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Procedures for Teachers is divided into two sections:
Prep -- Preparing for the Lesson.
Steps -- Conducting the Lesson.
Student Prerequisites:
It would be helpful for students to have basic working knowledge of either ClarisWorks, Photoshop, or Illustrator.
Materials:
- Reference materials/library resources pertaining to earthquakes, volcanoes, and tsunamis (e.g., posters, videos, books).
- A scanner that will allow students to create electronic images of hand drawn art work. (optional)
- Flip books that show basic principles of frame-by-frame animation.
Computer Resources:
You will need at least one computer with Internet access to complete this lesson. While many configurations will work, we recommend:
-- Modem: 28.8 Kbps or faster.
-- Browser: Netscape Navigator 3.0 or above or Internet Explorer 3.0 or
above.
-- Macintosh computer: System 7.0 or above and at least 16 MB of RAM.
-- IBM-compatible computer: 386 or higher processor with at least 16 MB
of RAM, running Windows 3.1. Or, a 486/66 or Pentium with at least 16 MB of
RAM, running Windows 95.
Additional Hardware: Each student (or pairs of students, if animations are to be completed jointly) will need at least one computer with Internet access to complete this lesson.
For more information, visit What You Need to Get Connected in wNetSchool's Internet Primer.
Additional Software: ClarisWorks is an example of a simple graphics program for this lesson. The lesson also requires the use of GifConverter (MAC) or Paint Shop Pro (PC) to convert the images to the GIF format before incorporating them into GifBuilder (MAC) or GIF Movie Gear (PC) for the final animation. (See Bookmarks to find links to download free versions of both of these programs.)
Adobe Photoshop and Adobe Illustrator are optional graphics programs that may be more difficult to use, yet both provide the ability to save images in the GIF format, thereby saving the extra step of file conversion. Technically advanced students with an interest and ability may already be familiar with Photoshop, which is the industry standard for imaging professionals.
Bookmarks:
The following sites should be bookmarked:
 Download.com
http://www.download.com
This site lists Web pages with links for downloading both GifBuilder and GifConverter.
Shareware.com
http://www.shareware.com
This site lists Web pages with links for downloading GifBuilder, GifConverter, GIF Movie Gear, and Paint Shop Pro. Note: Paint Shop Pro version 311 can be downloaded for free; later versions must be purchased.
Savage Earth
http://www.thirteen.org/savageearth/index.html
The wNetStation Web companion piece to the SAVAGE EARTH television series.
Savage Earth: Animations Menu
http://www.thirteen.org/savageearth/animations/index.html
Part of the SAVAGE EARTH Web companion piece that links to animations of earthquakes, volcanoes, and tsunamis. To view the animations on this site, you will need the free Flash plug-in (http://www.macromedia.com/shockwave/download/
index.cgi?P1_Prod_Version=ShockwaveFlash).
Savage Earth: General Geophysics Sites
http://www.thirteen.org/savageearth/programs/html/resources.html
Part of the SAVAGE EARTH Web companion piece that provides links to the best Web resources on earthquakes, tsunamis, and volcanoes.
Natural Hazards Databases at the National Geophysical Data Center (NGDC)
http://www.ngdc.noaa.gov/seg/hazard/hazards.shtml
The highlight of this government-maintained site is the photos of earthquakes, tsunamis, volcanoes, and other natural hazards (and the debris they leave behind).
Volcano World
http://volcano.und.nodak.edu/
This site provides up-to-date information and images of volcanoes around the world.
Tsunami Program
http://www.pmel.noaa.gov/tsunami/
This site provides information to help improve tsunami forecasts and warnings in the regions near Hawaii, California, Oregon, Washington, and Alaska.
Tsunami!
http://www.geophys.washington.edu/tsunami/welcome.html
This informative site contains real-time data and explanations of the physics of tsunamis.
The Physics of Tsunamis
http://www.geophys.washington.edu/tsunami/general/physics/physics.html
The site explores the mechanisms of tsunami generation and propagation.
Tsunami Field Service Movies
http://www.usc.edu/dept/tsunamis/movies/
The site contains images of tsunamis of the past decade.
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There are three lessons in Savage Earth:
Lesson I: Introducing the Project (2 class periods).
Lesson II: Learning to Create an Animation (2-3 class periods).
Lesson III: Producing the Final Product (5 class periods).
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Lesson I: Introducing the Project (2 class periods).
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Introduce the project and give students a quick overview of the use of animation and visualization in scientific research. Animations can be used in science to illustrate phenomenon undetectable to the human eye, such as black holes or cell division; to illustrate something difficult to describe accurately with words, such as a lunar eclipse; or to synthesize cumbersome data into easily accessible visual aids. This lesson accomplishes the latter.
If you have a computer with a projector and Internet access, or are hooked up to a large monitor, show the class several of the bookmarked animations. Students can also be required to visit the computer lab or library to explore the sites themselves. Distribute the Student Pathway, in Organizers for Students, when students view the animations. Show students some flip-books to introduce the idea that persistence of vision makes animation possible. Ask students to bring in books or other visuals that pertain to animation in general. Discuss with students how frame-by-frame animation works. Any resources (film, video, print) available to quickly relate to students how successive, sequential movement of frames creates the illusion of continuous movement in the human brain would be helpful.
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Explain that each student (or pair of students, depending on student-to-computer ratio, time, and other logistical constraints) is to complete an animation illustrating an earthquake, volcano, or tsunami. Students will use graphics software to create animations that can be viewed on any computer with a Web browser. They may even be posted on the school Web site (optional).
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Distribute the Assignment Sheet and the Storyboard Design Sheet, in Organizers for Students. Students should view bookmarked sites to see examples of online animations of natural disasters. They should then decide which natural disaster they want to animate. They will sketch the key frames of their animation on the Storyboard Design Sheet. Using either a scanner or graphics program, students will create the first or last image in the animation. Next, they will manipulate it to create the other frames of the animation. They will then convert the images to the GIF format and assemble the separate frames into their final animations. The final animation should be a convincing representation of a natural disaster.
Homework: Students should create sketches for their key frames after the two-period introduction to the lesson using the Storyboard Design Sheet. They should use the lines next to the storyboard boxes to explain their sketches.
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Lesson II: Learning to Create an Animation (2-3 class periods).
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Give your students an overview of the draw or paint features of the graphics software you have chosen for this project. Steps 2 and 3 highlight important frame-creating principles and procedures that are common to most graphics software.
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Explain that students should start the project by creating either the first or the last frame of the animation. They will need to use the "Save As" command to name the frame and save it as a file. Hint: Name the frames in sequential order (e.g., Volcano1, Volcano2, Volcano3).
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Explain that after the first frame is created and saved, small incremental alterations of the original image can produce subsequent frames easily.
Using ClarisWorks in the drawing mode (or any Vector-based graphics software, such as Adobe Illustrator or Corel Draw) allows you to easily select an element of an image and use the arrow keys to precisely change or move it. Using ClarisWorks in the painting mode (or any Raster-based graphics software, such as Adobe Photoshop) allows you to easily paint over elements of an image.
Tell students that they will have to name the second frame using the "Save As" command to give it a new filename (remember to number the images so proper sequence is maintained). This step is essential to the success of the project.
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Students can create the images for the frames without using a paint program. If a scanner is available, they can create the first image using traditional art supplies and scan it into the computer. Students should then trace the key elements of the image and alter them slightly to create successive frames. Remember, each frame should be saved as a separate file.
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Lesson III: Producing the Product (5 class periods).
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After you have approved each students' Storyboard Design Sheet, students can start to create individual frames on the computer. It is best to keep the images small (2 to 4 square inches).
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When students have finished making and saving all of their frames, they must convert their files to the Gif format. Using GifConverter or Paint Shop Pro, each file is opened and converted one frame at a time. Using GifBuilder or GIF Movie Gear, the students then assemble the frames into their proper sequence. While the MAC-based GifBuilder program is very easy to use, it is worth the time to explore some of its more advanced features. Try playing around with the static and dynamic transition filters in the "Effects" menu.
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Submit a Comment: We invite your comments and suggestions based on how you used the lesson in your classroom.
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