Turn One Simple Idea Into a Complete AI Video.

1. 5 min Opening

   The teacher shows a short AI video and asks: “What steps do you think were used to make this video?”

2. 8 min Teacher Demo

   The teacher breaks down one video into its idea, script, visuals, voice, music, text, and editing.

3. 7 min Guided Practice

   Students and the teacher build a production flow from a simple example: “A video about fun facts about cats.”

4. 35 min Individual Creation

   Students create their own AI video workflow map in a notebook or worksheet.

5. 5 min Save & Reflect

   Students write down one new thing they learned and create a personal project folder.

Expected output · Students understand the flow: idea → script → visuals → voice → editing

1. 5 min Opening

   The teacher sparks ideas using safe themes: animals, the environment, school, light science, and positive habits.

2. 8 min Teacher Demo

   The teacher shows how to turn a broad topic into a short video idea. Example: “waste” → “why we should sort our waste”.

3. 7 min Guided Practice

   The class creates three ideas from one sample theme, then selects the easiest idea to produce.

4. 35 min Individual Creation

   Students write three personal video ideas, then select one main idea.

5. 5 min Save & Reflect

   Students save their chosen idea and write why they selected it.

Expected output · 3 personal ideas, then select 1

1. 5 min Opening

   The teacher reminds students that a short video should communicate one clear main message.

2. 8 min Teacher Demo

   The teacher demonstrates a video concept that includes a title, purpose, character, setting, mood, and duration.

3. 7 min Guided Practice

   The class completes a concept template for the sample story “The Adventure of a Plastic Bottle”.

4. 35 min Individual Creation

   Students develop their own concept: title, main message, character, setting, and a duration of 20–45 seconds.

5. 5 min Save & Reflect

   Students check whether their concept is simple enough to produce in 3–5 scenes.

Expected output · Title, main message, character, setting, duration

1. 5 min Opening

   The teacher explains that the script contains the lines that will be read aloud or used as the voice-over.

2. 8 min Teacher Demo

   The teacher turns a concept into a script using this structure: opening, 3–4 content sentences, and closing.

3. 7 min Guided Practice

   The class writes a five-sentence script from the sample concept.

4. 35 min Individual Creation

   Students write a five-to-seven-sentence script for their own video.

5. 5 min Save & Reflect

   Students read their script slowly and mark any part that feels too long or difficult.

Expected output · 5–7 sentence script

1. 5 min Opening

   The teacher explains that a storyboard is a plan for the scenes before the visuals are created.

2. 8 min Teacher Demo

   The teacher demonstrates how to divide a script into four scenes.

3. 7 min Guided Practice

   The class breaks the sample script into an opening, problem, solution, and closing scene.

4. 35 min Individual Creation

   Students divide their script into 3–5 scenes, describing the image and narration for each scene.

5. 5 min Save & Reflect

   Students save the storyboard and mark the most important scene.

Expected output · 3–5 scenes

1. 5 min Opening

   The teacher introduces the visual prompt formula: subject + place + action + mood + style.

2. 8 min Teacher Demo

   The teacher compares a weak prompt with a strong prompt for the opening scene.

3. 7 min Guided Practice

   The class improves a sample prompt so that it is clearer and age-appropriate for elementary students.

4. 35 min Individual Creation

   Students write visual prompts for scenes one and two of their own storyboard.

5. 5 min Save & Reflect

   Students check whether each prompt includes a character, place, action, mood, and style.

Expected output · Prompts for the first 2 scenes

1. 5 min Opening

   The teacher reviews the prompts for scenes one and two and emphasizes consistent characters and style.

2. 8 min Teacher Demo

   The teacher shows how to write follow-up prompts that keep a character looking similar across several scenes.

3. 7 min Guided Practice

   The class creates prompts for scenes three and four of the same sample video.

4. 35 min Individual Creation

   Students complete prompts for every scene, with a minimum of three and a maximum of five scenes.

5. 5 min Save & Reflect

   Students mark any prompts that are still unclear and need revision.

Expected output · Complete prompts for every scene

1. 5 min Opening

   The teacher reviews safety rules: do not use a classmate’s face, personal data, or a real public figure without permission.

2. 8 min Teacher Demo

   The teacher generates an image from one prompt and demonstrates how to select the best result.

3. 7 min Guided Practice

   The class compares two or three visual results and decides which one best matches the storyboard.

4. 35 min Individual Creation

   Students generate visuals for every scene and select one best visual per scene.

5. 5 min Save & Reflect

   Students save the visuals with clear filenames: scene-1, scene-2, scene-3, and so on.

Expected output · Main visual for every scene

1. 5 min Opening

   The teacher shows examples of inconsistent visuals and asks what should be improved.

2. 8 min Teacher Demo

   The teacher demonstrates prompt revision by adding details about the character, color, background, or style.

3. 7 min Guided Practice

   The class improves one prompt whose result does not yet match the concept.

4. 35 min Individual Creation

   Students revise any visual that does not fit, then select the final version for each scene.

5. 5 min Save & Reflect

   Students make a list of final visuals and write one reason for choosing each visual.

Expected output · More consistent final visuals

1. 5 min Opening

   The teacher explains two voice-over options: recording the student’s own voice or using supervised AI voice or text-to-speech.

2. 8 min Teacher Demo

   The teacher reads the script with clear intonation and compares speech that is too fast with an appropriate pace.

3. 7 min Guided Practice

   The class practices reading two sentences clearly, without rushing, and with pauses.

4. 35 min Individual Creation

   Students record a voice-over or create one from their own script.

5. 5 min Save & Reflect

   Students save the audio file and check that it is clear, not too fast, and not too quiet.

Expected output · Completed voice narration

1. 5 min Opening

   The teacher explains that basic editing means arranging scenes in the order planned in the storyboard.

2. 8 min Teacher Demo

   The teacher opens Canva or CapCut, imports the visuals, arranges the scenes, and adds the voice-over.

3. 7 min Guided Practice

   The class arranges two sample scenes in the editor.

4. 35 min Individual Creation

   Students import every visual, put the scenes in order, and add the voice-over.

5. 5 min Save & Reflect

   Students save the first video draft and confirm that every scene is included.

Expected output · Scenes imported into the video editor

1. 5 min Opening

   The teacher explains that movement and transitions should stay simple so the video does not feel excessive.

2. 8 min Teacher Demo

   The teacher demonstrates a gentle zoom or pan and a simple transition between scenes.

3. 7 min Guided Practice

   The class selects a transition that fits the sample video.

4. 35 min Individual Creation

   Students add gentle movement to the visuals and transitions between scenes.

5. 5 min Save & Reflect

   Students replay the draft and note any section that still feels too fast or too slow.

Expected output · The video begins to feel alive

1. 5 min Opening

   The teacher explains the purpose of music, sound effects, titles, and short captions.

2. 8 min Teacher Demo

   The teacher adds quiet music, adjusts the volume, and adds a title and key text.

3. 7 min Guided Practice

   The class checks whether the narration is still clearer than the background music.

4. 35 min Individual Creation

   Students add music, appropriate sound effects, a title, and short text to their own videos.

5. 5 min Save & Reflect

   Students save the near-final draft and check its audio, text, and duration.

Expected output · The video is nearly final

1. 5 min Opening

   The teacher shares a checklist: safe, clear, no misinformation, no mocking, and no personal data.

2. 8 min Teacher Demo

   The teacher assesses one sample video using the quality and ethics checklist.

3. 7 min Guided Practice

   The class gives feedback on the sample video and identifies what needs to be improved.

4. 35 min Individual Creation

   Students review their own video with the checklist and revise any weak areas.

5. 5 min Save & Reflect

   Students save the revised video and write down two improvements they made.

Expected output · Revisions to content, audio, text, and safety

1. 5 min Opening

   The teacher explains how to export the video and deliver a short presentation.

2. 8 min Teacher Demo

   The teacher demonstrates video export and a 30-second presentation covering the title, idea, process, and most difficult part.

3. 7 min Guided Practice

   The class creates a simple four-sentence presentation format.

4. 35 min Individual Creation

   Students export the final video and practice a short presentation independently or with a partner.

5. 5 min Save & Reflect

   Students save the final file and write the opening sentence of their presentation.

Expected output · Final video

1. 5 min Opening

   The teacher explains showcase rules: watch respectfully, show appreciation, and keep comments constructive.

2. 8 min Teacher Demo

   The teacher models short feedback: “I like…, and my suggestion is…”.

3. 7 min Guided Practice

   The class practices giving feedback on one sample video.

4. 35 min Individual Creation

   Every student presents a video, or a selection of students presents if time is limited; classmates give brief feedback.

5. 5 min Save & Reflect

   Students write a final reflection: what they learned, their favorite part, and what they want to try next.

Expected output · Every student presents their work