2. Technology Integration Lesson Planning Clay Animation

3. Clay Animation by Sylvia Dean This is a hands-on, technology-based project to incorporate creative writing and technology in the classroom. Clay Animation is one way of presenting a story in a nonverbal way. This is a hands-on, technology-based project to incorporate creative writing and technology in the classroom. Clay Animation is one way of presenting a story in a nonverbal way. Students will be able to list the steps in making a clay animation. Students will demonstrate knowledge about computer webcams and stop motion animation. Students will be able to list the steps in making a clay animation. Students will demonstrate knowledge about computer webcams and stop motion animation. Webcam software and Stop Motion Animation software will need to be installed on computers by the teacher. Web sites for royalty free music clips should be bookmarked ahead of time. Webcams will have to be connected and tested by the teacher. Teacher will need to plan how to put students in groups to share computers and webcams. Plans should be made to store student clay figures and shoebox settings in a place where they will not be bothered by other students. Students need previous practice with narrative and descriptive writing. Students may need some prior knowledge in saving a file from the Internet into a preset folder. Webcam software and Stop Motion Animation software will need to be installed on computers by the teacher. Web sites for royalty free music clips should be bookmarked ahead of time. Webcams will have to be connected and tested by the teacher. Teacher will need to plan how to put students in groups to share computers and webcams. Plans should be made to store student clay figures and shoebox settings in a place where they will not be bothered by other students. Students need previous practice with narrative and descriptive writing. Students may need some prior knowledge in saving a file from the Internet into a preset folder.

4. Procedure 1.)Engagement/Motivation Activity: Students will view examples of student-created clay animations and evaluate these as a group. Animation examples can be found at (Clay Animation Made Easy) View clay animations that have sound and titles created with Stop Motion Animation software and imported into Movie Maker 2 software to add music and titles. 1.)Engagement/Motivation Activity: Students will view examples of student-created clay animations and evaluate these as a group. Animation examples can be found at (Clay Animation Made Easy) View clay animations that have sound and titles created with Stop Motion Animation software and imported into Movie Maker 2 software to add music and titles.Clay Animation Made EasyClay Animation Made Easy 2.)Students will discuss the characteristics of a good animation. Teacher will list these on the board {good story idea, interesting life-like characters, artistic settings, good lighting, appropriate music, unique titles, etc.} 2.)Students will discuss the characteristics of a good animation. Teacher will list these on the board {good story idea, interesting life-like characters, artistic settings, good lighting, appropriate music, unique titles, etc.} 3.)Students will view the website how-to videos noted below. {Step 1: Develop an Idea} The class will choose a famous story and brainstorm new endings to the story. Students will then break into groups to create simple story ideas that have unexpected endings. Groups will share their ideas at the end of class and select an idea that they would like to animate. They will create a storyboard. (How To Create Clay Animation in 5 Easy Steps) A great site to watch video that explains the steps of making clay animation. 3.)Students will view the website how-to videos noted below. {Step 1: Develop an Idea} The class will choose a famous story and brainstorm new endings to the story. Students will then break into groups to create simple story ideas that have unexpected endings. Groups will share their ideas at the end of class and select an idea that they would like to animate. They will create a storyboard. (How To Create Clay Animation in 5 Easy Steps) A great site to watch video that explains the steps of making clay animation.How To Create Clay Animation in 5 Easy StepsHow To Create Clay Animation in 5 Easy Steps 4.)Students will view the website how-to videos noted in number 3. {Step 2: Create Characters} The class will discuss what makes a character show expression and how it can be done through animation. The groups will work as a team to develop characters for their animations. They will use the clay, wire, Styrofoam balls and other craft supplies. They will work on making the characters sturdy and mobile. They will problem solve to see how they can make the characters stand, move, and be durable. 4.)Students will view the website how-to videos noted in number 3. {Step 2: Create Characters} The class will discuss what makes a character show expression and how it can be done through animation. The groups will work as a team to develop characters for their animations. They will use the clay, wire, Styrofoam balls and other craft supplies. They will work on making the characters sturdy and mobile. They will problem solve to see how they can make the characters stand, move, and be durable. 5.)Students will view the website how-to videos : {Step 3 Build Background} Students will use art supplies and create a background in their box. They will discuss the use of lighting and how they will have to deal with the darkness created by the top of the box. They will also discuss perspective and scale-how big their character is next to the items in the setting. (How to Create Clay Animations in 5 Easy Steps) 5.)Students will view the website how-to videos : {Step 3 Build Background} Students will use art supplies and create a background in their box. They will discuss the use of lighting and how they will have to deal with the darkness created by the top of the box. They will also discuss perspective and scale-how big their character is next to the items in the setting. (How to Create Clay Animations in 5 Easy Steps)How to Create Clay Animations in 5 Easy StepsHow to Create Clay Animations in 5 Easy Steps 6.)Students will view the website how-to videos : {Step 4 Shoot the Shots} After a teacher demonstration, students will film their clay animations using a webcam and Stop Motion Animation software. Students will learn how to set the frame capture rate to 6 frames per shot. They will also learn how to set the video compression so that their finished video file is not too large. (How to Create Clay Animations in 5 Easy Steps) 6.)Students will view the website how-to videos : {Step 4 Shoot the Shots} After a teacher demonstration, students will film their clay animations using a webcam and Stop Motion Animation software. Students will learn how to set the frame capture rate to 6 frames per shot. They will also learn how to set the video compression so that their finished video file is not too large. (How to Create Clay Animations in 5 Easy Steps)How to Create Clay Animations in 5 Easy StepsHow to Create Clay Animations in 5 Easy Steps 7.)Students will visit bookmarked web sites to chose royalty free music clips. The teacher will demonstrate how they can import their animation clips and music clips into Movie Maker 2 and add titles and credits. Students will work in groups to complete their final movie. 7.)Students will visit bookmarked web sites to chose royalty free music clips. The teacher will demonstrate how they can import their animation clips and music clips into Movie Maker 2 and add titles and credits. Students will work in groups to complete their final movie. 8.)The class will watch the final movies on a projection screen and evaluate these for setting, characters, story, animation, filming, and choice of music. 8.)The class will watch the final movies on a projection screen and evaluate these for setting, characters, story, animation, filming, and choice of music.

5. Assessment Strategies Rubric made with http://rubistar.4teachers.org/. Rubric made with http://rubistar.4teachers.org/.http://rubistar.4teachers.org/ Students can upload finished clay animation.avi files onto the school webpage. Students can run the finished clay animations out to digital video camera to be turned into movies to be shown on television or VCR. Students can develop computer invitations and plan a viewing for parents, classmates, and other important people. Students can upload finished clay animation.avi files onto the school webpage. Students can run the finished clay animations out to digital video camera to be turned into movies to be shown on television or VCR. Students can develop computer invitations and plan a viewing for parents, classmates, and other important people. Source http://alex.state.al.us/lesson_view.php?id=6366 Source http://alex.state.al.us/lesson_view.php?id=6366http://alex.state.al.us/lesson_view.php?id=6366

6. Technology Integration Lesson Planning No.1- Review and choose two examples of integration lessons.

7. Example of Integration Lessons Example 1- Creating Interactive Story Books. Example 1- Creating Interactive Story Books. We feel this lesson is a type of Story Book because it fuses elements of traditional Story Writing, Technology and Visual Arts. We feel this lesson is a type of Story Book because it fuses elements of traditional Story Writing, Technology and Visual Arts.Rationale We feel that this lesson has a connection our provincial Grade 4 and 5 Curriculum through the following Students will be expected to: Use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and use their imagination. Use technology with increasing proficiency to create, revise, edit, and publish texts.

8. Example Integration Lessons (cont...) Example 2 - Integrating Art in the Curriculum: Computer drawing tool. Example 2 - Integrating Art in the Curriculum: Computer drawing tool. Rationale Rationale We feel that this lesson has a connection our provincial Grade 6 to 8 Art Curriculum through the following. We feel that this lesson has a connection our provincial Grade 6 to 8 Art Curriculum through the following. Students will be expected to: Use additive and constructive techniques with clay. Create design/images on subjects, topics and themes relevant to the art curriculum areas.

9. Technology Integration Lesson Planning No.2- Evaluate the Lesson (use Checklist)

10. “The Technology Integration Planning Checklist” Assessment of Lessons and Courses Assessment of Lessons and Courses Source: http://wps.prenhall.com/chet_roblyer_integrate_4/38/9795/2507683.cw/-/2507734/index.html Source: http://wps.prenhall.com/chet_roblyer_integrate_4/38/9795/2507683.cw/-/2507734/index.html Phase I: Determining Relative Advantage--Why Use Technology? Phase I: Determining Relative Advantage--Why Use Technology? Do I have topics, curriculum objectives, or insights I have difficulty teaching? Do I have topics, curriculum objectives, or insights I have difficulty teaching? Are any of the above a good match for a technology-based solution? Are any of the above a good match for a technology-based solution? What is the relative advantage of the technology-based solution? What is the relative advantage of the technology-based solution? Is the relative advantage sufficient to justify the effort and expense of using these solutions? Is the relative advantage sufficient to justify the effort and expense of using these solutions? Phase 2: Deciding on Objectives and Assessments--How Will I Know Students Have Learned? Phase 2: Deciding on Objectives and Assessments--How Will I Know Students Have Learned? What outcomes do I expect of students after the instruction to show me they have learned? What outcomes do I expect of students after the instruction to show me they have learned? What is the best way for me to assess students' learning (e.g., written tests, products)? What is the best way for me to assess students' learning (e.g., written tests, products)? Do the assessment instruments (e.g., tests, rubrics) exist or do I have to develop them? Do the assessment instruments (e.g., tests, rubrics) exist or do I have to develop them? Phase 3: Designing Integration Strategies--What Teaching Strategies Will Work Best? Phase 3: Designing Integration Strategies--What Teaching Strategies Will Work Best? Will the instruction be single subject or interdisciplinary? Will the instruction be single subject or interdisciplinary? Will students work as individuals, pairs, small or large groups, whole class, a combination? Will students work as individuals, pairs, small or large groups, whole class, a combination? Should activities be directed, constructivist, or a combination of these? Should activities be directed, constructivist, or a combination of these? What strategies should I use to encourage female and minority student involvement? What strategies should I use to encourage female and minority student involvement? What sequence of activities should I teach? What sequence of activities should I teach? Will students have enough time to learn the technologies before I begin grading? Will students have enough time to learn the technologies before I begin grading? Do I have demonstrations of equipment and the software skills student will need? Do I have demonstrations of equipment and the software skills student will need? HandsOn With Technology Page 1 HandsOn With Technology Page 1

11. “The Technology Integration Planning Checklist” (continued...) Phase 4: Preparing the Instructional Environment--Are the Essential Conditions in Place to Support Phase 4: Preparing the Instructional Environment--Are the Essential Conditions in Place to Support Technology Integration? Technology Integration? How many computers and copies of software do I need to carry out the activities? How many computers and copies of software do I need to carry out the activities? How many computers and copies of software are available? How many computers and copies of software are available? Over what time period and for how long will technology resources be needed? Over what time period and for how long will technology resources be needed? Do I need to schedule time in a lab or media center? Do I need to schedule time in a lab or media center? Do I need to schedule projection devices or large-screen monitors for demos? Do I need to schedule projection devices or large-screen monitors for demos? What other equipment, software, media, and resources will I need? What other equipment, software, media, and resources will I need? Are the uses I am planning legal according to copyright laws? Are the uses I am planning legal according to copyright laws? Have I provided for students' privacy and safety? Have I provided for students' privacy and safety? Have I made all necessary access provisions for students with physical disabilities? Have I made all necessary access provisions for students with physical disabilities? Am I familiar with troubleshooting procedures specific to the hardware or software? Am I familiar with troubleshooting procedures specific to the hardware or software? Have I built in time to test-run an equipment setup before the students arrive? Have I built in time to test-run an equipment setup before the students arrive? Have I built in time to back up important files? Have I trained students to back up theirs? Have I built in time to back up important files? Have I trained students to back up theirs? Do I have a backup plan if I cannot use the resources as I had planned? Do I have a backup plan if I cannot use the resources as I had planned? Phase 5: Evaluating and Revising Integration Strategies--What Worked Well? What Should Be Improved? Phase 5: Evaluating and Revising Integration Strategies--What Worked Well? What Should Be Improved? Were objectives achieved? What evidence do I have to indicate success? Were objectives achieved? What evidence do I have to indicate success? Have I solicited feedback from students about how to improve activities? Have I solicited feedback from students about how to improve activities? Do data and comments indicate changes are needed to improve outcomes? Do data and comments indicate changes are needed to improve outcomes? Are there other ways to arrange technology resources or activities to improve results? Are there other ways to arrange technology resources or activities to improve results? The Technology Integration Planning Checklist Detail The Technology Integration Planning Checklist Detail HandsOn With Technology Page 2 HandsOn With Technology Page 2

12. Evaluation Checklist for a technology Integrated Lesson –Results Source: http://wps.prenhall.com/chet_roblyer_integrate_4/38/9795/2507683.cw/-/2507734/index.html Evaluation Checklist for a technology Integrated Lesson –Results Source: http://wps.prenhall.com/chet_roblyer_integrate_4/38/9795/2507683.cw/-/2507734/index.html Phase 1: Determining Relative Advantage--Why Use Technology?Phase 1: Determining Relative Advantage--Why Use Technology? Score 85%- Requires large amount of time to reach learning objectives. Requires prior knowledge in Art, Various forms of Technology including various Hardware and Software, The TEacher must be proficient in Multiple Topic areas.Score 85%- Requires large amount of time to reach learning objectives. Requires prior knowledge in Art, Various forms of Technology including various Hardware and Software, The TEacher must be proficient in Multiple Topic areas. Phase 2:Deciding on Objectives and Assessments--How Will I Know Students Have Learned?Phase 2:Deciding on Objectives and Assessments--How Will I Know Students Have Learned? Score 85% - Through presentations and self – evaluations.Score 85% - Through presentations and self – evaluations. Phase 3: Designing Integration Strategies--What Teaching Strategies Will Work Best?Phase 3: Designing Integration Strategies--What Teaching Strategies Will Work Best? Score 85% - Technology was essential and students worked as a team.Score 85% - Technology was essential and students worked as a team. Phase 4: Preparing the Instructional Environment--Are the Essential Conditions in Place to Support Technology Integration?Phase 4: Preparing the Instructional Environment--Are the Essential Conditions in Place to Support Technology Integration? Score 20% - Little technology to support the lesson and no back up plan.Score 20% - Little technology to support the lesson and no back up plan. Phase 5: Evaluating and Revising Integration Strategies--What Worked Well? What Should Be Improved?Phase 5: Evaluating and Revising Integration Strategies--What Worked Well? What Should Be Improved? Score 0% - Lesson has not been testedScore 0% - Lesson has not been tested

13. No.3 Modify a Lesson

14. Modifications Language: Students can create a version of their video in French. An evaluation can be done for Speaking and Listening. A mark could be given for presenting as well as any voices students may have created for their characters. Cross-Curricular : Students can create their animation characters and back drops in Art Class. A Score could be created in Music Class in collaboration with the music specialist in the school. Note: (Prior to commencing this project) Students should be familliar with Storyboarding and ScripWritting, Camera Angles, Filming Techniques, Video Editing, Scoring and Music Editing. This can be achieved in many ways. (Mini Lessons, Class Projects, Tutorial, Guest Speakers etc...) Modifications Language: Students can create a version of their video in French. An evaluation can be done for Speaking and Listening. A mark could be given for presenting as well as any voices students may have created for their characters. Cross-Curricular : Students can create their animation characters and back drops in Art Class. A Score could be created in Music Class in collaboration with the music specialist in the school. Note: (Prior to commencing this project) Students should be familliar with Storyboarding and ScripWritting, Camera Angles, Filming Techniques, Video Editing, Scoring and Music Editing. This can be achieved in many ways. (Mini Lessons, Class Projects, Tutorial, Guest Speakers etc...)

15. Modifications (cont.) Helpful Links, Tutorials and Examples Helpful Links, Tutorials and Examples Tube Tube Tube Lip Sync Tutorial Lip Sync Tutorial Lip Sync Tutorial Lip Sync Tutorial Clay Animating 101 Clay Animating 101 Clay Animating 101 Clay Animating 101 Claymation basics Claymation basics Claymation basics Claymation basics 10 easy steps to animate with clay (with pictures) 10 easy steps to animate with clay (with pictures) 10 easy steps to animate with clay (with pictures) 10 easy steps to animate with clay (with pictures) Breakdance Claymation – You Tube Breakdance Claymation – You Tube Breakdance Claymation – You Tube Breakdance Claymation – You Tube Matrix Fight Scene – You Tube Matrix Fight Scene – You Tube Matrix Fight Scene – You Tube Matrix Fight Scene – You Tube Green vs Red vs Blue – You Green vs Red vs Blue – You Green vs Red vs Blue – You Green vs Red vs Blue – You

16. No.4 Add descriptors (e.g., Grade Level, content and topic areas, technologies used, relative advantage, objectives, NETS standards)

17. Grade Level and Topic Areas This lesson could easily be modified and used in Elementary,Middle and High School Levels. This lesson could easily be modified and used in Elementary,Middle and High School Levels. This lesson is cross-curricular (Language Arts, Visual Arts and Technology). This lesson is cross-curricular (Language Arts, Visual Arts and Technology).

18. Relative Advantages. Motivational to students. Uses collaboration and cooperation. Uses collaboration and cooperation.. Allows for creativity using technology.. Sharing with others (can be extended outside the classroom, to the school, to the community, etc...).. Cross-curricular (could involve more than one subject and/ or teacher(s) - Music, Art, ELA).

19. NETS Standards or ISTE Standards Teachers 2. Design and develop digital age learning experiences and assessments a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress Students 1. Creativity and innovation a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression

20. Technologies Used iPad or iPhone iPad or iPhone Digital Camera Digital Camera Storage Devices ( USB Stick, Flash drive etc... ) Storage Devices ( USB Stick, Flash drive etc... ) Laptops or Computers Laptops or Computers Movie Making Software (iMovie or iMotion) Movie Making Software (iMovie or iMotion) Audio Production Software (Garage Band, Protools LE) Audio Production Software (Garage Band, Protools LE) Word Processing Software (Pages or MS Word) Word Processing Software (Pages or MS Word) Presentation Software (Keynote or Power Point) Presentation Software (Keynote or Power Point) Click to add text Note : In our scenario students are permitted to use their own electronic devices