Lesson 8Jd: Cameras and eyes Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Starter: Brainstorm cameras and n/a Resources n/a Students record Recall the primary colours for light. eyes from 8Jd simple images Identify the parts of the eye (including Show students a pinhole camera. Ask Exploring by arranging rods and cones) and state their them to suggest the differences Science. various functions. between the pinhole camera and a translucent and Identify the parts of a camera and real camera. Then ask students to opaque objects state their functions. note down any similarities and on a piece of Securing differences they can think of between photographic Use ray diagrams to explain image cameras and eyes. paper and formation in pinhole cameras. then using a Identify which parts of the eye cause Exploring: Photograms table lamp to refraction of light and describe how Students record simple images by expose the light is focused on the retina. arranging various translucent and paper until it Describe similarities and differences opaque objects on a piece of turns black. between cameras and eyes. photographic paper and then using a Describe some examples of the table lamp to expose the paper until absorption of energy transferred by it turns black. light leading to chemical or electrical effects (in the retina or in a camera Explaining: Model eye sensor). Use a 3D model eye to help students Describe how secondary colours of appreciate the structure of the eye. white light can be made from primary Ask them to identify the different colours of light. parts of the model and explain their Describe the way our eyes detect functions. different colours. Exceeding Plenary: Thinking about cameras and Describe the causes and effects of eyes long-sight and short-sight and how Consider All Possibilities: A camera different types of lens are used to does not take a good picture. correct these defects. (Possible answers: the camera is Explain how different types of lens are broken; there is not enough light; used to correct long-sight and something is covering the lens; the settings on the camera are wrong; the person is not holding the camera still.)
Lesson 8Jd: Cameras and eyes Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Recall the primary colours for light. Identify the parts of the eye (including rods and cones) and state their functions. Identify the parts of a camera and state their functions. Securing Use ray diagrams to explain image formation in pinhole cameras. Identify which parts of the eye cause refraction of light and describe how light is focused on the retina. Describe similarities and differences between cameras and eyes. Describe some examples of the absorption of energy transferred by light leading to chemical or electrical effects (in the retina or in a camera sensor). Describe how secondary colours of white light can be made from primary colours of light. Describe the way our eyes detect different colours. Exceeding Describe the causes and effects of long-sight and short-sight and how different types of lens are used to correct these defects. Explain how different types of lens are used to correct long-sight and Starter: Brainstorm cameras and eyes Show students a pinhole camera. Ask them to suggest the differences between the pinhole camera and a real camera. Then ask students to note down any similarities and differences they can think of between cameras and eyes. Exploring: Photograms Students record simple images by arranging various translucent and opaque objects on a piece of photographic paper and then using a table lamp to expose the paper until it turns black. Explaining: Model eye Use a 3D model eye to help students appreciate the structure of the eye. Ask them to identify the different parts of the model and explain their functions. Plenary: Thinking about cameras and eyes Consider All Possibilities: A camera does not take a good picture. (Possible answers: the camera is broken; there is not enough light; something is covering the lens; the settings on the camera are wrong; the person is not holding the camera still.) n/a Resources from 8Jd Exploring Science. n/a Students record simple images by arranging various translucent and opaque objects on a piece of photographic paper and then using a table lamp to expose the paper until it turns black.
Physics2years.docx