MP3 teachers wanted to bring learning to life in a new and meaningful way by collaborating on a lesson that would emphasize several areas of learning. Seventh graders combined their learning from social studies, English language arts, art and technology to create stop motion videos demonstrating the knowledge and skills they gained.
The project began in social studies where students studied the Oregon Trail as part of Washington state history.
Washington state history
Students in Jeff Caraco’s class studied the period of westward expansion in the mid-1800s. The class completed a map activity to plot points on the Oregon Trail and used clues from diary entries to help them. Students learned about the Whitman Mission and the role the Whitmans played in helping guide emigrants on the Oregon Trail to new lives in the Pacific Northwest.
English language arts
Incorporating their learning from Washington state history, students in Rachel Oscarson’s class wrote their video scripts. Students were instructed to write a script with a clear beginning, middle and end. Students used nonfiction texts to pull information from. Some students chose to create scripts that were nonfiction and some chose to write historical fiction. Students worked collaboratively in groups to write their scripts and create storyboards.
Art
Using their newly created storyboards, students in Sara Warnock’s class used a variety of art media to bring their storyboards to life. They worked together with their group to sculpt characters with modeling clay, create accessories like wagons or canoes with a variety of materials, and make backgrounds for each scene with paint or chalk pastels.
Technology
Once the history was learned, their scripts were written, and their characters, props and backgrounds created, students were able to use a stop motion app on district-issued iPads or their phones (if approved by parents), to capture stop motion videos in their technology class with Rebecca Montgomery.
“When we were young, projects meant posters, oral presentations, and maybe PowerPoint. These students are digital natives; they need to be ready to enter high school and beyond with experience in creating innovative projects using technology,” Montgomery said.
Students used a free stop motion app on district-issued iPads to film their videos. They learned about basic photography: angles, lighting, and equipment. In addition, some students have explored adding sound to their videos. The videos require students to research as they try to troubleshoot issues and ultimately become the teachers as they help others with their videos.
“When students are engaged in such a way, there is a joy for learning and a sense of pride for what they’ve produced. Of course it’s rewarding for us as teachers, too! I love the support we can offer and provide for one another,” Caraco said.