1. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for Photography 1 (8 th and 9 th grade) Designed by Heidi West [email_address] Based on a template from The WebQuest Page Photo by Matt Callow

3. Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You’ve just been hired in the visual arts department of a company that specializes in recording the everyday lives of ordinary people for the purpose of historical documentation. All documentation your team produces must be on film for archival purposes, but unfortunately, there is no budget for cameras. Your task is to work as a team to come up with an inexpensive way of taking photos using any assortment of household materials you choose. Your resources consist of the information housed in this Webquest, an assortment of photo papers or films, the office (this classroom) and any household materials you find. You will also have access to developing supplies. You may also use the pinhole cameras you have already built in class. As a team of Visual Engineers, your task is to determine a way of taking photographs without modern cameras. Use the information presented in this Webquest as background knowledge and inspiration for your own photographic devices. Once you have a firm grasp on all necessary information, work together and come up with a proposal for the CEO, complete with a design, construction plan, and a sample photo. Title Photo by Pointnshoot (CC)

11. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Evaluation CATEGORY 4 3 2 1 Preparedness Brings needed materials to class and is always ready to work. Almost always brings needed materials to class and is ready to work. Almost always brings needed materials but sometimes needs to settle down and get to work Often forgets needed materials or is rarely ready to get to work. Contributions Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate. Time-management Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management. Problem-solving Actively looks for and suggests solutions to problems. Refines solutions suggested by others. Does not suggest or refine solutions, but is willing to try out solutions suggested by others. Does not try to solve problems or help others solve problems. Lets others do the work. Attitude Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s). Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s). Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s). Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s). Quality of Work Provides work of the highest quality. Provides high quality work. Provides work that occasionally needs to be checked/redone by other group members to ensure quality. Provides work that usually needs to be checked/redone by others to ensure quality.

12. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Congratulations! You have successfully demonstrated your ability to take what you already know about photography and apply it in creative and meaningful ways! Based on what you’ve experienced through this mission, you should be well equipped to explore new methods of photography all on your own. Perhaps now you can do research on your own to find alternative ways of developing film or try experimenting with all different kinds of cameras. The possibilities are endless!

13. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Photos: Matt Callow: http://www.flickr.com/photos/blackcustard/2195345656/in/photostream/ Pointnshoot: http://www.flickr.com/photos/pointnshoot/70518248/ Sicoativa: http://www.flickr.com/photos/sicoactiva/2295899199/ The WebQuest Page

14. [ Student Page ] Title Introduction Learners Standards Process Resources Teacher Page A WebQuest for Photo 1 (8 th and 9 th Grade) Designed by Heidi West Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion

15. [ Student Page ] Title Introduction Learners Standards Process Resources Teacher Page The focus of this lesson is on the application of prior knowledge about photography in a collaborative setting. This lesson uses learning experiences already encountered through use of the pinhole camera for the purpose of creative thinking and problem solving. The students are rewarded for the hard work of more guided practice into the opportunity to really show where there creativity lies. Evaluation Teacher Script Conclusion

16. [ Student Page ] Title Introduction Learners Standards Process Resources Teacher Page This lesson was developed for a class at Lincoln IB World School studying the basics of photography. This differentiated classroom was comprised primarily of 8th and 9th graders with various artistic skills. Lincoln IB World School is also known for its high percentage of minority students. Prior to this lesson, students need to be familiar with the processes of pinhole photography and developing. They should have general knowledge of what makes a good photo and basic understanding about how photography works. Evaluation Teacher Script Conclusion

18. [ Student Page ] Title Introduction Learners Standards Process Resources Teacher Page (See Student pages for process) Day one : students will move through all research and brainstorming on day one. By the end of this day, students should have a strong idea of how they will construct their camera and what materials they will need. Day two : Students will complete their detailed construction plan and build their cameras. They should have enough time to begin taking pictures. Students should be building multiple cameras at once so as to fill time while photos are being exposed. Day three : if needed, allow an additional day for students to finish up taking photos and developing. They can also use this time to correct problems and re-test. Student should be divided into groups of four. Based on the class, students may choose their groups, or they may be systematically or randomly assigned by the teacher. It may be a good idea to assign groups based on ability due the specific roles of the assignment. Important skills for the teacher are very strong questioning skills. Especially during the brainstorming stages, students need to be guided through important inspirational ideas. Compline a list of questions appropriate to the class concerning interests, problem-posing, and problem solving. Variations: This lesson easily lends itself to variations. Simply by printing the pages as handouts, the assignment can be done without computers, or with limited computers. One option would be to set up stations of handouts, videos, and materials through which the students rotate as groups. Evaluation Teacher Script Conclusion

20. [ Student Page ] Title Introduction Learners Standards Process Resources Teacher Page (see evaluation rubric on student pages) The focus of this lesson is on risk-taking, collaboration, and problem solving. Formative assessments should be made throughout the project of how students are working together, who is participating successfully, ect. Based on the experimental nature of this lesson, it is likely that many photos will not be perfect. The important focus of this assignment is on how students respond to those mistakes and assessment of whether or not they are learning from their mistakes. Throughout the lesson, emphasize to students what you will be focusing on: Process v. Product. Evaluation Teacher Script Conclusion

22. [ Student Page ] Title Introduction Learners Standards Process Resources Teacher Page This lesson falls within a natural progression of learning about the basics of photography. Students are given the opportunity in this lesson to demonstrate what they know about photography and apply it to something personally creative. Students take ownership of their own learning as well as experiencing a community of learners in their collaborative processes. Evaluation Teacher Script Conclusion