1. Communications Technology
Stop Motion Animation
This unit of instruction is designed for the 9th grade Foundations of Technology course
to be taken after completing the 8th grade Exploring Technology course. The areas of
concentration with this unit will include computer software utilization, digital camera
manipulation, solid object construction and manipulation, audio software utilization,
cooperative learning and engagement with peers.
1. Unit Goals (long range—how does this unit fit with year-long goals?)
The students will complete this unit of instruction with complete
understanding of the processes necessary for designing, developing, and
producing a stop motion animation project. This includes mastery of
specific computer software, digital camera use, creating characters,
backdrops scene(s), and props utilizing tools and machines.
2. Specific ways to relate goal(s) to curriculum (team/department, system and
state frameworks)
Utah State Standard 2
Students will understand the components of the basic technological system
model. (Align with National Technology Content Standards: 2)
Objective 1
Students will identify how communication, electrical, fluid, mechanical,
and structural systems may be used in these seven areas:
communication, construction, manufacturing, transportation, bio-
medical, agriculture and power and energy.
Objective 2
Students will describe the basic technological system model which
includes input, process, output, and feedback.
Objective 3
Students will identify the technological system inputs (resources) as
materials, time, energy, tools/machines, capital, information, and
human resources. They will discuss management strategies of resources
including the following: reducing, recycling, reusing, and renewing
resources.
Standard 4
Students will describe and apply the basic steps in the design/problem solving
process. Students will document the design process in a portfolio. Stage 1:

2. Problem statement and design briefStage 2: Investigation and researchStage 3:
Generate alternative solutionsStage 4: Choose the best solutionStage 5:
Modeling and prototyping Stage 6: Test and evaluate
Objective 1
Students will utilize design briefs and specifications (criteria and
constraints) in order to maximize a solution in their design work.
Students will differentiate between a problem/opportunity and a
solution.
Objective 2
Students will investigate and research data that will be useful in
developing a design solution using a variety of mediums which may
include the following: interview, Internet, databases, books, magazines,
video, observation, measurement, and surveys.
Objective 3
Students will brainstorm and creatively generate a multitude of possible
solutions to the stated problem or opportunity.
Objective 4
Students will analyze potential solutions based on design principles (see
standard 3) and make a decision as to the best solution.
Objective 5
Students will implement the chosen solution. They will develop and
communicate their design using technical sketching and/or drawing
techniques, make graphical, mathematical and/or physical models and
prototypes.
Objective 7
Students will prepare an evaluation of the design product. This should
include an evaluation of the product, the process and themselves.
Objective 8
Students will present their solution in a professional manner using a
portfolio which may include: engineering drawings, posters, models,
power point presentations, web site, or other appropriate methods.
Standard 5
Students will use resources, tools, materials, and processes safely and
efficiently. (Align with National Technology Content Standards: 14-20)
Objective 1
Students will follow general laboratory safety practices.
Objective 2
Students will follow specific equipment safety practices.
Objective 3
Students will identify potential safety hazards and make appropriate
precautions or corrections.
Standard 6

3. Identify components and properties, build a representation and perform
operations associated with communication, electrical, mechanical, fluid, and
structural systems. (Align with National Technology Content Standards: 11-20)
Objective 1
Students will be able to communicate an idea graphically using sketches,
isometric drawings, orthographic drawings, schematics, charts, and
graphs using either sketching mechanical drawing or computer-aided
design (CAD) techniques.
3. Characteristics of the students for whom this unit is intended (needs in the
cognitive, affective, physical, and social areas)
The student that takes this 9th grade elective course has signed up for
the course with a preconceived notion of what will be covered from the
information presented in the counseling office. Additional, projects are
shown during the school announcements throughout the school year to
promote the technology classes and give the students who developed the
projects a sense of accomplishment and pride in their efforts. The
students range form AP, to special needs learners. Accommodations are
made based on the student’s physical and mental disabilities.
4. Student’s Present Level of Performance and Knowledge (Do the students have
the adequate knowledge to complete the unit successfully? What prerequisite
skills must the students have to complete the unit content? Include technology
skills.
The student will have experience from the Exploring Technology course
with some of the software used for the project. The student will also
have taken all the safety tests prior to using any equipment or tools for
this project. Computer use will utilize the student’s prior knowledge of
navigating through different programs to choose the correct software for
the program. The student’s have also taken required computer
technology courses for understanding on of basic computer use.
5. Classroom Layout and grouping of students (Where will the learning take place?
How will the room be organized? How will students be grouped (whole group,
individuals, pairs, small groups, etc.)?
The lecture room is designed with permanently mounted counters on
three walls with 14 computers equally spaced on the counter tops
around the room. There are 30 positions located at the counters with a
chair placed at each position. There are 7 tables that face the front of
the room and each table has 2 chairs. The tables are arranged in 4 rows
with a single table at the front of the room. The teachers’ desk is an L
shaped desk and placed at the front of the room. Books are located at
the back of the room along with the DVD/CD player and 2 bookcases
displaying student projects. The projector projects to the front of the
room where the pull down screen and whiteboards are located. Access to
the lab is located at the back of the room and has a half glass door.
There are also three windows at the back of the room that give visual
access to the lab.

4. The lab has working counter tops on the left and right of the room that
are U shaped. There are seven 4x4, worktables in the center of the room
and an instructor observation platform in the middle left of the room.
Behind the instructor platform area is an office for the teacher. On the
left wall is a TV production room, a paint booth, welding room, and wood
storage room. At the back of the lab the woodworking machines are
positioned to allow for adequate space to move between machines while
they are being used. On the right side of the lab are two tool bays with a
roll-up gate for each bay to lock up when tools are not needed.
6. Introductory procedures (How will you introduce the unit and the goals?)
a. I show a few examples of previous projects to start the class discussion
about our new lesson.
i. I mention computer graphic design and animation
ii. Digital manipulation
iii. Set and prop building
iv. Character creation
b. I show a short section of the movie Chicken Run and play the producers
narration on how the movie was created from the brainstorming sessions
through to the actually shooting of the animation.
c. We then talk about brainstorming and storyboards.
d. Then divide into groups of 2 to 4, it is to hard for one student to do alone
and any more then 4 there is not enough for them to do. Based on the
project complexity I may suggest adding another team member or reduce
a team member, never going under 2 or over 4.
e. A Problem Solving Workbook (PSW) is handed out to each group and we
go over the contents of it. The PSW contains all the information for the
project, objectives, standards covered, instructions, storyboard, daily
logs, character sketch-up sheets and website resources for additional
information.
i. A booklet is available to all students after instructions are given
for the use of the hardware and software.
f. This gets us started and we continue form here with design work, on
sets, characters and props, then start constructing them. All of which
has its own set of instruction and demonstrations from me.
g. Now the students start producing the project and go through more
instruction and demonstrations on how to accomplish their goal.
h. Finally the group is ready to edit their project and still more instruction
and demonstrations.
i. I have made a video of how to use the software for project creation
and have it available to the students on my YouTube channel.
ii. (Note: eventually all my lessons will have an instructional video for
the students to refer back to or a student that misses class can
watch the video to see the instructions and demonstrations.)
7. Materials and media (any resource, persons or materials: be as specific as
possible. Identify resource, its availability, how it is to be used and why.
a. The students will receive a PSW form me.

5. b. Writing utensils, the student is responsible for.
c. The teacher supplies the computers, cameras, tripods, software, and
connections cables are.
d. The teacher and YouTube supply the instructional materials.
e. Projector
f. Whiteboard
g. The materials for constructing sets, props, and characters are supplied
by the teacher unless the group has a specific set of materials they want
to use and provide for themselves.
8. Visuals (although this is part of the materials and media, I want this to be a
specific part of your plan). Identify at least EIGHT static graphic visuals
(NOT links to video clips or websites, please) that you will be creating and
use, their purpose, and design.
a. Examples of previous student projects
b. Short clip of Chicken Run
c. Producer narration of how Chicken Run was developed
d. PSW containing:
i. Storyboard
ii. Character sketch-up sheets
iii. Daily log sheets
e. Tools used
f. Machines used
g. Digital cameras
h. Computer software used:
i. Folder management
ii. MS Moviemaker (soon to be Adobe Premiere)
iii. Audacity
i. YouTube
9. Assessment and evaluation of learner understanding (Identify the methods the
teacher will use to identify student learning levels and needs. Describe when
these will be used during the unit)
a. Worksheet questions on communication technology principles.
b. Design loop worksheet
c. Storyboard
d. Character sketch-up sheets
e. Daily log entries
f. Set construction
g. Character and prop construction
h. Mastery of using moviemaker (soon to be Adobe Premiere)
i. Mastery of using Audacity
j. Final project quality
Relate assessment instruments to the outcomes stated in the goals.
The assessments are design to show student understanding and mastery of the
objectives of this unit. The different assessments range from written to visual to a
finished project that will be evaluated by the teacher and the student’s peers. Any

6. modifications that need to take place during the unit will be done at the teachers
discretion based on time constraints of student abilities.
* Adapted from Unit Plan at http://edtech.tennessee.edu/~bobannon/unit_plans.html