2 of 10

Camera Obscuras: Looking at the structure of the eye and camera and

creating personal pinhole theaters

Part 1 of 2

A 3rd Grade STEM Lesson

Madeline Schepper

7/18/2023

3 of 10

Notes for Teachers

This lesson is Part 1 of 2, where the primary focus will be building background knowledge on the eye and camera.

Part 2 allows students to construct a pinhole theater.

Here is the link for Lesson 2.

List of Materials

Youtube videos:

Articles:

Britannica Kids Article on how a camera works.

Newsela articles for infographics on the eye and camera

Anchor Chart Paper
Markers
Student notebook (science)
Pencils
At least 4 devices, ideally 2 devices per station.

4 of 10

Science Standards

Elements of Physical Science Standards:

3.P2U1.1 Ask questions and investigate the relationship between light, objects, and the human eye.

Core Ideas for Using Science:

U1. Scientists explain phenomena using evidence obtained from observations and or scientific investigations. Evidence may lead to developing models and theories can be revised.

ELA Standards

3.RI.8 Describe the logical connection between particular sentences and paragraphs in a text(e.g. comparison, cause/effect)

3.RI.9 Compare and Contrast the most important points and key details presented in a two texts on the same topic.

5 of 10

Objectives:

Today, I will be able to explain the differences and similarities of an eye and a camera by using text and video resources, as well as a compare and contrast chart to illustrate my thinking and my group’s thinking.

6 of 10

Agenda ~100 mins. Can be split up into 2 sessions* if need be

Introduce the lesson by explaining to students that they will be watching a series of videos and partner reading texts together to find similarities and differences of the human eye and a camera. Make a KWL chart for eye and for camera whole group (10-15 mins) asking students what they know and wonder about the eye and the camera.

STATIONS: Send groups of students off to the first station. Students will be doing a series of 4 rotations with 10 mins at each station. (~45 MINS)

Station 1: Eye (Newsela Article)

Station 2: Camera (Youtube Video/ Brief History of Photography)

Station 3: Eye (Youtube Video: The Visual System: How Your Eyes Work)

Station 4: Camera (Britannica Article for Kids)

Small Group Compare and Contrast Chart (10-15 mins)* This is where the second session could begin if splitting it into 2.

Present information (2-3 mins per group/ ~12 mins)

KWL Chart: what did you learn? (10 minutes)

7 of 10

Intro/Driving Question/Opening

I want you all to think about how you are seeing the world around you right now. Look at something in the classroom and think about how your eyes are seeing that object. Now, close your eyes and try to remember everything you can about that object. Open your eyes again. Were your thoughts pretty close to what the object actually was? What if we had a device that could take a snapshot of something so we could always see what that object looked like? Any ideas on what that device may be? A camera! Your eyes are like a camera, and a camera is like your eyes. Let’s see how similar the two are and what differences we might discover along the way…

8 of 10

Hands-on Activity Instructions

Suggested group structure: Split students up into small groups for the 4 stations. (~4-5 students in a group, less students is fine too) In these groups, you will want at least one student who is a strong reader.
Within the groups, have students pick jobs. This will help the flow of stations and make everyone feel included and important.

Jobs:

Scribe: jots group ideas, wonderings, and noticings at each station

Narrator: Reads texts and narrates the groups ideas, wonderings, adn noticings

Time Keeper: keeps an eye on the clock, lets group know when 2 mins are left, pauses videos when need be.

Peace Officer: Keeps the groups calm, make sure each member shares.

Send groups off to individual stations. Students will have 2 text heavy stations and 2 tech heavy stations. Before sending students off, make the expectations/goal known: you will be comparing and contrasting the eye and camera in a chart.
Set 10 minute timer for each station. Rotate after time is up. Each group will go to each station.
At the end of station rotations, small groups should review their notes and discuss ideas/wonderings.
Pass out anchor chart paper and markers. Teacher discretion to pre-make a comparison chart or students can make it. I used an “H” chart format.
Allow students to complete the compare and contrast chart. Drawings, models, and words are encouraged.
Small groups present information gathered.
Teacher writes down what students Learned in the KWL chart.

9 of 10

Assessment

While students are working on comparing and contrasting, observe students’ ideas and ask questions like “How is this similar? How is this different? What would happen if our eyes and brain didn’t flip the image we see?”

Formally assess students by having them write one thing they learned about the eye and one thing that they learned about the camera on a half-sheet of paper. This can be treated as an “exit ticket” before being able to construct the personal pinhole theater in Part 2 of 2.

10 of 10

Differentiation

Students can draw/explain their ideas instead of writing their ideas for the assessment.

Provide key vocabulary with images.

Remediation

Extension/Enrichment

Students can first draw how they think a personal pinhole theater works.

Students can draw a model and use nonfiction text features such as labels, captions, illustrations, bold words, etc.