The Big Race | Stop Motion Animation Film
About this resource
It’s official, a local racing company has hired a Film Director to create a stop animation film that advertises and promotes wearing safety gear while racing. They want to show the film at their big race event which is coming up in a few months!
We’re looking for some talented people to create a 15 second stop animation film that features a big race and shows people why it is important to wear safety gear.
Get your kids designing, developing, and creating their own short films. They can follow our guided workbook and videos to learn about creating a stop motion film, and how to edit it so that it comes together nicely!
This one project has links to writing, reading, maths, art, and the digital curriculum.
Our pack includes 29 tasks that take children can do at home with their family, or at school with their teachers. They’ll go on a journey of planning and designing their short film, shooting and creating it, and then finally editing and sharing it.
Each student’s film will overall be different and varied, but the objective remains the same. Plan and create a short film that promotes being safe while driving. The use of props, characters, and equipment will change how the end product is viewed.
A PROJECT BASED LEARNING ACTIVITY FOR THE DIGITAL CURRICULUM
CAN BE COMPLETED ON A DEVICE OR PRINTED – PERFECT FOR DISTANCE LEARNING
Learn more about distance learning here: How a Fillable PDF works
Delivering this resource
Teachers have the options of handing this project out physically or digitally.
– If it is handed out physically, you may choose to hand out one task at a time or print the entire booklet and let children go through at their own pace
– If it is given digitally, children can work on it at their own pace. Nothing needs to be printed and children can upload images of their drawings to the PDF document. In order to hand it out digitally, you may choose between Google Classroom, Seesaw, Gmail, Google Drive or any other Student Management System that allows you to attach a document.
Parents
– For use at home, you are welcome to complete it online or print it out. If it is completed online, kids can draw their pictures on paper, take a photo, and then upload it to the PDF – or they can choose images online to add to the PDF.
Some specific tasks include:
– Beginning, Middle, End Plan
– Create Your own Crew
– Choosing Safety Gear, Props, and Equipment
– Filmstrip
– Filming your Movie
– Journaling your Progress
– Interview
– Article Design
– Poster
– Title Screen and End Credits Design
– Editing using a Video Editor
– Advertising Task
– Designing Movie Tickets
There are also 6 extension tasks for children who finish early or want to take it another step.
By the end of this project students will have each created their own version of a 15second safety film.
You might want to get together as a class and have a movie day to showcase everyone’s work. Similar to a red carpet screening.
Progress Outcomes Covered
We’ve designed this project to look primarily at introducing aspects of Designing and Developing for Digital Outcomes – Progress Outcome 1
In authentic contexts and taking account of end-users, students participate in teacher-led activities to develop, manipulate, store, retrieve, and share digital content in order to meet technological challenges. In doing so, they identify digital devices and their purposes and understand that humans make them. They know how to use some applications, they can identify the inputs and outputs of a system, and they understand that digital devices store content, which can be retrieved later.
– Progress Outcome 1
Students are given the opportunity to use a digital application to develop, manipulate, store, retrieve and share digital content.
Assessing Your Students
Year 5
- Set 5.1: I can create a written algorithm using symbols and words.
- Set 5.3: I can put my algorithm in a programming environment.
- Set 5.4: I can test my algorithm in a programming environment.
- Set 5.6: I can add to the algorithm in my programming environment.
- Set 5.7: I understand that computers need clear and precise instructions.
- Set 5.10: I understand that applications are made for a purpose.
- Set 5.11: I understand that there are different types of files and they each have a purpose.
- Set 5.12: I can import files into an editing program.
Year 6
- Set 6.2: I can communicate my algorithm correctly when testing it.
- Set 6.3: I can debug a variety of bugs in a programming environment.
- Set 6.5: I understand that when I follow an algorithm I get an output.
- Set 6.9: I can use applications to create.
- Set 6.10: I can use applications to manipulate
- Set 6.12: I can use applications to share.
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Terms of Use
Everything included in this resource is licensed for a single classroom or family use. It may be photocopied by the original purchaser for his or her classroom only. It may not be put on the internet, sold, or redistributed in any form. If you would like to share this product with your colleagues or friends, please honour the time and energy put into it by purchasing multiple licenses through the avenue you purchased it.
Copying any part of this resource and placing it on the internet is strictly forbidden. This is a violation of the Digital Millennium Copyright Act. Thank you for respecting the copyright.
