Animation

Learning Resource Type

Classroom Resource

Subject Area

Science
Arts Education

Grade(s)

5

Overview

In this classroom resource, students will create an animation that reflects climate change.  They will create a storyboard, plan a narration, rehearse and film their animation with stop-motion photography.  

Science (2015) Grade(s): 5

SC15.5.14

Use a model to represent how any two systems, specifically the atmosphere, biosphere, geosphere, and/or hydrosphere, interact and support life (e.g., influence of the ocean on ecosystems, landform shape, and climate; influence of the atmosphere on landforms and ecosystems through weather and climate; influence of mountain ranges on winds and clouds in the atmosphere).

UP:SC15.5.14

Vocabulary

  • Atmosphere
  • Hydrosphere
  • Geosphere
  • Biosphere
  • Model
  • Phenomenon
  • System
  • Earth

Knowledge

Students know:
  • Earth's major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere, and the biosphere (living things, including humans).
  • These systems interact in multiple ways to affect Earth's surface materials and processes.
  • The ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate.
  • Winds and clouds in the atmosphere interact with the landforms to determine patterns of weather.

Skills

Students are able to:
  • Develop a model, using a specific given example of a phenomenon, to describe ways that the geosphere, biosphere, hydrosphere, and/or atmosphere interact. In the model, identify the relevant components of their example, including features of two of the following systems that are relevant for the given example:
    • Geosphere (i.e., solid and molten rock, soil, sediment, continents, mountains).
    • Hydrosphere (i.e., water and ice in the form of rivers, lakes, glaciers).
    • Atmosphere (i.e., wind, oxygen).
    • Biosphere [i.e., plants, animals (including humans)].
  • Identify and describe relationships (interactions) within and between the parts of the Earth systems identified in the model that are relevant to the example (e.g., the atmosphere and the hydrosphere interact by exchanging water through evaporation and precipitation; the hydrosphere and atmosphere interact through air temperature changes, which lead to the formation or melting of ice).
  • Use the model to describe a variety of ways in which the parts of two major Earth systems in the specific given example interact to affect the Earth's surface materials and processes in that context. Use the model to describe how parts of an individual Earth system:
    • Work together to affect the functioning of that Earth system.
    • Contribute to the functioning of the other relevant Earth system.

Understanding

Students understand that:
  • Systems, like the atmosphere, biosphere, geosphere, and hydrosphere, can be described in terms of their components and their interactions.

Scientific and Engineering Practices

Developing and Using Models

Crosscutting Concepts

Systems and System Models
Arts Education (2017) Grade(s): 5 - Media Arts

AE17.MED.5.5

Create media artworks through the integration of multiple contents and forms.

UP:AE17.MED.5.5

Vocabulary

Integration
Artistic Skills
Design Skills
Technical Skills
Career Skills
Formal vs. Informal Techniques
Fundamental
Conventions
Purpose

Essential Questions

EU: Media artists integrate various forms and contents to develop complex, unified artworks.
EQ: How are complex media arts experiences constructed?

Skills Examples

  • Choose and share a media arts product that shows a complex variety of academics, arts and media forms.
  • In a creative team with assigned roles, use creative thinking to choose a topic for a media arts project that combines two art forms and has been revised at least twice. The project will reflect an original story with a clear persuasive purpose, message, and meaning using metaphor.
  • Create a media arts product that addresses a specific problem in the community and revise the product at least twice, using media arts conventions in an advanced way.
  • In a creative team with assigned roles, explore the tools available in the classroom in both a standard and novel way and suggest novel ways for using what is available in a media arts product.
  • After listing qualities and purposes for a presentation, choose a media arts presentation to share with a younger group of students about a topic being studied science.
  • After sharing a media arts product with a younger group of students about a topic being studied science, debrief with the class about the results and improvements that could be made for the presentation.

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
SC15.5.14

CR Resource Type

Lesson/Unit Plan

Resource Provider

Climate Education in an Age of Media

License Type

Custom
https://cleanet.org/cced_media/your_classroom/activities/animation.html

Custom License Type (URL)

https://serc.carleton.edu/serc/terms_of_use.html

Approved Date

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