Escolar Documentos
Profissional Documentos
Cultura Documentos
Photography
Unit
Grade
Description
Description
Unit
Description &
Rationale
Occupational
Areas
BUSINESS
Computing Science
HUMAN SERVICES
Community Care Services
Cosmetology
Esthetics
RESOURCES
Agriculture
Environmental
Stewardship
Design Studies
Fashion Studies
Foods
Health Care Services
Human & Social
Services
Legal Studies
Recreation Leadership
Tourism
Forestry
Primary Resources
Wildlife
Fabrication
Mechanics
TECHNOLOGY
Construction
Electro-Technologies
Logistics
How the
Occupational Areas
2014 Alberta Education, Alberta, Canada
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Facility Type
A computer lab with modern technology. Students can also do much of this
work around the school or even outside if allowed. The will also need desks at
some point.
Cameras (preferably digital)
If cameras are unavailable students can use their phones.
Equipment and/or
Consumables
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SUBJECTS
ELA
Fine Arts
French Language
Arts
French Second
Language
Religious Education
Sciences
Social Studies
Cross-curricular Competencies:
Know how to learn: to gain knowledge, understanding or skills through
Literacy and Numeracy Learning Opportunities: Identify how the challenge supports literacy
and numeracy skills in order to construct and communicate meaning.
Draft Literacy and Numeracy Benchmarks (see Appendix F)
Literacy Benchmarks:
Numeracy Benchmarks:
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Opportunities for Students to Reflect on their Learning: What strategies will guide students to
reflect on their learning, their thinking, their experiences and the processes they used?
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Challenge Plan at a Glance: A general outline that describes how the challenge unfolds
Lesson #: 1 Introduction
Objective
Learning
Outcomes
Assessment
Acquire
- Identify interests and
passions (Brainstorming
Document).
- Identify the specific
safety requirements of the
challenge (Safety Test).
Resources
https://www.labour.gov.on.ca/english/hs/pubs/comp_erg/gl_comp_erg_6.php
Notes
Adapt
- Explain characteristics of
a positive health and
safety environment (Safety
Test).
Apply
- Follow the safety
requirements of the
challenge (Safety Test)
Objective
Learning
Outcomes
Assessment
Acquire
Adapt
Apply
Discuss skills, knowledge
Explain to others the skills, Practice the skills,
and technologies that exist knowledge and
knowledge and
Page 5 of 9
Resources
Notes
Identify important visual codes (such as long-shot, close-up, camera angle) that are
used on television and in movies and begin to recognize that these codes affect
meaning
Learning
Outcomes
Assessment
Acquire
Explain why planning is
helpful
Resources
Notes
Go over different sections of film and show students different techniques used in
the film, ask them if they can notice the differences.
Explain to the terms used and how they will be in a quiz at the end of class
Show examples of each term
Have students work in groups and find an example of a long-range, medium-range,
and short-range shots
Finish with formative terminology quiz
Adapt
Discuss the effectiveness
of your current decisionmaking process.
Apply
Create a plan to address
the challenge.
Explain why you make the
decisions you do during
the challenge.
Objective
Students will discuss how something as simple as lighting has effect on pictures
Students will recognize the difference between a good selfie and a bad selfie
Learning
Outcomes
Assessment
Acquire
Identify why its important
to make decisions.
Plan how you will support
your learning.
Adapt
Reflect on your ability to
use a new way of making
decisions.
Apply
Explain why you make the
decisions you do during
the challenge.
Practice actions that
support your learning
Page 6 of 9
Flashlight
Notes
Show students some examples of good selfies (even as far back as Van Gough)
Show them some examples of some poor ones and get them to discuss the
differences
Concentrate on backgrounds, the direction of the lighting and posing
Have a volunteer sit at the center of class and show how different angles can
change how they look (use a flashlight)
Which look flattering, which look bad?
Students need to take two pictures of themselves (or somebody else) that have an
emphasis on the background or lighting
Lesson #: 5 Mood
Objective
Students will
Students will
photography
Students will
Learning
Outcomes
Assessment
Acquire
Identify your interests and
passions
Examine what you do to
support effective
relationships
Provide examples of ways
to work together.
Resources
Notes
Adapt
Modify the challenge to
allow you to explore your
interests and passions.
Strengthen your ability to
support effective
relationships.
Strengthen your ability to
collaborate.
Lesson #: 6 Intent
Apply
Explain ways that you
explore your interests and
passions through the
challenge.
Practice interpersonal skills
that support effective
relationships during the
challenge.
Practice collaboration skills
during the challenge.
Objective
Learning
Outcomes
Page 7 of 9
Acquire
Plan how you will support
your learning.
Identify the purpose of the
challenge.
Adapt
Revise the plan as required
throughout the challenge.
Demonstrate risk taking or
perseverance in creating a
product, performance or
service.
Apply
Create a plan to address
the challenge
Practice actions that
support your learning.
Monitor the development
of a product, performance
or service that you create
in response to the
challenge.
Resources
Notes
Start off with separating terms of photography into art or science use Glossary of
Digital Photography Terms. This can show students that Photography is an art form
as well as a science.
Give students a paper with four pictures. Students need to identify the elements in
each picture that they have learned so far (They can help each other, this isnt a
test) They will have subject, mood, light, and technique.
Students then need to take 4 pictures that have the same elements as the ones on
the paper. This will teach intent
Objective
Students
Students
Students
Students
Students
collaborate in teams
create a photo album
develop skills related to photo retouching
explain the intent of their own photos
create a PowerPoint that includes all the photos they had taken
Learning
Outcomes
Assessment
Acquire
Determine specific skills,
knowledge and
technologies required for
the challenge.
Adapt
Strengthen your ability to
collaborate.
Apply
Practise collaboration skills
during the challenge.
product, performance or
service.
Resources
Notes
Resources: Identify potentially useful resources for teaching and learning the challenge.
The following resources are not authorized but are provided as a service to identify potentially useful ideas for teaching and
learning. The responsibility to evaluate these resources rests with the user. Note: All website addresses listed for this project
were confirmed as accurate at the time of publication but are subject to change.
1:00 Wednesday afternoon for the next week give Len a schedule
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