I can evaluate th | | | | e quality of my anima | | | | tion | | | | ----------------- | | | | --------------------- | | | | ---- | +-----------------------+-----------------------+-----------------------+ | 5 Evaluate and make | Last lesson, learners | To review and improve | | it great! | created their own | an animation | | | stop-frame | | | | animations. This | - I can explain way | | | lesson, they will | s to make my animatio | | | evaluate their | n better | | | animations and try to | ----------------- | | | improve them by | --------------------- | | | creating a brand-new | -------- | | | animation based on | | | | their feedback. | - I can evaluate an | | | | other learner's anima | | | | tion | | | | ----------------- | | | | --------------------- | | | | ---- | | | | | | | | - I can improve my | | | | animation based on fe | | | | edback | | | | ----------------- | | | | --------------------- | | | | ------ | +-----------------------+-----------------------+-----------------------+ | 6 Lights, camera, | Last lesson, learners | To evaluate the impac | | action! | perfected their | t of adding other med | | | stop-frame | ia to an animation | | | animations. This | --------------------- | | | lesson, they will add | --------------------- | | | other media and | ------------------ | | | effects into their | | | | animations, such as | - I can add other m | | | music and text. | edia to my animation | | | | ----------------- | | | | -------------------- | | | | | | | | - I can explain why | | | | I added other media | | | | to my animation | | | | ----------------- | | | | --------------------- | | | | --------------- | | | | | | | | - I can evaluate my | | | | final film | | | | ----------------- | | | | ----------- | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ Request a computing ambassador ------------------------------ This unit is ideal for linking to the world of careers, and a computing ambassador can support this. Through the [STEM ambassador platform](https://www.stem.org.uk/primary/stem-ambassadors), you can search for a computing ambassador. If you cannot find a computing ambassador with an offer to support this unit, then the following request will help to match you with the right person. You will need to edit the areas in red to ensure the request is right for your school. *Year 3 (ages 7-8) are learning about stop-frame animation though the [Teach Computing Curriculum unit of six lessons](https://teachcomputing.org/curriculum/key-stage-2/creating-media-animation). Within these lessons, pupils will learn techniques to create a short stop frame animation. Our lessons are taking place from \*date\* to \*date\* and we would appreciate someone with skills in this area to offer some real-world experience to this unit. The unit uses \*insert software\* animation software on \*insert devices\* and focuses on the following areas:* - *using storyboards to plan animations* - *understanding animation specific skills such as onion skinning* - *taking photographs and sequencing frames for animations* - *developing animations by adding media and text to the projects* *We require an ambassador who can support in any of these areas. We are hoping for an ambassador who would be willing to join us \*in the classroom/virtually\* to support our learning by \*providing some handy hints and tips for our projects/giving us constructive feedback on our final projects/discussing how stop-frame animation is used within their profession and in the real-world.\** Subject knowledge and CPD opportunities --------------------------------------- Teachers will need to understand that animations are a series of still images stitched together to create a motion video. Teachers need to understand how to create a simple off-screen flipbook (see lesson 1 for support) and how to use software to create an on-screen animation (support is provided in the lessons). Within their chosen software, teachers will need to be aware of 'onion skinning' (showing a part transparent photo to demonstrate the previous frame to make small movements more consistent), deleting frames and saving. **Continual Professional Development** Enhance your subject knowledge to teach this unit through the following free CPD: - [][Getting started in Year 3 -- short course](https://teachcomputing.org/courses/CP459/getting-started-in-year-3-short-course) - Introduction to primary computing [remote](https://teachcomputing.org/courses/CP454/introduction-to-primary-computing-remote) or [face to face](https://teachcomputing.org/courses/CP004/introduction-to-primary-computing-face-to-face) **Teach primary computing certificate** To further enhance your subject knowledge, enrol on the [teach primary computing certificate](https://teachcomputing.org/primary-certificate). This will support you to develop your knowledge and skills in primary computing and gain the confidence to teach great lessons, all whilst earning a nationally recognised certificate! Progression ----------- This unit progresses learner's knowledge and understanding of using digital devices to create media, exploring how they can create stop-frame animations. It builds on learners previous understanding of images from the [[Digital Photography Year 2]](https://teachcomputing.org/curriculum/key-stage-1/creating-media-digital-photography) unit. Following this unit, learners will further develop their video editing skills in Year 5. Please see the learning graph for this unit for more information about progression. Common Misconceptions ===================== Learners may believe the objects in the animations they watch are moving, or that it is a live video, however, stop motion is a filming technique which involves taking several pictures, as objects are moved in small increments. When the pictures are put together, it makes the objects appear to be moving. Animations take a long time to produce, with even a short clip.     Misconceptions relative to the software chosen should be considered. When recording, explain the importance of clicking the correct button to get to the right place in the animation before resuming and taking more photos (otherwise it will start adding photos into different parts of the animation).  Curriculum links ---------------- [**Computing**](https://assets.publishing.service.gov.uk/media/5a7c576be5274a1b00423213/PRIMARY_national_curriculum_-_Computing.pdf) - select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information - use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact **[English](https://assets.publishing.service.gov.uk/media/5a7de93840f0b62305b7f8ee/PRIMARY_national_curriculum_-_English_220714.pdf)** - **Pupils should be taught to: draft and write by: in narratives, creating settings, characters and plot** - **Pupils should be taught to: proof-read for spelling and punctuation errors** [**History**](https://assets.publishing.service.gov.uk/media/5a7c2917e5274a1f5cc762cf/PRIMARY_national_curriculum_-_History.pdf) - The Roman Empire and its impact on Britain Assessment ---------- ### **Formative assessment** Assessment opportunities are detailed in each lesson plan. The learning objectives and success criteria are introduced in the slide decks at the beginning of each lesson and then reviewed at the end. Learners are invited to assess how well they feel they have met the learning objective using thumbs up, thumbs sideways, or thumbs down. ### **Summative assessment** Please see the assessment rubric document for this unit. The rubric can be used to assess student's work from lessons 3 to 6. **Attribution statement** ------------------------- **This resource was created by Raspberry Pi Foundation and updated by STEM Learning for the National Centre for Computing Education.** The contents of this resource are available for use under the [Open Government License](https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/) (OGL v3) meaning you can copy, adapt, distribute and publish the information. You must acknowledge the source of the Information in your product or application, by attributing Raspberry Pi Foundation and STEM Learning as stated here and are asked to provide a link to the [OGL v3](https://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/). The original version can be made available on request via.