ANIMATION GRADE 8. THE EWING PUBLIC SCHOOLS 2099 Pennington Road Ewing, NJ 08618

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1 ANIMATION GRADE 8 THE EWING PUBLIC SCHOOLS 2099 Pennington Road Ewing, NJ BOE Approval Date: July 29, 2013 Michael Nitti Revised: Adella Moore Superintendent James Woidill In accordance with The Ewing Public Schools Policy 2230, Course Guides, this curriculum has been reviewed and found to be in compliance with all policies and all affirmative action criteria.

Woidill In accordance with The Ewing Public Schools Policy 2230, Course Guides, this

2 Table of Contents Page Scope of Essential Learning: Unit 1: Basic Animation Skills (15 Days) 1 Unit 2: Stop Motion Animation (15 Days) 3 Unit 3: Visual Programming Animation (15 Days) 5

3 1 Unit 1: Basic Animation Skills (Pacing - 15 Days) Why Is This Unit Important? All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively. The use of digital tools and media-rich resources enhances creativity and the construction of knowledge. Essential Questions What technology and other tools can be used to organize and display knowledge as well as new understandings? How do I choose which technological tools to use and when it is appropriate to use them? Enduring Understandings Be able to design and develop products to solve academic problems. Be knowledgeable and informed technology consumers capable of comparing technological tools and products. Respect copyright and fair use policy. Acquired Knowledge Identify basic and advanced animation features and their associated controls of presentation/animation software (PowerPoint/Microsoft GIF Animator/Stylx Figure Animator). Demonstrate introductory knowledge and understanding of concepts related to storyboarding and script writing. Acquired Skills Students will be able to: Apply copyright/fair use laws to a project. Develop a storyboard for animation projects. Use an image editing program (Photoshop/Paint/Gimp) to prepare images for animation. Use content specific tools, software to design, develop, publish/present animation projects.

The use of digital tools and media-rich resources enhances creativity and the construction of knowledge.

4 2 Benchmark or Major Assessments Formative Assessments: Successful completion of Storyboard activities Image research Teacher observations of guided instruction activities Summative Assessments: Completed Storyboard: images/scripting/citation Completed Animation Projects Custom Path Animation with special emphasis effects Animated GIF (Greeting card/psa/instructional message) Animated Stick Figure short story Accommodations or Modifications IEP and 504 plans will be met on an individual basis Modify proficiencies Rephrase written directions Preferential seating Extended time to complete project during or after school hours Teacher outline of lecture One on one instruction Extensions Students who complete assigned projects will: Act as mentor for those who need help. Search, view and evaluate similar projects; use that information to make changes if needed/desired. List of Applicable NJCCS and Standards/CPIs Uncovered in This Unit D B A.3, D B A.1,2,4 Teacher Resources Stykz User Guide ITeach Inanimate

Figure short story Accommodations or Modifications IEP and 504 plans will be met on an individual basis Modify proficiencies Rephrase written directions Preferential seating Extended time to complete

5 3 Unit 2: Stop Motion Animation (Pacing - 15 Days) Why Is This Unit Important? All students will use digital tools to access, manage, evaluate and synthesize information in order to solve problems individually and collaboratively. The use of digital tools and media-rich resources enhances creativity and the construction of knowledge. Essential Questions What technology and other tools are a means to organize and display knowledge as well as new understandings? How do I choose which technological tools to use and when it is appropriate to use them? What skills have I learned that can be applied to a new situation? Enduring Understandings Design and develop products to solve academic problems. Be a knowledgeable and informed technology consumer capable of comparing technological tools and products. Recall previously learned skills that can be applied to new problems. Respect copyright and fair use policy. Acquired Knowledge Identify and describe the basic features of a digital still camera. Demonstrate introductory knowledge and understanding of concepts related to storyboarding and script writing. Demonstrate introductory knowledge of basic set and lighting design. Demonstrate the persistence of vision as it relates to the theory of stop motion. Define and describe the key terms unique to stop motion animation. Acquired Skills Students will be able to: Apply copyright/fair use laws to a project. Develop a storyboard for animation projects (narration/music). Use an image editing program (Photoshop/paint/Gimp) to prepare images for animation. Use content specific tools, software to design, develop, publish/present animation projects. Work collaboratively to achieve project goals and requirements.

6 4 Benchmark or Major Assessments Formative Assessments: Teacher observation of guided instruction activities Successful completion of Storyboard activities Image creation/development Set/stage creation/setup Summative Assessments: Completed Stop Motion Animation Projects Cut Out Stop Animation (10 second) Toys/miscellaneous objects/claymation Animation (20-30 seconds) Self/Group Evaluation Rubric Accommodations or Modifications IEP and 504 plans will be met on an individual basis Modify proficiencies Rephrase written directions Preferential seating Extended time to complete project during or after school hours Teacher outline of lecture One on one instruction Extensions Students who complete assigned projects will: Act as mentor for those who need help. Create another animation using a different style. List of Applicable NJCCS and Standards/CPIs Uncovered in This Unit D B A.3, D B A.1,2,4 CCSS.ELA-Literacy.CCRA.W.6 U Teacher Resources

Rubric Accommodations or Modifications IEP and 504 plans will be met on an individual basis Modify proficiencies Rephrase written directions Preferential seating Extended time to complete project

7 5 Unit 3: Visual Programming Animation (Pacing - 15 Days) Why Is This Unit Important? All students will use digital tools to access, manage, evaluate and synthesize information in order to solve problems individually and collaboratively. The use of digital tools and media-rich resources enhances creativity and the construction of knowledge. Essential Questions What technology and other tools are a means to organize and display knowledge as well as new understandings? What skills have I learned that can be applied to a new situation? How can a complex problem be solved by breaking it down into a sequence of simpler steps? Enduring Understandings Design and develop products to solve academic problems. Be a knowledgeable and informed technology consumer capable of comparing technological tools and products. Recall previously learned skills that can be applied to new problems. Respect copyright and fair use policy. Acquired Knowledge Identify and describe the basic elements of the Scratch/Alice interface. Demonstrate introductory knowledge and understanding of concepts related to storyboarding and script writing. Demonstrate introductory knowledge of basic algorithms. Demonstrate internal motivation for overcoming challenges and frustrations encountered in the design and problem solving process. Acquired Skills Students will be able to: Apply copyright/fair use laws to a project. Develop a storyboard for animation projects (narration/music/characters). Use content specific tools, software to design, develop, publish/present animation projects. Work collaboratively to achieve project goals and requirements.

8 6 Benchmark or Major Assessments Formative Assessments: Teacher observation of: o guided instruction activities o character creation and editing o exploration/tinkering of programming blocks Completed guided programming activities Completed Scratch/Alice Animation Projects Accommodations or Modifications IEP and 504 plans will be met on an individual basis Modify proficiencies Rephrase written directions Preferential seating Extended time to complete project during or after school hours Teacher outline of lecture One on one instruction Extensions Students who complete assigned projects will: Act as mentor for those who need help. Create another animation using a different style. List of Applicable NJCCS and Standards/CPIs Uncovered in This Unit D B A.3, D B A.1,2,4 CCSS.ELA-Literacy.CCRA.W.6 U Teacher Resources

written directions Preferential seating Extended time to complete project during or after school hours Teacher outline of lecture One on one instruction Extensions Students who complete assigned

MULTI-MEDIA AND THE COMPUTER GRADES 9-12. THE EWING PUBLIC SCHOOLS 1331 Lower Ferry Road Ewing, NJ 08618

MULTI-MEDIA AND THE COMPUTER GRADES 9-12 THE EWING PUBLIC SCHOOLS 1331 Lower Ferry Road Ewing, NJ 08618 BOE Approval Date: 9/27/10 Michael Nitti Revised by: EHS Technology Teachers Superintendent In accordance