At a Glance Grade Level: Years 4th-6th Subjects: Physics Topics: Photography, History Time Needed: 18-20 hours Key Learnings: Light, Optics Background: From the Classroom in California, United States     Things You Need Standards Resources Print This Unit (PDF; 40 pages)

Unit Summary
In a culminating project to a unit on the physics of light and optics, students apply their knowledge of the properties of light to build a pinhole camera, develop pictures taken with the camera, and present them in a slideshow presentation, brochure, or Web page. These publications present student photographs, an analysis of photographic technique based on the properties of light, and an investigation into the history of photography.

Curriculum Framing Questions

	Essential Question How can we communicate our interpretation of the world around us?
	Unit Questions How can a photograph communicate an idea? Whose story does a photograph tell?
	Content Questions How does a camera create an image? What are the properties of light?

Instructional Procedures
It is suggested that you begin this project when you begin the discussion of waves in Physics. Intersperse the activities between normal labs, lectures, and class discussions.

1. Assign students to groups of 3 or 4, and show an introductory slideshow.
2. Schedule time for research on the Internet. Students research historical photography topics in "A Primer on Processes"* and different pinhole methods.
3. Finish discussion of waves, relate to physics of photography.
4. Give students an outline that explains the scope and details of the
   project. Begin design and construction of cameras.
5. Classroom discussion of light and optics.
6. Take pictures and develop them. Hand out a darkroom procedures sheet.
7. Scan photographs into a computer.
8. Begin presentation/publication work. Start by going over the objectives with students.
9. Show an example: Presenting the Research. Distribute these planning sheets: Plan a Presentation, Plan a Newsletter, Plan a Web site. Distribute these checklists: Keeping Track: Presentation, Keeping Track: Newsletter, Keeping Track: Web site.
10. Finish class discussion of color and optics.
11. Students finish presentation/publication.
12. Students present projects to class.
13. Student and instructor evaluate student work.

Prerequisite Skills

	Some experience with Microsoft PowerPoint*, Word*, Publisher* and Excel*
	Basic Internet research skills

Differentiated Instruction

	Resource Student Small group work with more advanced students, allow more time with resource teacher, resource aids in class to help student, guide to appropriate Web sites, individual/additional instruction on developing procedure
	Gifted Student The addition of a lens to the camera is a possible extension, along with a report or presentation about the differences in resulting photographs. Guide to more extensive study, advanced photographic processes for historical research

Assessment

	An assessment is the primary evaluation tool for this unit. It addresses content learning, research processes, and communication.
	Students can use checklists to stay on track during the project--these are listed in "Procedures," above. Checklists can also be used as a grading tool if the teacher assigns weight to the different elements of the project.

Credits
Kirk Arnoldy participated in the Intel® Teach to the Future program, which resulted in this idea for a classroom project. A team of teachers expanded the plan into the example you see here.