VIDEO LAB
Video Lab is a student-driven digital storytelling program developed by CLACE for Nuestra
Tierra Dinámica (NTD) under NASA Innovations in Climate Education (NICE) funding
(with OpEPA USA acting as Fiscal agent).
Video Lab is a video program developed to support students' natural curiosity about the
world by first asking them what they wonder about and then guiding them using inquirybased teaching methodology to answer their own questions.
The purpose of CLACE's Science Video Lab is to broaden STEM (science, technology,
engineering, and mathematics) and digital media education in Latino/a youth (grades 612). Video Labs create relevant and meaningful STEM learning experiences through
experiential activities in and outside the classroom by connecting them to mentoring
scientists through field trips to universities, local labs, and museums. Our students also
meet and engage in meaningful conversations with Latino scientists. They learn to utilize
the most appropriate digital and media creation tools and equipment that allow them to
conduct guided data discovery activities (MY NASA DATA and other NASA resources) to
explore climate change topics.
UNIT: Video Lab – Digital Storytelling
LESSON # 1
TITLE: Introduction to Climate Change and Environmental Filmmaking
Summary: Screening of ‘An Inconvenient Truth.’
Film is used to open up dialogue about
climate change education and to begin to
discuss and learn the terms and data
surrounding climate change. Film is also
an example of award-winning
environmental filmmaking.
Materials:
- Film ‘An Inconvenient Truth’.
- Computer with Internet access.
- Note cards for students.
- Support materials
documentation for students
from the film website
http://www.takepart.com/sites/
default/files/AIT_Classroom1.p
df
Technology Requirements:
- Projection equipment.
Online Source: http://www.takepart.com/an-
inconvenient-truth
Grade level: 9-12
Time: Total time: 120 minutes
Snack & introduction: 15 minutes
Learning tasks:
90 minutes
Summary/Cleanup: 15 minutes
Activities: • Discuss with students what they know
about climate change, introduce the
film and its importance.
• Hand out note cards and ask students
to write down key words and facts that
interest them during the film. These
will be used later as keys for initiating
discussions.
• Watch the film.
Learning Goals: Students will be exposed to one of the
groundbreaking films in the discussion of
climate change of the last century:
• Our climate has always been changing
throughout Earth’s history, however,
during the last 200 years we have seen
a great impact on our climate due to
anthropogenic causes.
• An increase in greenhouse gases
(GHG’s) led by industrialization of the
global North has been warming out
atmosphere at an increasingly higher
rate.
Students will engage in questions on
topics ranging from:
• Urban Sprawl
• Carpooling
• Public Transit
Students will be able to:
• Discuss the different GHG emissions
by various countries, and how each
differs in their automobile use and
global emissions.
• Communicate ideas discussed in the
film; collaborate with other students
on the hazards of global warming and
the need for remedial action.
Big Questions: What is Climate Change?
• What are greenhouse gases (GHG’s)?
• What are the main sources of GHG’s in
our atmosphere?
• How do global emissions vary by
country?
Lesson format: Multimedia presentation and discussion.
National CCSS.ELA-Literacy.SL.9-10.2 Integrate
Standards
Addressed:
multiple sources of information
presented in diverse media or formats
(e.g., visually, quantitatively, orally)
evaluating the credibility and accuracy
of each source.
CCSS.ELA-Literacy.SL.9-10.3 Evaluate a
speaker’s point of view, reasoning, and
use of evidence and rhetoric,
identifying any fallacious reasoning or
exaggerated or distorted evidence.
ASSESSMENT:
• Ongoing, the film is too long for in-depth discussion after the film, so analysis and
discussion about the film should be done during the following class.
• During the following class, go deeper into a discussion about the film and the topics
issues it raised and ask for students to share their thoughts on how they viewed climate
change before and after the film.
• Did students understand the big questions? What information or knowledge or
understanding do they feel they lack in their connection to climate change? What are the
biggest issues faced by their generation, in their opinion? What obstacles and what
solutions can they imagine ahead?
RELATED NASA ACTIVITIES AND RESOURCES:
What is MY NASA DATA?
http://mynasadata.larc.nasa.gov
MY NASA DATA (MND) is a tool that allows anyone to make use of satellite data that was
previously unavailable.
NASA Translations
http://www.clace.us/nasa-translations/
Link to all Nuestra Tierra Dinamica NASA translations under this grant.
UNIT: Video Lab – Digital Storytelling
LESSON # 2
TITLE: Introduction to Climate Change and Environmental Filmmaking
Summary: Review screening of ‘An Inconvenient
Truth’ and start dialogue on what was
learned. Also discuss production
strategies in the film and how they are
used to tell the story.
Materials:
- Film ‘An Inconvenient Truth’.
- Note cards for students.
- Support materials
documentation for students
from the film website
http://www.takepart.com/sites/
default/files/AIT_Classroom1.p
df
- Whiteboard.
Technology Requirements:
- Computer with Internet access.
- Projection equipment.
Online Source: http://www.takepart.com/an-
inconvenient-truth
Grade level: 9-12
Time: Total time: 120 minutes
Snack & introduction: 15 minutes
Learning tasks:
90 minutes
Summary/Cleanup:
15 minutes
Activities: • Open classroom discussion with
feedback from students on their
feelings and reactions after watching
the film. Questions for students: How
can we truly begin to visualize climate
change happening around us? How do
we (as a society, community, and
individually) contribute to climate
change? What kinds of issues are
endemic to our style of living? What
are system-wide problems and
solutions we can find to the pollution
of our planet?
• Watch pre-selected sections of the film
for discussion on content and
production techniques. Analyze
important sections in the film breaking
down the message, the visual and
audio content, and the way it is
composed and delivered visually.
Students should start to develop an
understanding of how digital
storytelling works.
• Watch pre-selected examples of other
short environmental films [e.g., PSA’s,
(public service announcements)
commercials, trailers, animations].
Take the time, watch and screen some
examples multiple times to break
down the techniques used and how
they were produced.
• To prepare for next class, ask students
to begin to think and develop ideas
about how they personally can or
Learning Goals:
Big Questions:
Lesson format:
National
Standards
Addressed:
cannot connect with climate change
around their community.
• After watching the groundbreaking
film, students should start to become
aware of facts and key words
surrounding climate change education
as well as begin to analyze the impact
of climate change in their future.
• Students should also discuss how the
film was produced and what
filmmaking techniques were used and
to what effect. What techniques
worked and why? What was the use of
sound in the film? How did the
narrator affect the audience perception
of the film?
• How is climate change affecting the
world today?
• What is the main cause of climate
change today?
• How does ‘An Inconvenient Truth’
work as an environmental
documentary?
Multimedia presentation and discussion.
CCSS.ELA-Literacy.SL.9-10.1 Initiate
and participate effectively in a range of
collaborative discussions (one-on-one,
in groups, and teacher-led) with
diverse partners on grades 9–10 topics,
texts, and issues, building on others’
ideas and expressing their own clearly
and persuasively.
ASSESSMENT:
• Check in with students on the retention of terms from the film. Did students understand
the big questions? What information or knowledge or understanding do they feel they
lack in media production and post-production?
RELATED NASA ACTIVITIES AND RESOURCES:
What is MY NASA DATA?
http://mynasadata.larc.nasa.gov
MY NASA DATA (MND) is a tool that allows anyone to make use of satellite data that was
previously unavailable.
NASA Translations
http://www.clace.us/nasa-translations/
Link to all Nuestra Tierra Dinamica NASA translations under this grant.
UNIT: Video Lab – Digital Storytelling
LESSON # 3
TITLE: Camera Workshop 1
Summary: After watching a range of videos in the
previous two classes, students will move
on to hands-on video production
experience. Students will go through the
steps of pre-production: writing a story,
drafting a storyboard, and creating a shot
list, to learn and use the tools of video
production: camera, tripod, and mics.
The goal is to write and shoot a 30–60
video exercise to edit in the next class.
Materials:
- Note cards for students.
- Whiteboard.
- Printed outline of video
production process (preproduction, production, and
post-production) along with
descriptions.
- Blank storyboard templates.
- Blank shot list template.
Technology Requirements:
- Cameras, tripods, microphones
(lavalier and shotgun mics
with boom pole) headphones,
slate.
- Projection equipment.
Online Source: http://www.mediacollege.com/glossary/p/p
roduction-process.html
Grade level: 9-12
Time: Total time: 120 minutes
Snack & introduction: 15 minutes
Learning tasks:
90 minutes
Summary/Cleanup: 15 minutes
Activities: • Discuss videos from previous class and
if have students show. Breakdown
how they were produced.
• Introduce pre-production steps on a
video using storyboard and shot list
templates
• With students, design a 30–60 second
video with simple storyline using at
least ten shots with different
compositions.
• Break into groups of cast and crew and
assign production roles.
• Breakdown camera equipment and
assign production roles in crew,
rehearse steps with cast and crew, and
shoot.
Learning Goals: Students will learn all pre-production
steps in producing a video, write a story,
design a storyboard and shot list. They
will get hands-on experience using video
production equipment and witness their
first production experience.
Big Questions: • What is pre-production and why is it
important? What are the different
steps needed before going into
production?
• What is shot composition and why is it
important? What is a storyboard and
why does it help tell a story?
• What are the components needed in a
video production crew?
Lesson format: Classroom discussion and hands-on
exercise in or around classroom/school.
National CCSS.ELA-Literacy.SL.9-10.4 Present
Standards
information, findings, and supporting
Addressed:
evidence clearly, concisely, and
logically such that listeners can follow
the line of reasoning and the
organization, development, substance,
and style are appropriate to purpose,
audience, and task.
CCSS.ELA-Literacy.SL.9-10.5 Make
strategic use of digital media (e.g.,
textual, graphical, audio, visual, and
interactive elements) in presentations
to enhance understanding of findings,
reasoning, and evidence and to add
interest.
ASSESSMENT:
• Have students identify what they know and do not know about video production.
• Have students select what part of the production process they identify themselves in and
would like to try. Work with student knowledge, or lack of, production role (i.e., writer,
camera operator, sound engineer, editor).
RELATED NASA ACTIVITIES AND RESOURCES:
What is MY NASA DATA?
http://mynasadata.larc.nasa.gov
MY NASA DATA (MND) is a tool that allows anyone to make use of satellite data that was
previously unavailable.
NASA Translations
http://www.clace.us/nasa-translations/
Link to all Nuestra Tierra Dinamica NASA translations under this grant.
UNIT: Video Lab – Digital Storytelling
LESSON # 4
TITLE: Editing Workshop 1
Summary: Use materials from previous class
including storyboards and video to edit
student-produced 30–60 video. Use the
project to introduce video post-production
process, including log and capture, basic
editing, in video text use and design,
audio use and design, compression and
export, and web posting.
Materials:
- Whiteboard.
- Printed outline of video
production process (preproduction, production, and
post-production) along with
descriptions.
- Blank storyboard templates.
- Blank shot list template.
- Materials used in previous
class including storyboards
and video content.
Technology Requirements:
- Multiple computers for student
use (one or two students per
computer are recommended so
that everyone gets some
hands-on experience editing.)
- Projection equipment (with
possible hook-up to teacher
computer).
- Non-linear editing software
installed on all computers.
- Data card readers for video and
audio transfer, USB cables and
adapters for cameras and
audio recording equipment,
and headphones for each
student.
Online Source: http://dpbestflow.org/node/637
Grade level: 9-12
Time: Total time: 120 minutes
Snack & introduction: 15 minutes
Learning tasks:
90 minutes
Summary/Cleanup: 15 minutes
Activities: • Discuss previous class and production
workflow.
• Introduce students to computers and
NLE (non-linear editing) system they
will use in the program and use
projector to show class the different
steps in post-production (log and
capture, basic editing, text and audio,
compression and export).
• Have students work at making a cut of
the video (under 60 seconds, 10 shots
minimum).
• If some students finish, export to web.
Learning Goals: Students should get first-hand
experience putting a project together.
For some students who have video
editing experience it can simply build on
what they know, for others it might be
their first time and need extra attention
so they complete the project as best as
possible.
Big Questions: • Why is video editing important?
• What steps do I need to follow to begin
editing a video?
• How is audio editing used in a video?
Lesson format: Classroom discussion and hands-on
editing on NLE system. (One or two
students per computer are recommended
so that everyone gets some hands-on
experience editing.)
National CCSS.ELA-Literacy.RH.11-12.7
Standards
Integrate and evaluate multiple
Addressed:
sources of information presented in
diverse formats and media (e.g.,
visually, quantitatively, as well as in
words) in order to address a question
or solve a problem.
ASSESSMENT:
• Have students identify what they know about video editing and write main ideas on the
board and explain to rest of the class.
• How many students finished editing and export to the web? Not finishing is ok and can be
pursued by those students who didn’t finish in the following class. If a high number of
students finish then continue.
RELATED NASA ACTIVITIES AND RESOURCES:
What is MY NASA DATA?
http://mynasadata.larc.nasa.gov
MY NASA DATA (MND) is a tool that allows anyone to make use of satellite data that was
previously unavailable.
NASA Translations
http://www.clace.us/nasa-translations/
Link to all Nuestra Tierra Dinamica NASA translations under this grant
UNIT: Video Lab – Digital Storytelling
LESSON # 5
TITLE: Editing Workshop 2 and PSA Workshop 1
Summary: Students continue finish editing their
project from the previous class and post
to the web. Students that are finished
can begin working on ideas and research
on the PSA assignment (handout). Once
everyone has posted, do a class screening
of all the videos and give feedback.
Introduce PSA assignment and handout
materials to class. The PSA will be their
first production project and will take no
more than six class sessions. They will
work in groups to facilitate production
and split into smaller groups for postproduction to give a wide-range of
students editing experience. For their
first production, work with students to
produce a student-led project to engage
with student interest and maximize buyin from students.
Materials:
- Whiteboard.
- Blank storyboard templates.
- Blank shot list template.
- Materials used in previous
class including storyboards
and video content.
- PSA assignment and
instructions.
Technology Requirements:
- Multiple computers for student
use (one or two students per
computer are recommended so
that everyone gets some
hands-on experience editing.)
- Projection equipment (with
possible hook-up to teacher
computer).
- Non-linear editing software
installed on all computers.
- Data card readers for video and
audio transfer, USB cables and
adapters for cameras and
audio recording equipment,
and headphones for each
student.
Online Source: http://www.adcouncil.org/
Grade level: 9-12
Time: Total time: 120 minutes
Snack & introduction: 15 minutes
Activities:
Learning Goals:
Big Questions:
Lesson format:
National
Standards
Addressed:
Learning tasks:
90 minutes
Summary/Cleanup: 15 minutes
• Finish editing project from previous
class and export to web.
• Watch screening of all student
produced projects.
• Handout PSA assignment and begin
drafting ideas and research on selected
topics.
• Use storyboards and shot list
templates.
Students will have the full experience of
a video production workflow, including
pre-production, production, and postproduction. Students will begin to
identify with particular roles in the
production workflow and get hands-on
experience. Students will begin thinking
about their own productions.
• What are the steps in the production of
a video? Why are they important?
Classroom discussion and hands-on
editing on NLE system. (One or two
students per computer are recommended
so that everyone gets some hands-on
experience editing.) Group work.
CCSS.ELA-Literacy.RH.11-12.7
Integrate and evaluate multiple
sources of information presented in
diverse formats and media (e.g.,
visually, quantitatively, as well as in
words) in order to address a question
or solve a problem.
CCSS.ELA-Literacy.SL.9-10.1 Initiate
and participate effectively in a range of
collaborative discussions (one-on-one,
in groups, and teacher-led) with
diverse partners on grades 9–10 topics,
texts, and issues, building on others’
ideas and expressing their own clearly
and persuasively.
ASSESSMENT:
• How many students finished editing and exported to the web?
• Ask students for questions on production and post-production workflow.
RELATED NASA ACTIVITIES AND RESOURCES:
What is MY NASA DATA?
http://mynasadata.larc.nasa.gov
MY NASA DATA (MND) is a tool that allows anyone to make use of satellite data that was
previously unavailable.
NASA Translations
http://www.clace.us/nasa-translations/
Link to all Nuestra Tierra Dinamica NASA translations under this grant
UNIT: Video Lab – Digital Storytelling
LESSON # 6
TITLE: PSA Workshop 2
Summary: This class focuses on finishing preproduction of the first student-produced
project. The project is a PSA, to be less
than 60 seconds, on a subject that the
students feel strongly about. Take the
time to go through the pre-production
stages of writing ideas, making a
treatment and storyboard, and put
together a shot list. Students must
complete these steps before moving into
production. If students finish preproduction and are ready to move into
production then use class time to do so.
However, keep in mind that class time is
limited.
Materials:
- Whiteboard.
- Blank storyboard templates.
- Blank shot list template.
- Materials used in previous
class including storyboards,
shot lists and treatments.
- PSA assignment and
instructions.
Technology Requirements:
- Cameras, tripods, mics.
- Multiple computers for
students use in writing and
research.
- Projection equipment (with
possible hook-up to teacher
computer).
- Non-linear editing software
installed on all computers.
- Data card readers for video and
audio transfer, USB cables and
adapters for cameras and
audio recording equipment,
and headphones for each
student.
Online Source: http://www.adcouncil.org/
Grade level: 9-12
Time: Total time: 120 minutes
Activities:
Learning Goals:
Big Questions:
Lesson format:
National
Standards
Addressed:
Snack & introduction: 15 minutes
Learning tasks:
90 minutes
Summary/Cleanup: 15 minutes
• Students break up into groups and
work first on writing a story and
treatment. Treatments read like a
short story, except they are told in the
present tense and describe events as
they happen on screen.
• Student must write a treatment,
storyboard, and shot list of their
project.
• Once instructor approves the project
and pre-production is complete
students move into production.
• Class should be broken down into
groups of at least 3 people and limited
to the number of cameras available. If
there are a low number of cameras per
student ratio, continue to limit the
groups to around 3–4 people and have
students help in the production of their
other classmates’ projects and vice
versa.
Students script and write their own films
and get hands-on experience in
production. Students will begin to think
about the steps in producing their own
video content.
• What is a PSA?
• What are the steps to complete in preproduction?
Classroom discussion and group work.
CCSS.ELA-Literacy.SL.9-10.1 Initiate
and participate effectively in a range of
collaborative discussions (one-on-one,
in groups, and teacher-led) with
diverse partners on grades 9–10 topics,
texts, and issues, building on others’
ideas and expressing their own clearly
and persuasively.
CCSS.ELA-Literacy.SL.9-10.4 Present
information, findings, and supporting
evidence clearly, concisely, and
logically such that listeners can follow
the line of reasoning and the
organization, development, substance,
and style are appropriate to purpose,
audience, and task.
ASSESSMENT:
• Instructor needs to approve student projects, how many projects were approved?
• Did some students move into production?
RELATED NASA ACTIVITIES AND RESOURCES:
What is MY NASA DATA?
http://mynasadata.larc.nasa.gov
MY NASA DATA (MND) is a tool that allows anyone to make use of satellite data that was
previously unavailable.
NASA Translations
http://www.clace.us/nasa-translations/
Link to all Nuestra Tierra Dinamica NASA translations under this grant
UNIT: Video Lab – Digital Storytelling
LESSON # 7
TITLE: PSA Workshop 3
Summary: This class is dedicated to production of
the first student-scripted PSA’s. Students
should have their scripts, storyboards,
and shot lists ready for production and
will break into groups to work produce
their projects.
Materials:
- Whiteboard.
- Blank storyboard templates.
- Blank shot list template.
- Materials used in previous
class including storyboards,
shot lists and treatments.
- PSA assignment and
instructions.
- Any props to be used by
student productions.
Technology Requirements:
- Production kit: e.g., cameras,
tripods, booms, mics, lights,
slates.
- Data card readers for video and
audio transfer, USB cables and
adapters for cameras and
audio recording equipment,
and headphones for each
student.
Online Source: http://www.mediacollege.com/video/
Grade level: 9-12
Time: Total time: 120 minutes
Snack & introduction: 15 minutes
Learning tasks:
90 minutes
Summary/Cleanup: 15 minutes
Activities: • Students break into groups to shoot
PSA assignment.
• Depending on the number of students
in the class, students should break up
into production roles such as director,
camera person, assistant camera,
audio engineer, script/shot list
supervisor.
• Students follow their shot lists and
storyboards to produce their projects.
• Students who complete production may
begin post-production upon instructor
approval.
• Post-production starts with log and
capture, and projects are edited
individually or collectively depending
on number of editing stations.
Learning Goals: Students should get hands-on experience
in producing their own videos. Students
should break up into the different
production roles and understand the
function and responsibility of each role.
Big Questions: • What is a shot list and storyboard and
how are they used in production?
• What are the different roles in
production and how do they work?
Lesson format: Group work and computer work.
National CCSS.ELA-Literacy.SL.9-10.5 Make
Standards
strategic use of digital media (e.g.,
Addressed:
textual, graphical, audio, visual, and
interactive elements) in presentations
to enhance understanding of findings,
reasoning, and evidence and to add
interest.
ASSESSMENT:
• What was the production experience for students? Did they get all their shots or do they
still need to do pick-up shots or shoot again on another day?
RELATED NASA ACTIVITIES AND RESOURCES:
What is MY NASA DATA?
http://mynasadata.larc.nasa.gov
MY NASA DATA (MND) is a tool that allows anyone to make use of satellite data that was
previously unavailable.
NASA Translations
http://www.clace.us/nasa-translations/
Link to all Nuestra Tierra Dinamica NASA translations under this grant
UNIT: Video Lab – Digital Storytelling
LESSON # 8
TITLE: PSA Workshop 4
Summary: This class is dedicated to post-production
of PSA assignment. Post-production
starts with log and capture and projects
are edited individually or collectively
depending on number of editing stations.
Post-production is the longest stage of
the production workflow; this will be one
of several editing sessions to complete
the PSA assignment.
Materials:
- Whiteboard.
- Materials used in previous
class including storyboards,
shot lists and treatments.
Technology Requirements:
- Computers for students loaded
with an NLE system.
- Microphone and audio
recording device.
- Data card readers for video and
audio transfer, USB cables and
adapters for cameras and
audio recording equipment,
and headphones for each
student.
Time: Total time: 120 minutes
Snack & introduction: 15 minutes
Learning tasks:
90 minutes
Summary/Cleanup: 15 minutes
Online Source: http://www.mediacollege.com/video/
Grade level: 9-12
Activities: • Students log and capture their footage.
• Projects are edited individually or
collectively depending on number of
editing stations.
Learning Goals: Students get hands-on experience editing
a video. Students learn how to use an
NLE system and basic editing techniques
and tools. Students learn the use and
design of text and audio in video.
Big Questions: • What is NLE and why does it work?
• How can audio design be used in a
film?
• What are cuts and how do they work?
Are there rules in editing cuts
together?
Lesson format: Computer work, individually or in
groups.
National CCSS.ELA-Literacy.SL.11-12.5 Make
Standards
strategic use of digital media (e.g.,
Addressed:
textual, graphical, audio, visual, and
interactive elements) in presentations
to enhance understanding of findings,
reasoning, and evidence and to add
interest.
ASSESSMENT:
• Work with students individually on putting together their projects and help as needed.
Some students might have more experience video editing than others and can help teach
their peers, others might need more individual attention. Instructor evaluates on a per
project basis.
RELATED NASA ACTIVITIES AND RESOURCES:
What is MY NASA DATA?
http://mynasadata.larc.nasa.gov
MY NASA DATA (MND) is a tool that allows anyone to make use of satellite data that was
previously unavailable.
NASA Translations
http://www.clace.us/nasa-translations/
Link to all Nuestra Tierra Dinamica NASA translations under this grant
UNIT: Video Lab – Digital Storytelling
LESSON # 9
TITLE: PSA Workshop 5
Summary: This class is dedicated to post-production
of PSA assignment. Students should
start to use basic editing tools and
techniques. Post-production is the
longest stage of the production workflow;
this will be one of several editing sessions
to complete the PSA assignment.
Materials:
- Whiteboard.
- Materials used in previous
class including storyboards,
shot lists and treatments.
Technology Requirements:
- Computers for students loaded
with an NLE system.
- Microphone and audio
recording device.
- Data card readers for video and
audio transfer, USB cables and
adapters for cameras and
audio recording equipment,
and headphones for each
student.
Online Source: http://www.mediacollege.com/video/
Grade level: 9-12
Time: Total time: 120 minutes
Snack & introduction: 15 minutes
Learning tasks:
90 minutes
Summary/Cleanup: 15 minutes
Activities: • Projects are edited individually or
collectively depending on number of
editing stations.
• Students should edit images according
to original storyboard; they need to
include intro and outro title cards, and
music and sound fx.
• Some students will use a voice-over in
their projects; record when necessary.
• Students need to get a final cut
approved by instructor to export and
post to web.
Learning Goals: Students get hands-on experience editing
a video. Students learn how to use an
NLE system and basic editing techniques
and tools.
Big Questions: • What is NLE and why does it work?
• How can audio design be used in a
film?
• What are cuts and how do they work?
Are there rules in editing cuts
together?
Lesson format: Computer work, individually or in
groups.
National CCSS.ELA-Literacy.SL.11-12.5 Make
Standards
strategic use of digital media (e.g.,
Addressed:
textual, graphical, audio, visual, and
interactive elements) in presentations
to enhance understanding of findings,
reasoning, and evidence and to add
interest.
ASSESSMENT:
• Work with students individually on putting together their projects and help as needed.
Some students might have more experience video editing than others and can help teach
their peers, others might need more individual attention. Instructor evaluates on a per
project basis.
• How quickly do groups finish their projects? Some may take all 6 class periods, some less.
RELATED NASA ACTIVITIES AND RESOURCES:
What is MY NASA DATA?
http://mynasadata.larc.nasa.gov
MY NASA DATA (MND) is a tool that allows anyone to make use of satellite data that was
previously unavailable.
NASA Translations
http://www.clace.us/nasa-translations/
Link to all Nuestra Tierra Dinamica NASA translations under this grant
UNIT: Video Lab – Digital Storytelling
LESSON # 10
TITLE: PSA Workshop 6
Summary: This class is dedicated to finishing postproduction of PSA assignment.
Materials:
- Whiteboard.
- Materials used in previous
class including storyboards,
shot lists and treatments.
Technology Requirements:
- Computers for students loaded
with an NLE system.
- Microphone and audio
recording device.
- Data card readers for video and
audio transfer, USB cables and
adapters for cameras and
audio recording equipment,
and headphones for each
student.
Online Source: http://www.mediacollege.com/video/
Grade level: 9-12
Time: Total time: 120 minutes
Snack & introduction: 15 minutes
Learning tasks:
90 minutes
Summary/Cleanup: 15 minutes
Activities: • Students continue editing to approach
final cut.
• Projects need to include transitions in
between cuts, add music and sound fx,
and include intro and outro title cards.
• Some students will use a voice-over in
their projects; record when necessary.
• Students need to get a final cut
approved by instructor to export and
post to web.
Learning Goals: Students get hands-on experience editing
a video. Students learn how to use an
NLE system and basic editing techniques
and tools. Students learn about
compression and export for web delivery.
Big Questions: • What are the steps of video production
and how do they work?
Lesson format: Computer work, individually or in
groups.
National CCSS.ELA-Literacy.SL.11-12.5 Make
Standards
strategic use of digital media (e.g.,
Addressed:
textual, graphical, audio, visual, and
interactive elements) in presentations
to enhance understanding of findings,
reasoning, and evidence and to add
interest.
ASSESSMENT:
• Hand out a quick ‘knowledge and retention’ quiz.
RELATED NASA ACTIVITIES AND RESOURCES:
What is MY NASA DATA?
http://mynasadata.larc.nasa.gov
MY NASA DATA (MND) is a tool that allows anyone to make use of satellite data that was
previously unavailable.
NASA Translations
http://www.clace.us/nasa-translations/
Link to all Nuestra Tierra Dinamica NASA translations under this grant
UNIT: Video Lab – Digital Storytelling
LESSON # 11
TITLE: Feature Story/Commentary Workshop 1
Summary: This class introduces the second
assignment of the program, which is a
Materials:
student-scripted and directed feature
story or commentary on a particular topic
in climate change that interest the
student.
To prepare for the next assignment,
discussions surrounding climate change
education must form a foundation for
students to build their projects on.
Instructor should provide topics that are
relevant and that students connect with.
- Whiteboard.
- Feature/Commentary
assignment and instructions.
Technology Requirements:
- Computers for student research
and writing.
- Projector hooked up to
computer to screen video and
audio.
- Data card readers for video and
audio transfer, USB cables and
adapters for cameras and
audio recording equipment,
and headphones for each
student.
Online Source: http://www.media-studies.ca/
http://mynasadata.larc.nasa.gov/
Grade level: 9-12
Time: Total time: 120 minutes
Snack & introduction: 15 minutes
Learning tasks:
90 minutes
Summary/Cleanup: 15 minutes
Activities: • The class reviews the work produced
and screens previous assignments and
gives feedback.
• Feature Story/Commentary
Assignment is handed out and
explained.
• Examples of well-produced features
and commentaries in video, audio and
text to highlight different techniques
and approaches to writing and
storytelling.
• Classroom discussion of climate change
topics and issues relevant to students
and students’ lives.
• Research on climate change topics and
issues that students are interested in
or are relevant to their lives.
Learning Goals: After finishing a group-project PSA
students are ready to move to more
complex and individualized productions.
This assignment introduces students to
the climate change research and
education giving the student an
opportunity to delve deeper into a topic
Big Questions:
Lesson format:
National
Standards
Addressed:
or issue of interest. Students apply both
climate change science, and writing and
communication skills.
• Issues and topics in climate change
education.
• What is the difference between hard
news and soft news? What is the
difference between a feature story and
a commentary?
Classroom discussion, screening, and
individual and group computer work.
CCSS.ELA-Literacy.SL.9-10.1 Initiate
and participate effectively in a range of
collaborative discussions (one-on-one,
in groups, and teacher-led) with
diverse partners on grades 9–10 topics,
texts, and issues, building on others’
ideas and expressing their own clearly
and persuasively.
ASSESSMENT:
• Classroom screening of student-produced projects with peer-to-peer feedback.
• Check in with students after screening on trials and tribulations of production and postproduction. What worked and what did not? What needs improvement? Question and
answer.
RELATED NASA ACTIVITIES AND RESOURCES:
What is MY NASA DATA?
http://mynasadata.larc.nasa.gov
MY NASA DATA (MND) is a tool that allows anyone to make use of satellite data that was
previously unavailable.
NASA Translations
http://www.clace.us/nasa-translations/
Link to all Nuestra Tierra Dinamica NASA translations under this grant
UNIT: Video Lab – Digital Storytelling
LESSON # 12
TITLE: Feature Story/Commentary Workshop 2
Summary: This class is used to work with students
in pre-production of their
feature/commentary assignment.
Students must clearly understand what
the differences is between commentary
and feature stories and begin researching
Materials:
- Whiteboard.
- Note cards for students.
- Feature/Commentary
topics and issues that are important to
them surrounding climate change
education. Students can work on a
project individually or in small groups.
Like the previous assignment students
have six class periods or less to complete
the assignment. Students can only move
into production if they have completed a
treatment, script, and storyboard of their
project and upon instructor approval.
Online Source: http://www.media-studies.ca/
https://nice.larc.nasa.gov/
Grade level: 9-12
Time: Total time: 120 minutes
Snack & introduction: 15 minutes
Learning tasks:
90 minutes
Summary/Cleanup: 15 minutes
Activities: • Students work individually or in
groups on research of particular topics
in climate change that interest them or
are relevant to their lives.
• Students also research how to write a
feature and commentary story and find
examples to view, read, or listen to
online.
• Examples of well-produced features
and commentaries in video, audio and
text to highlight different techniques
and approaches to writing and
storytelling.
• Classroom discussion of climate change
topics and issues relevant to students
and students’ lives.
Learning Goals: Students should begin to apply the
knowledge and concepts surrounding
climate change education to their
projects. They should begin asking
questions about how climate change is
impacting their lives and how they relate
with it in their lives. This assignment is
meant for students to develop discussions
around climate change in a way in which
it applies to their lives and or
assignment and instructions.
Technology Requirements:
- Computers for student research
and writing.
- Projector hooked up to
computer to screen video and
audio.
- Data card readers for video and
audio transfer, USB cables and
adapters for cameras and
audio recording equipment,
and headphones for each
student.
Big Questions:
Lesson format:
National
Standards
Addressed:
community.
• Issues and topics in climate change
education.
• How does climate change impact my
life and or community?
Classroom discussion, screening, and
individual and group computer work.
CCSS.ELA-Literacy.SL.9-10.4 Present
information, findings, and supporting
evidence clearly, concisely, and
logically such that listeners can follow
the line of reasoning and the
organization, development, substance,
and style are appropriate to purpose,
audience, and task.
ASSESSMENT:
• How quickly do students begin writing? What knowledge of particular issues and topics in
climate change are they lacking?
RELATED NASA ACTIVITIES AND RESOURCES:
What is MY NASA DATA?
http://mynasadata.larc.nasa.gov
MY NASA DATA (MND) is a tool that allows anyone to make use of satellite data that was
previously unavailable.
NASA Translations
http://www.clace.us/nasa-translations/
Link to all Nuestra Tierra Dinamica NASA translations under this grant
UNIT: Video Lab – Digital Storytelling
LESSON # 13
TITLE: Feature Story/Commentary Workshop 3
Summary: This class is used to work on the
production stage of students’
feature/commentary projects. Students
can only move into production if they
have completed a treatment, script, and
storyboard of their project and upon
instructor approval. Some students will
use camera equipment to collect footage
inside or out of the classroom; others will
use stills and found footage to put their
projects together.
Materials:
- Whiteboard.
- Note cards for students.
- Feature/Commentary
assignment and instructions.
Technology Requirements:
- Video cameras, tripods, mics
and lights.
- Computers for student research
and writing.
- Projector hooked up to
computer to screen video and
audio.
- Data card readers for video and
audio transfer, USB cables and
adapters for cameras and
audio recording equipment,
and headphones for each
student.
Online Source: https://nice.larc.nasa.gov/
Grade level: 9-12
Time: Total time: 120 minutes
Snack & introduction: 15 minutes
Learning tasks:
90 minutes
Summary/Cleanup: 15 minutes
Activities: • Students work on finishing preproduction and/or moving on to
production.
• Students will use camera equipment to
collect video for their projects inside or
out of the classroom.
• Students collect video content online
(still and/or found footage) to put their
project together.
• Audio recording equipment is used to
record voice-over for projects.
Learning Goals: Students should begin to apply the
knowledge and concepts they have
learned surrounding climate change
education to their projects. They should
begin asking questions about how climate
change is impacting their lives and how
they relate with it in their lives. This
assignment is meant for students to
develop discussions around climate
change in a way in which it applies to
their lives and or community.
Big Questions: • Issues and topics in climate change
education and how they apply to our
lives and communities?
• What is b-roll and why is it important
to every video production?
• How do I back up my research on a
project with credible sources?
Lesson format: Individual and group computer work,
filming inside or outside of classroom.
National CCSS.ELA-Literacy.SL.9-10.4 Present
Standards
information, findings, and supporting
Addressed:
evidence clearly, concisely, and
logically such that listeners can follow
the line of reasoning and the
organization, development, substance,
and style are appropriate to purpose,
audience, and task.
CCSS.ELA-Literacy.SL.9-10.5 Make
strategic use of digital media (e.g.,
textual, graphical, audio, visual, and
interactive elements) in presentations
to enhance understanding of findings,
reasoning, and evidence and to add
interest.
ASSESSMENT:
• Check in with students on project progress.
RELATED NASA ACTIVITIES AND RESOURCES:
What is MY NASA DATA?
http://mynasadata.larc.nasa.gov
MY NASA DATA (MND) is a tool that allows anyone to make use of satellite data that was
previously unavailable.
NASA Translations
http://www.clace.us/nasa-translations/
Link to all Nuestra Tierra Dinamica NASA translations under this grant
UNIT: Video Lab – Digital Storytelling
LESSON # 14
TITLE: Feature Story/Commentary Workshop 4
Summary: In this class students work on postproduction of their assignments.
Students should start editing the footage
collected and begin log and capture and
basic editing on an NLE system.
Instructor should guide students with
basic editing skills and technique, as well
as monitor how scripts and storyboards
are being used in post-production.
Materials:
- Whiteboard.
- Note cards for students.
- Feature/Commentary
assignment and instructions.
Technology Requirements:
- Video cameras, tripods, mics
and lights.
- Computers with an NLE
system for student use.
- Projector hooked up to
computer to screen video and
audio.
- Data card readers for video and
audio transfer, USB cables and
adapters for cameras and
audio recording equipment,
and headphones for each
student.
Online Source: http://www.mediacollege.com/video/
Grade level: 9-12
Time: Total time: 120 minutes
Snack & introduction: 15 minutes
Learning tasks:
90 minutes
Summary/Cleanup: 15 minutes
Activities: • Students begin editing and log and
capture their footage.
• Students record voice-over and find
music and sound fx to fit their story
• Students collect video content online
(stills and/or found footage) to put into
their project.
Learning Goals: Students should start to become familiar
with the NLE system used in class.
Editing techniques should be shown to
students and facilitated by instructor.
Students should become familiar with
(e.g., video and audio transitions, use of
music, sound fx and voice-over, use of
text and text transitions and dissolves).
Big Questions: • What is log and capture?
• What is b-roll and why is it important
to every video production?
• How do I back up my research on a
project with credible sources?
Lesson format: Individual and group computer work,
filming inside or outside of classroom.
National CCSS.ELA-Literacy.SL.9-10.4 Present
Standards
information, findings, and supporting
Addressed:
evidence clearly, concisely, and
logically such that listeners can follow
the line of reasoning and the
organization, development, substance,
and style are appropriate to purpose,
audience, and task.
CCSS.ELA-Literacy.SL.9-10.5 Make
strategic use of digital media (e.g.,
textual, graphical, audio, visual, and
interactive elements) in presentations
to enhance understanding of findings,
reasoning, and evidence and to add
interest.
ASSESSMENT:
• Check in with students on project progress.
RELATED NASA ACTIVITIES AND RESOURCES:
What is MY NASA DATA?
http://mynasadata.larc.nasa.gov
MY NASA DATA (MND) is a tool that allows anyone to make use of satellite data that was
previously unavailable.
NASA Translations
http://www.clace.us/nasa-translations/
Link to all Nuestra Tierra Dinamica NASA translations under this grant
UNIT: Video Lab – Digital Storytelling
LESSON # 15
TITLE: Feature Story/Commentary Workshop 5
Summary: Students continue working on postproduction of their projects and approach
rough cut. Instructor works heavily with
students to make sure facts and sources
are correct. Project is due in next class
session.
Materials:
- Whiteboard.
- Note cards for students.
- Feature/Commentary
assignment and instructions.
Technology Requirements:
- Video cameras, tripods, mics
and lights.
- Computers with an NLE
system for student use.
- Projector hooked up to
computer to screen video and
audio.
- Data card readers for video and
audio transfer, USB cables and
adapters for cameras and
audio recording equipment,
and headphones for each
student.
Online Source: http://www.mediacollege.com/video/
Grade level: 9-12
Time: Total time: 120 minutes
Snack & introduction: 15 minutes
Learning tasks:
90 minutes
Summary/Cleanup: 15 minutes
Activities: • Students edit their footage and include
(e.g., transitions, audio design and
motions graphics, titles).
• Students use class period to record
pick-up shots if needed or collect more
still and found footage if needed.
• Voice-over recordings and finalized.
Learning Goals: Students should be approaching a rough
cut of their footage and have plans to
have final cut ready for the next class
period. Students should begin to see
their story tied together, with adequate
video and transitions, use of stills and
text, voice-over and music, and any
motion graphics to complete.
Big Questions: • What am I missing in my story?
• Do I have enough sources to back up
what I am saying in my story? Do I
have enough sources?
• Where do I find music and sound fx for
public use?
Lesson format: Individual and group computer work,
filming inside or outside of classroom.
National CCSS.ELA-Literacy.SL.9-10.4 Present
Standards
information, findings, and supporting
Addressed:
evidence clearly, concisely, and
logically such that listeners can follow
the line of reasoning and the
organization, development, substance,
and style are appropriate to purpose,
audience, and task.
CCSS.ELA-Literacy.SL.9-10.5 Make
strategic use of digital media (e.g.,
textual, graphical, audio, visual, and
interactive elements) in presentations
to enhance understanding of findings,
reasoning, and evidence and to add
interest.
ASSESSMENT:
• Check in with students on project progress.
• Projects are due and will be screened in next class period.
RELATED NASA ACTIVITIES AND RESOURCES:
What is MY NASA DATA?
http://mynasadata.larc.nasa.gov
MY NASA DATA (MND) is a tool that allows anyone to make use of satellite data that was
previously unavailable.
NASA Translations
http://www.clace.us/nasa-translations/
Link to all Nuestra Tierra Dinamica NASA translations under this grant
UNIT: Video Lab – Digital Storytelling
LESSON # 16
TITLE: Feature Story/Commentary Workshop 6
Summary: This class is used to finish final cut of
student projects and export for online
delivery. Students need instructor
approval to finish projects. If projects are
finished on time then screen at end of
class. If more time is needed screen in
next class.
Materials:
- Whiteboard.
- Note cards for students.
- Feature/Commentary
assignment and instructions.
Technology Requirements:
- Video cameras, tripods, mics
and lights.
- Computers with an NLE
system for student use.
- Projector hooked up to
computer to screen video and
audio.
- Data card readers for video and
audio transfer, USB cables and
adapters for cameras and
audio recording equipment,
and headphones for each
student.
Online Source: http://www.mediacollege.com/video/
Grade level: 9-12
Time: Total time: 120 minutes
Snack & introduction: 15 minutes
Learning tasks:
90 minutes
Summary/Cleanup: 15 minutes
Activities: • Students edit their footage and include
(e.g., transitions, audio design and
motions graphics, titles).
• Students use class period to record
pick-up shots if needed or collect more
still and found footage if needed.
• Voice-over recordings and finalized.
• Students compress and export video for
web posting on classroom webpage.
Learning Goals: Students should be finished or close to
finishing their projects. If any work is
needed to finish the projects students
should use class period to complete.
Students should be able to compress
project and export for the web.
Big Questions: • What am I missing in my story?
• How do I compress video for web
delivery?
Lesson format: Individual and group computer work,
filming inside or outside of classroom.
National CCSS.ELA-Literacy.SL.9-10.4 Present
Standards
information, findings, and supporting
Addressed:
evidence clearly, concisely, and
logically such that listeners can follow
the line of reasoning and the
organization, development, substance,
and style are appropriate to purpose,
audience, and task.
CCSS.ELA-Literacy.SL.9-10.5 Make
strategic use of digital media (e.g.,
textual, graphical, audio, visual, and
interactive elements) in presentations
to enhance understanding of findings,
reasoning, and evidence and to add
interest.
ASSESSMENT:
• Classroom screening of completed student projects.
RELATED NASA ACTIVITIES AND RESOURCES:
What is MY NASA DATA?
http://mynasadata.larc.nasa.gov
MY NASA DATA (MND) is a tool that allows anyone to make use of satellite data that was
previously unavailable.
NASA Translations
http://www.clace.us/nasa-translations/
Link to all Nuestra Tierra Dinamica NASA translations under this grant
UNIT: Video Lab – Digital Storytelling
LESSON # 17
TITLE: Animation Workshop 1
Summary: This class introduces animation
technique as part of students’ ability to
communicate through use of different
media forms. Students will produce stopmotion animations using a live feed from
a video camera to a computer and
capture footage using stop-motion
animation software. Techniques can
vary, using cut out and collage,
rotoscoping or claymation, using two- or
three-dimensional planes, students can
adapt to a style depending on what they
want to produce and what materials they
wish to use. Students first work on preproduction stages, doing research,
writing a treatment and script, and
drawing a storyboard. Students can only
move into production once they have
completed pre-production and upon
instructor approval.
Materials:
- Whiteboard.
- Note cards for students.
- Animation assignment and
instructions.
Technology Requirements:
- Video cameras with a live feed
hooked up to computers.
- Tripods, mics and lights.
- Computers with an NLE
system and stop-motion
animation software for student
use.
- Projector hooked up to
computer to screen video and
audio.
- Data card readers for video and
audio transfer, USB cables and
adapters for cameras and
audio recording equipment,
and headphones for each
student.
Online Source: http://www.boinx.com/istopmotion
http://www.stopmotioncentral.com/article
s-3.html
Grade level: 9-12
Time: Total time: 120 minutes
Snack & introduction: 15 minutes
Learning tasks:
90 minutes
Summary/Cleanup: 15 minutes
Activities: • Animation assignment is handed out
and explained. Students will have six
class periods to complete.
• Instructor shows examples of different
animation techniques and research
with students how to apply them to
Learning Goals:
Big Questions:
Lesson format:
National
Standards
Addressed:
climate change education.
• Classroom discussion of climate change
topics and issues relevant to students
and students’ lives and how to create
animated story.
• Students look research examples of
scripts and storyboards to guide their
productions.
• Students collect list of materials to be
used in production.
Students should be able to expand their
knowledge and experience in digital
storytelling with this animation exercise.
While the principles of stop-motion are
easy to understand, accurate timing and
execution is sophisticated and requires
time and patience. It is important to
think outside the box and that almost
anything can be animated to life with
enough planning and creativity.
• Just about anything can be animated,
how can I apply this to a topic in
climate change?
Classroom screenings, individual and
group computer work.
CCSS.ELA-Literacy.SL.9-10.5 Make
strategic use of digital media (e.g.,
textual, graphical, audio, visual, and
interactive elements) in presentations
to enhance understanding of findings,
reasoning, and evidence and to add
interest.
ASSESSMENT:
• Check in with students on projects ideas and development.
RELATED NASA ACTIVITIES AND RESOURCES:
What is MY NASA DATA?
http://mynasadata.larc.nasa.gov
MY NASA DATA (MND) is a tool that allows anyone to make use of satellite data that was
previously unavailable.
NASA Translations
http://www.clace.us/nasa-translations/
Link to all Nuestra Tierra Dinamica NASA translations under this grant
UNIT: Video Lab – Digital Storytelling
LESSON # 18
TITLE: Animation Workshop 2
Summary: Students continue work on preproduction stages, doing research,
writing a treatment and script, and
drawing a storyboard. Animation
techniques can vary, using cut out and
collage, rotoscoping or claymation, using
two- or three-dimensional planes,
students can adapt to a style depending
on what they want to produce and what
materials they wish to use. Students can
only move into production once they have
completed pre-production and upon
instructor approval.
Materials:
- Whiteboard.
- Note cards for students.
- Animation assignment and
instructions.
- Materials for student projects,
such as a set, tools and props.
Technology Requirements:
- Video cameras with a live feed
hooked up to computers.
- Tripods, mics and lights.
- Computers with an NLE
system and stop-motion
animation software for student
use.
- Projector hooked up to
computer to screen video and
audio.
- Data card readers for video and
audio transfer, USB cables and
adapters for cameras and
audio recording equipment,
and headphones for each
student.
Online Source: http://www.boinx.com/istopmotion
http://www.stopmotioncentral.com/article
s-3.html
Grade level: 9-12
Time: Total time: 120 minutes
Snack & introduction: 15 minutes
Learning tasks:
90 minutes
Summary/Cleanup: 15 minutes
Activities: • Students research examples of scripts
and storyboards to guide their
productions.
• Student collect list of materials and
props needed for their productions and
plan out their shoots.
• Students build production sets and
Learning Goals:
Big Questions:
Lesson format:
National
Standards
Addressed:
prepare for shoot.
• Students can work individually or in
groups to prepare for production.
Students explore the medium of
animation and study different animation
styles and techniques. Just about
anything can be animated to life with
enough creativity and animation magic.
Students learn how to “animate” or give
movement to objects. Students learn
about video frame-rates and how to move
their objects within that frame-rate in
order to enhance the realism of
movement.
• What is a frame-rate and how does it
impact animation?
• What is shooting on one’s or two’s and
how does it impact an animation?
Classroom screenings, individual and
group computer work.
CCSS.ELA-Literacy.SL.9-10.5 Make
strategic use of digital media (e.g.,
textual, graphical, audio, visual, and
interactive elements) in presentations
to enhance understanding of findings,
reasoning, and evidence and to add
interest.
CCSS.Math.Content.HSA-CED.A.1
Create equations and inequalities in
one variable and use them to solve
problems. Include equations arising
from linear and quadratic functions,
and simple rational and exponential
functions.
ASSESSMENT:
• Check in with students on projects ideas and development.
• Evaluate how projects prepare pre-production.
RELATED NASA ACTIVITIES AND RESOURCES:
What is MY NASA DATA?
http://mynasadata.larc.nasa.gov
MY NASA DATA (MND) is a tool that allows anyone to make use of satellite data that was
previously unavailable.
NASA Translations
http://www.clace.us/nasa-translations/
Link to all Nuestra Tierra Dinamica NASA translations under this grant
UNIT: Video Lab – Digital Storytelling
LESSON # 19
TITLE: Animation Workshop 3
Summary: Students move into production of
animation projects. Animation
techniques can vary, using cut out and
collage, rotoscoping or claymation, using
two- or three-dimensional planes,
students can adapt to a style depending
on what they want to produce and what
materials they wish to use. Students can
only move into production once they have
completed pre-production and upon
instructor approval.
Materials:
- Whiteboard.
- Note cards for students.
- Animation assignment and
instructions.
- Materials for student projects,
such as a set, tools and props.
Technology Requirements:
- Video cameras with a live feed
hooked up to computers.
- Tripods, mics and lights.
- Computers with an NLE
system and stop-motion
animation software for student
use.
- Projector hooked up to
computer to screen video and
audio.
- Data card readers for video and
audio transfer, USB cables and
adapters for cameras and
audio recording equipment,
and headphones for each
student.
Online Source: http://www.stopmotionworks.com/stopwa
tch.htm
http://www.stopmotionpro.com/
Grade level: 9-12
Time: Total time: 120 minutes
Snack & introduction: 15 minutes
Learning tasks:
90 minutes
Summary/Cleanup: 15 minutes
Activities: • Students begin to shoot animations
and use all class-period for production.
• Students use storyboards as guide
Learning Goals:
Big Questions:
Lesson format:
National
Standards
Addressed:
during shoot.
• Students use animation stop-watch
and metronome beat numbers to
enhance the realism of movement.
Students explore the medium of
animation and study different animation
styles and techniques. Just about
anything can be animated to life with
enough creativity and animation magic.
Timing is very important. Students
learn how to “animate” or give movement
to objects. Students learn about video
frame-rates and how to move their
objects within that frame-rate in order to
enhance the realism of movement.
• What is a frame-rate and how does it
impact animation?
• What is shooting on one’s or two’s and
how does it impact an animation?
Classroom screenings, individual and
group computer work.
CCSS.ELA-Literacy.SL.9-10.5 Make
strategic use of digital media (e.g.,
textual, graphical, audio, visual, and
interactive elements) in presentations
to enhance understanding of findings,
reasoning, and evidence and to add
interest.
CCSS.Math.Content.HSA-CED.A.1
Create equations and inequalities in
one variable and use them to solve
problems. Include equations arising
from linear and quadratic functions,
and simple rational and exponential
functions.
ASSESSMENT:
• Check in with students on projects ideas and development.
• Evaluate how projects advance in production.
RELATED NASA ACTIVITIES AND RESOURCES:
What is MY NASA DATA?
http://mynasadata.larc.nasa.gov
MY NASA DATA (MND) is a tool that allows anyone to make use of satellite data that was
previously unavailable.
NASA Translations
http://www.clace.us/nasa-translations/
Link to all Nuestra Tierra Dinamica NASA translations under this grant
UNIT: Video Lab – Digital Storytelling
LESSON # 20
TITLE: Animation Workshop 4
Summary: Students continue production of
animation projects. Students can only
move into post-production once they fully
complete production.
Materials:
- Whiteboard.
- Note cards for students.
- Animation assignment and
instructions.
- Materials for student projects,
such as a set, tools and props.
Technology Requirements:
- Video cameras with a live feed
hooked up to computers.
- Tripods, mics and lights.
- Computers with an NLE
system and stop-motion
animation software for student
use.
- Projector hooked up to
computer to screen video and
audio.
- Data card readers for video and
audio transfer, USB cables and
adapters for cameras and
audio recording equipment,
and headphones for each
student.
Online Source: http://www.stopmotionworks.com/stopwa
tch.htm
http://www.stopmotionpro.com/
Grade level: 9-12
Time: Total time: 120 minutes
Snack & introduction: 15 minutes
Learning tasks:
90 minutes
Summary/Cleanup: 15 minutes
Activities: • Students continue shooting animations
and use all class-period for production.
Learning Goals:
Big Questions:
Lesson format:
National
Standards
Addressed:
• Students use storyboards as guide
during shoot.
• Students use animation stop-watch
and metronome beat numbers to
enhance the realism of movement.
• Student begin to think about postproduction needs, music and sound fx.
Students should start to get faster in
shooting each scene. Students should
begin to understand and get accustomed
to their animation workflow, improving
speed and quality of production. Projects
should begin to take form and students
should begin to think about postproduction needs of audio and special fx.
• How is timing and spacing important
in animation? What do I need to
consider when addressing these needs?
Individual and group work.
CCSS.ELA-Literacy.SL.9-10.5 Make
strategic use of digital media (e.g.,
textual, graphical, audio, visual, and
interactive elements) in presentations
to enhance understanding of findings,
reasoning, and evidence and to add
interest.
CCSS.Math.Content.HSA-CED.A.1
Create equations and inequalities in
one variable and use them to solve
problems. Include equations arising
from linear and quadratic functions,
and simple rational and exponential
functions.
ASSESSMENT:
• Check in with students on projects ideas and development.
• Evaluate how projects advance in production.
RELATED NASA ACTIVITIES AND RESOURCES:
What is MY NASA DATA?
http://mynasadata.larc.nasa.gov
MY NASA DATA (MND) is a tool that allows anyone to make use of satellite data that was
previously unavailable.
NASA Translations
http://www.clace.us/nasa-translations/
Link to all Nuestra Tierra Dinamica NASA translations under this grant
UNIT: Video Lab – Digital Storytelling
LESSON # 21
TITLE: Animation Workshop 5
Summary: Students continue production of
animation projects and prepare for a
rough cut. Students can only move into
post-production once they fully complete
production.
Materials:
- Whiteboard.
- Note cards for students.
- Animation assignment and
instructions.
- Materials for student projects,
such as a set, tools and props.
Technology Requirements:
- Video cameras with a live feed
hooked up to computers.
- Tripods, mics and lights.
- Computers with an NLE
system and stop-motion
animation software for student
use.
- Projector hooked up to
computer to screen video and
audio.
- Data card readers for video and
audio transfer, USB cables and
adapters for cameras and
audio recording equipment,
and headphones for each
student.
Online Source: http://www.stopmotionworks.com/stopwa
tch.htm
http://www.stopmotionpro.com/
Grade level: 9-12
Time: Total time: 120 minutes
Snack & introduction: 15 minutes
Learning tasks:
90 minutes
Summary/Cleanup: 15 minutes
Activities: • Students continue shooting animations
and try to complete rough cut.
• Students use storyboards as guide
during shoot.
Learning Goals:
Big Questions:
Lesson format:
National
Standards
Addressed:
• Students use animation stop-watch
and metronome beat numbers to
enhance the realism of movement.
• Student begin to think about postproduction needs, music and sound fx.
• Students can move into postproduction once production is
completed.
Despite stop-motion being an easy
concept to understand and execute,
getting the animation to look realistic
takes time and patience. Students might
need more time than anticipated to
complete production. However, students
should begin to understand and get
accustomed to their animation workflow,
improving speed and quality of
production. Projects should begin to take
form and students should begin to think
about post-production needs of audio and
special fx.
• How is timing and spacing important
in animation? What do I need to
consider when addressing these needs?
• What music and sound fx does my
production need?
Individual and group work.
CCSS.ELA-Literacy.SL.9-10.5 Make
strategic use of digital media (e.g.,
textual, graphical, audio, visual, and
interactive elements) in presentations
to enhance understanding of findings,
reasoning, and evidence and to add
interest.
CCSS.Math.Content.HSA-CED.A.1
Create equations and inequalities in
one variable and use them to solve
problems. Include equations arising
from linear and quadratic functions,
and simple rational and exponential
functions.
ASSESSMENT:
• Check in with students on projects ideas and development.
• Evaluate how projects advance in production and if students need to re-shoot.
RELATED NASA ACTIVITIES AND RESOURCES:
What is MY NASA DATA?
http://mynasadata.larc.nasa.gov
MY NASA DATA (MND) is a tool that allows anyone to make use of satellite data that was
previously unavailable.
NASA Translations
http://www.clace.us/nasa-translations/
Link to all Nuestra Tierra Dinamica NASA translations under this grant
UNIT: Video Lab – Digital Storytelling
LESSON # 22
TITLE: Animation Workshop 6
Summary: Students finish production of animation
projects and finish project in postproduction. Music and sound fx are
added to videos and any other motion
graphic work. Students can only move
into post-production once they fully
complete production.
Materials:
- Whiteboard.
- Note cards for students.
- Animation assignment and
instructions.
- Materials for student projects,
such as a set, tools and props.
Technology Requirements:
- Video cameras with a live feed
hooked up to computers.
- Tripods, mics and lights.
- Computers with an NLE
system and stop-motion
animation software for student
use.
- Projector hooked up to
computer to screen video and
audio.
- Data card readers for video and
audio transfer, USB cables and
adapters for cameras and
audio recording equipment,
and headphones for each
student.
Online Source: http://www.stopmotioncentral.com/Audio
1.html
Grade level: 9-12
Time: Total time: 120 minutes
Activities:
Learning Goals:
Big Questions:
Lesson format:
National
Standards
Addressed:
Snack & introduction: 15 minutes
Learning tasks:
90 minutes
Summary/Cleanup: 15 minutes
• Students complete shooting
animations and move to postproduction upon instructor approval.
• Students work on post-production
needs, music and sound fx, and any
motion graphic work.
• Students work to compress and export
to the web.
Students should finish production and
begin to add the magic of audio to their
projects such as music, sound fx’s, and
voice-over. Sound fx’s and voice-over
make animation stand and helps video
take life.
• What music and sound fx does my
production need?
Individual and group work.
CCSS.ELA-Literacy.SL.9-10.5 Make
strategic use of digital media (e.g.,
textual, graphical, audio, visual, and
interactive elements) in presentations
to enhance understanding of findings,
reasoning, and evidence and to add
interest.
ASSESSMENT:
• Check in with students on projects ideas and development.
• Evaluate how projects advance in production and if students need to re-shoot.
RELATED NASA ACTIVITIES AND RESOURCES:
What is MY NASA DATA?
http://mynasadata.larc.nasa.gov
MY NASA DATA (MND) is a tool that allows anyone to make use of satellite data that was
previously unavailable.
NASA Translations
http://www.clace.us/nasa-translations/
Link to all Nuestra Tierra Dinamica NASA translations under this grant