Move and Shoot

Overview

Students learn to use the Stopmotion app to create a short stop-motion animation using simple props. The lesson builds students’ understanding that technologies help people communicate ideas and processes, and guides them to produce and present a multimedia outcome.

Learning intentions

• Students will identify how technologies like the Stopmotion app support communication.
• Students will plan and create a short stop-motion animation using a simple sequence.
• Students will present their animation and explain their steps in making it.

Success criteria

• I can open the Stopmotion app and start a new project.
• I can capture a sequence of photos that shows a clear change over time.
• I can add basic details (title or simple sound/music setting if available) and export/save my animation.
• I can explain what I did first, next, and last.

Curriculum links

• CMTLS-IET-01: Students identify the use of technologies in communication technology contexts.
• CMTLS-USE-02: Students apply skills and techniques in design or production (design and producing steps for a multimedia project).
• Stage-appropriate technology focus: communicating ideas using a multimedia format (animation) and using the app’s tools to produce and present.

Lesson structure (60 minutes)

1. 0–6 min · Hook and discussion. Teacher shows a short “before/after” clip (still images vs animated result) on the board and asks: “How did the pictures turn into a moving story?” Students do quick turn-and-talk to name the technology used and what it communicates. Use the introduction slides to display the hook image and prompts.

2. 6–12 min · Direct teach: what stop-motion is. Teacher explains that stop-motion is made by taking many photos one at a time, then playing them as animation; the app helps us capture and turn our idea into a message. Students listen and record one sentence on the worksheet: “My animation will show…” (students choose: growing flower, animal moves, traffic lights change). Distribute the stopmotion planning and steps worksheet and use the introduction slides for the model.

3. 12–22 min · App step-by-step (teacher models, students follow). Teacher demonstrates on one device using the introduction slides as a guide, while students practise on their assigned device or in pairs using “tap along” actions:

• Open Stopmotion, start a new project
• Choose/prepare the scene (place props in the same spot)
• Capture photo frames (tap capture)
• Check playback quickly
• Save/export at the end Students practise by taking 6–8 sample photos of a small movement (e.g., toy moves forward one step) and then watch the playback.

4. 22–40 min · Hands-on production (create a 20–30 second sequence). Teacher sets clear constraints: 1 character/object, 8–12 frames, one simple idea, and keep props still between shots except the intended movement. Students work in pairs to build their plan:

• Refer to the worksheet “My idea” line and sketch boxes
• Capture frames (encourage gentle, consistent movements)
• Use playback to check progress after every 4 frames Use the stopmotion planning and steps worksheet as a checklist during production, and refer back to the introduction slides for the “remember to…” tips.

5. 40–52 min · Finish and prepare to present. Teacher guides students to finalise: stop recording, review playback, and save/export (or save to device/app gallery). Students test one last time and complete the worksheet “First/Next/Last” boxes with one or two words each. Use the introduction slides to show the final steps screen and expectations for presenting.

6. 52–58 min · Gallery share. Teacher plays each pair’s animation from their device. Class uses a simple feedback sentence stem: “I noticed… / It made me think… / Next time you could…” Students take turns and keep feedback kind and specific.

7. 58–60 min · Exit ticket (quick check). Students answer one question on the worksheet (or teacher verbal check if needed): “What step helps make the animation move?” Teacher collects the stopmotion planning and steps worksheet before students leave.

Resources

• the introduction slides
• the stopmotion planning and steps worksheet
• Teacher device connected to the board (or projector) for app modelling
• Student devices with Stopmotion app installed
• Simple props: paper cut-outs, small toys, blocks, sticky notes for scene markers
• Tripods or stable stands (optional) and a “keep the camera still” spot on each table
• Device charging/backup storage plan (offline saving)
• Small cloth/rags to prevent prop slipping

Assessment

• Formative during app practice: teacher checks that students can capture frames and play back a sequence.
• Formative during production: teacher observes consistent frame-taking and movement changes between shots.
• Exit check from the stopmotion planning and steps worksheet: students name the key process step (capturing photos frame-by-frame).

Differentiation

• Provide sentence starters on the stopmotion planning and steps worksheet (e.g., “My idea is…”, “First I…”, “Next I…”, “Last I…”).
• Set role options in pairs: “Capture person” (taps capture) and “Mover person” (moves prop slightly); switch halfway if time allows.
• Use a “starter scene card” (teacher-prepared printed scene ideas) for students who need structure; allow extension by adding one extra character or a clearer emotion/action.
• For students with limited fine-motor control, allow them to manage props while a partner handles the device tap, or use larger props and pre-marked positions.
• For advanced students, challenge them to plan an additional change (e.g., shadow grows, second object appears) while still keeping it short (8–12 extra frames).