CTF Grade 9 Computers
Photography
Unit
Grade
In Grade 9 Multimedia students will be able to explore
some basic concepts that will lead into Multimedia 10, 11,
and 12. This course is meant for students to explore
interests involved in all aspects of Multimedia. When
students enter into CTS they will be able to choose streams
from Audio/Video, Photography, and Digital Design, so to
Estimated
complement all of these streams there will be elements
11 hours
Time
from each involved in this course.
Description
The first stream will be Photography, where students will
have the chance to explore the basics of Photography and
see if it is something they may wish to continue in CTS and
even later on in life.
All CTF learning outcomes should be addressed in each CTF challenge.
Description
Unit
Description &
Rationale
Occupational
Areas
One of the main components of multimedia is Photography. This is seen in the
CTS occupational area of Communication Technology where Photography
modules are a huge part. This Unit is meant to have students explore the
basics of photography and see if it would be something they would want to
discover further in CTS.
BUSINESS
Financial Management Management & Marketing
Information Processing Networking
Computing Science
(Select at least two Enterprise & Innovation
to explore)
COMMUNICATION
Communication
Technology
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
Page 1 of 9
CTF Grade 9 Computers
Relate to the
Challenge
Skills Related to
the Occupational
Areas
Safety and/or
Environmental
Concerns
Organization, Typing, Critical Thinking, Innovation, Creativity, Computer Skills,
Communication, Presentation, Design
Ergonomics will need to be covered before students use computers. The will
also need to be made aware of the negative things that can be found online.
Photography should not involve environmental concerns, but students should
be made aware of anything that may harm the environment, or themselves,
anyway.
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
Computer Lab, Digital Cameras, USB connectors for Cameras, Photograph
program on computers, newspapers, Markers, Pencils, Erasers, Spreadsheets,
Journals, etc.
2014 Alberta Education, Alberta, Canada
Page 2 of 9
CTF Grade 9 Computers
Interdisciplinary
Learning
Opportunities
SUBJECTS
ELA
Fine Arts
French Language
Arts
French Second
Language
Health and Life Skills
Mathematics
Outdoor Education
Physical Education
Religious Education
Sciences
Social Studies
Interdisciplinary Learning Outcomes: Identify possible learning outcomes from other
subjects.
record objects alone and in compositions
employ and arrange elements and principles to make compositions.
use expressiveness in their use of elements in the making of images.
use the techniques of art criticism for analysis and comparison of art works.
Cross-curricular Competencies:
Know how to learn: to gain knowledge, understanding or skills through
experience, study, and interaction with others
Think critically: conceptualize, apply, analyze, synthesize, and evaluate to construct
knowledge
Identify and solve complex problems
Manage information: access, interpret, evaluate, and use information effectively,
efficiently, and ethically
Innovate: create, generate, and apply new ideas or concepts
Create opportunities through play, imagination, reflection, negotiation, and
competition, with an entrepreneurial spirit
Apply multiple literacies: reading, writing, mathematics, technology, languages,
media, and personal finance
Demonstrate good communication skills and the ability to work cooperatively
with others
Demonstrate global and cultural understanding, considering the economy and
sustainable development
Identify and apply career and life skills through personal growth and wellbeing
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:
I understand that being literate empowers me to
successfully communicate with others, achieve
personal goals, and make local and global connections.
Students will be using multiple forms of literacy to
plan, create, implement, and Photo albums
I willingly use numeracy to make sense of the world
and communicate accurately with others. Students will
represent information through their plan, photos and
reflection. They will not have to many or too little
photos
I consistently adjust language registers and, as
I move with ease and fluidity between different
2014 Alberta Education, Alberta, Canada
Page 3 of 9
CTF Grade 9 Computers
appropriate, cultural practices for a variety of
audiences, purposes and contexts, and respond in
ways to show that I value and respect others
contributions, ideas and points of view. Students will
need to be aware of other cultural practices to ensure
that their photos are not offensive to certain people or
inappropriate to the school
I explore and understand how diverse modes and
media effectively represent or reframe experiences,
concepts and understandings. Students will be using
multiple means of representation through their
pictures
I access personal experiences and background
knowledge related to literacy situations to address my
question, problem or curiosity, identify areas that
require further refinement and determine ways to
develop deeper knowledge or understandings.
Students will need to reflect on their own knowledge
and skills of both taking photos and justifying why the
did
I evaluate information, using a range of actions such as
identifying misconceptions, perspectives, points of
view and biases, determining the reliability, validity
and authenticity of information.
Students will ensure their photos are their own, and
that they are not taking any risky means to achieve a
great picture
I explore complex information and a wide range of
experiences to challenge assumptions, and generate
and refine ideas.
Students will incorporate relevant, meaningful
information and research into their photos and camera
assignments
representations of information to define, develop and
communicate concepts, ideas and understandings.
Students will develop and select appropriate ways to
represent numeric information to integrate with other
modes of representation.
I transfer my knowledge of patterns, number, shape,
space, statistics and probability to help me observe,
investigate and make reasoned decisions about the
world. Students will include and represent their photo
albums with elements of design
I access personal experiences and background
knowledge related to numeracy situations to address
my question, problem or curiosity, and identify areas
that require further refinement and determine ways to
develop deeper knowledge or understandings.
Students will reflect and build upon their numerical
knowledge and skills. They will need to use their prior
knowledge to fully address the challenge of finishing
the scavenger hunt project
I organize, triangulate and summarize complex,
implicit or ambiguous data from a variety of sources.
Students will construct meaning form numbers relating
to other peoples photography
I interpret statistical data and critically evaluate its
compilation to draw informed conclusions. Students
will use numerical data to research, identify, and meet
their needs in planning and managing all photo related
assignments
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?
2014 Alberta Education, Alberta, Canada
Page 4 of 9
CTF Grade 9 Computers
Challenge Plan at a Glance: A general outline that describes how the challenge unfolds
Lesson #: 1 Introduction
Time Allotted: 65 min/lesson
Objective
Students will demonstrate safety requirements associated with computers and
associated technologies
Students will recognize the requirements of the course
Students will recognize how this class is relevant to everyday life
Students will recognize how Grade 9 Multimedia is related to CTS
Learning
Outcomes
I explore my interests and passions while making personal connections to career
possibilities.
I follow safety requirements associated with occupational areas and related
technologies.
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
I will introduce myself as the teacher first
Name games will be played first to break the ice and introduce everyone
The course syllabus and the relevance of the units will be covered
Students will need to brainstorm the relevance of multimedia to their everyday lives
Students will need to take an ergonomics test as well as a discussion involving
safety
Lesson #: 2 The Camera
Adapt
- Explain characteristics of
a positive health and
safety environment (Safety
Test).
Apply
- Follow the safety
requirements of the
challenge (Safety Test)
Time Allotted: 65 min/lesson
Objective
Students will define the different parts of a camera
Gain a working knowledge of basic camera-handling techniques.
Effectively use key controls to creatively capture images.
Learning
Outcomes
I explore my interests and passions while making personal connections to career
possibilities.
I use occupational area skills, knowledge and technologies.
Assessment
Acquire
Adapt
Apply
Discuss skills, knowledge
Explain to others the skills, Practice the skills,
and technologies that exist knowledge and
knowledge and
2014 Alberta Education, Alberta, Canada
Page 5 of 9
CTF Grade 9 Computers
in the world around you.
technologies related to this technologies required by
challenge.
the challenge.
Resources
Handout for scavenger hunt, picture of camera, manual of cameras
Notes
Go over the manual with students
Show how to hold a camera, and the areas that shouldnt be touched
Go over the terms and issues involved with using a camera (even a phone camera)
Have students label a picture of the camera they will be using. They can work in
groups
They also need to describe the function of the various camera controls and discuss
guidelines and warnings
Last is a fun scavenger hunt using the cameras (In pairs or groups)
Time Allotted: 65 min/lesson
Objective
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
I plan in response to challenges.
I make decisions in response to challenges.
Assessment
Acquire
Explain why planning is
helpful
Resources
Quiz, magazines (lots of them)
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.
Lesson #: 4 Lighting and Background
Apply
Create a plan to address
the challenge.
Explain why you make the
decisions you do during
the challenge.
Time Allotted: 65 min/lesson
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
I make decisions in response to challenges.
I communicate my learning.
Assessment
Acquire
Identify why its important
to make decisions.
Plan how you will support
your learning.
2014 Alberta Education, Alberta, Canada
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
CTF Grade 9 Computers
Resources
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
Time Allotted: 65 min/lesson
Objective
Students will
Students will
photography
Students will
develop camera techniques such as mood
distinguish between dark moods and uplifting moods and how
can make the difference
develop pictures with moods that connect to them personally
Learning
Outcomes
I solve problems in response to challenges
I develop skills that support effective relationships.
I collaborate to achieve common goals.
Assessment
Acquire
Identify your interests and
passions
Examine what you do to
support effective
relationships
Provide examples of ways
to work together.
Resources
Pictures involving moods, Somewhere for students to save their photos
Notes
Introduce students to the mood of a picture
Write a certain amount of moods on the board and have students write down the
one that fits as I go through a slide of pictures. Students should have similar
answers. This shows that what you are taking a picture of, and at what time, and in
what color, can have an effect on someone
If students have different answers have them explain their reasoning
Students can then take three photos in groups, these should show a mood using an
object, using just the camera (or filter), and using camera techniques like shallow
depth or slow exposure
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.
Time Allotted: 65 min/lesson
Objective
Students will spot the benefits of intent in pictures
Students will use their own intent to take pictures
Learning
Outcomes
I plan in response to challenges.
I determine how my actions affect learning.
I create products, performances or services in response to challenges
2014 Alberta Education, Alberta, Canada
Page 7 of 9
CTF Grade 9 Computers
Assessment
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
Glossary of Digital Photography Terms, Paper with 4 pictures (have a variety)
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
Lesson #: 7, 8, 9, 10 Final Project : Scavanger Hunt Photo Album
will
will
will
will
will
Time Allotted: 65 min/lesson
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
I explore my interests and passions while making personal connections to career
possibilities.
I use occupational area skills, knowledge and technologies.
I follow safety requirements associated with occupational areas and related
technologies.
I plan in response to challenges.
I make decisions in response to challenges.
I adapt to change and unexpected events.
I solve problems in response to challenges.
I create products, performances or services in response to challenges.
I appraise the skills, knowledge and technologies used to respond to challenges.
I develop skills that support effective relationships.
I collaborate to achieve common goals.
Assessment
Acquire
Determine specific skills,
knowledge and
technologies required for
the challenge.
2014 Alberta Education, Alberta, Canada
Adapt
Strengthen your ability to
collaborate.
Apply
Practise collaboration skills
during the challenge.
Justify changes that you
make as you develop your
Justify how your product,
performance or service
Page 8 of 9
CTF Grade 9 Computers
Generate ideas for
products, performances or
services to respond to the
challenge.
Describe ways that you
can appraise skills,
knowledge and use of
technologies.
product, performance or
service.
meets the needs of the
challenge.
Develop your own criteria
to assess your skills,
knowledge and use of
technologies.
Appraise the skills,
knowledge and
technologies you use in
the challenge.
Explain how group
dynamics affect the
achievement of common
goals.
Resources
Notes
Photo scavenger Hunt Page, Photoshop, Editing Software, PowerPoint, Teams,
Cameras,
Students will be put into groups. They will be given instructions on what they need
to take pictures of, and will need to take turns with the cameras, Students will
develop the skills they need to retouch photos after taking them, and will eventually
put all their photos together in a group collection. If there is enough time students
will also present their work to the class.
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.
Books and Articles
Websites and Multimedia
http://improvephotography.com/29300/3-lesson-plans-high-school-photography-classes/
https://www.walsworthyearbooks.com/wp-content/uploads/2013/02/Photo-Lesson-Plan-1.pdf
https://www.walsworthyearbooks.com/use-the-one-week-to-better-photography-lesson-plan/
http://powerupplus.cdu.edu.au/training/DPLessonPlan.pdf
Handouts: Materials for student use.
1:00 Wednesday afternoon for the next week give Len a schedule
2014 Alberta Education, Alberta, Canada
Page 9 of 9
