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Content knowledge
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Students will be able to explain a 6th grade NGSS science concept such as phases of the Moon, food webs, forces, energy transfer, or changes in matter using accurate cause-and-effect relationships in a stop motion animation film. - explain
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- I can explain a 6th grade NGSS science concept in simple cause-and-effect statements and show how one change leads to an observable result in my stop motion film.
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- I can explain how multiple steps in a 6th grade NGSS science phenomenon connect as cause and effect, using accurate science words and visuals in my stop motion scenes.
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- I can explain the science process clearly in my stop motion film by linking the full sequence of events (before, during, after) to specific causes, effects, and evidence from the model/observations.
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- I can explain a 6th grade NGSS science concept accurately and persuasively in my stop motion film by using strong, multi-causal cause-and-effect reasoning, matching narration to visual evidence across the whole 10-second clip.
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Skill
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Students will be able to investigate a science phenomenon and gather evidence from observations, readings, models, or simple investigations to support design decisions for their animation. - investigate
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- I can observe a science phenomenon and record simple notes (what I see, what changes, and when it happens) from a film clip, reading, model, or a short investigation.
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- I can gather evidence by using observation, a diagram/model, and/or a simple investigation to collect multiple data points and label them clearly in my production log.
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- I can interpret my evidence to explain cause-and-effect (what causes the change and what evidence shows it) and use it to make and justify specific design choices for an animation scene.
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- I can investigate more independently by comparing evidence from observations, readings, and models to check my claim, then revise my plan and storyboard to align animation decisions with the strongest, most accurate evidence.
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Skill
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Students will be able to define a clear science problem or question in a How Might We statement that distinguishes the phenomenon from the animation solution. - define
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- I can write a simple How Might We statement that names a clear science phenomenon/question we want to understand before we design the stop motion animation solution.
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- I can define a How Might We statement that clearly separates the science problem/question (the phenomenon) from the animation approach, using specific words from our NGSS concept.
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- I can write a precise How Might We statement where the science problem/question is specific enough to guide our model, and the animation solution is described only as a way to communicate the explanation.
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- I can create a strong How Might We statement that distinguishes phenomenon from solution with clear cause-and-effect wording, and I can revise it so it consistently focuses on the science question our film must explain.
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Skill
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Students will be able to storyboard a stop motion sequence that represents the science concept with accurate visuals, sequencing, and narration. - storyboard
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- I can create a simple storyboard with 6–8 panels that shows the start and end of a science process using drawings and/or labels
- I include a brief sentence for each panel that describes what is happening and in what order.
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- I can storyboard a 10-second stop motion sequence with clear beginning, middle, and end scenes (about 8–12 panels)
- I add accurate visual cues (e.g., arrows, labels, and changes in position/shape) and I write narration that explains the cause-and-effect at each step in the correct sequence.
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- I can storyboard a complete stop motion sequence that represents the NGSS science concept with scientifically accurate visuals and timing (about 12–16 panels)
- I refine each panel so the narration matches what the audience sees, using specific vocabulary and evidence of change over time.
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- I can storyboard a polished, exhibition-ready stop motion sequence that communicates the science concept through precise sequencing, visual evidence, and narration
- I revise my storyboard to ensure every panel clearly shows cause-and-effect relationships and includes enough detail for another student to reproduce the scenes and timing accurately.
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Skill
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Students will be able to prototype and test short stop motion animation clips to check whether movement, timing, and scene details communicate the intended science idea clearly. - prototype and test
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- I can create a rough 5–10 second stop motion test clip that shows the main motion/sequence from my science storyboard, using clear start-to-finish timing
- I can record basic notes about what I changed (or tried) to match the intended science idea.
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- I can prototype a 10-second stop motion test clip and revise it using evidence from my own observations (what the movement shows and how long it takes)
- I can adjust scene details (positions, actions, or visual cues) so the cause-and-effect idea in my science plan is easier for a viewer to understand.
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- I can run quick “test–revise” cycles for my clip, changing timing and movement based on feedback from peers or teacher prompts
- I can justify why each revision improves how the science idea is communicated in the final 10 seconds of action.
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- I can independently plan and conduct multiple targeted prototype tests to ensure movement, timing, and scene details clearly communicate the intended science idea to an audience
- I can select the best version and explain how my testing results show stronger clarity and accuracy in the animation.
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Disposition
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Students will be able to refine animation scenes using peer and audience feedback so that the final film better fits user needs and explains the science accurately. - refine
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- I can use feedback from my peers and teacher to make at least one clear change to a scene (for example, adjusting a visual detail, revising the order of actions, or fixing a narration line) and I can point to what I changed and why.
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- I can apply multiple pieces of feedback to improve my scenes by refining visuals and sequencing so the science idea is clearer; I can explain how each change connects to audience/peer comments in my production log.
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- I can thoughtfully revise scenes using feedback from peers and a practice screening, making specific improvements to cause-and-effect accuracy (what happens and why) and strengthening how the animation shows scientific evidence.
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- I can independently use peer and audience feedback to make targeted, science-accurate revisions across scenes; I can justify my choices with references to NGSS-aligned ideas and document a clear “before and after” refinement plan in my production log.
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Skill
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Students will be able to justify design choices in a creator reflection by connecting animation decisions to science evidence and audience understanding. - justify
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- I can name one animation design choice I made (like camera angle, sequence order, or visual details) and connect it to a piece of science evidence from my project
- I can state the audience purpose of that choice in one sentence (what I want viewers to understand).
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- I can explain how two or more animation design choices help communicate my science idea using accurate cause-and-effect evidence
- I can describe how I adjusted the film so the sequence or visuals would be easier for a 6th grade audience to follow.
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- I can justify specific animation decisions by linking them to scientific reasoning and evidence (for example, how motion, changes over time, or particle/energy ideas are shown)
- I can include at least one revision I made and explain how that change improved audience understanding and scientific accuracy.
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- I can strongly justify my animation design choices by clearly matching each choice to targeted science evidence and audience understanding
- I can explain why my final approach works better than an earlier plan by citing my production log/revisions and describing how viewers can track the science process through the animation.
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