Documents
Resources
Learning Center
Upload
Plans & pricing Sign in
Sign Out

UNIT PLANNER

VIEWS: 3 PAGES: 15

									Lesson Title – “Colorful Colorado” Commercial Photography Subject/Grade Level – 11/12
Author - Todd Adams                    School - CTE       Length of Lesson – 90 minutes
                     Digital Photography – “Colorful Colorado”
                     CTE Academic Integration Lesson Planner
                         What do I want students to learn?
Lesson Title – “Colorful Colorado” Commercial Photography Subject/Grade Level – 11/12
Author - Todd Adams                    School - CTE       Length of Lesson – 90 minutes
Standards and Benchmarks                                                 Standards and Benchmarks
Standards and Competencies as noted by the                                    ACT College Readiness Standards
standards identified by the NCTE / IRA Standards for
the English Language Arts.
http://www.ncte.org/standards




                                                                         Reading 16-19
  1.   Students conduct research on issues and interests by
       generating ideas and questions, and by posing problems.           Supporting Details:
       They gather, evaluate, and synthesize data from a variety of      -- Locate simple details at the sentence and paragraph level in uncomplicated
       sources (e.g., print and non-print texts, artifacts, people) to   passages.
       communicate their discoveries in ways that suit their purpose     -- Recognize a clear function of a part of an uncomplicated passage.
       and audience.
  2.   Students employ a wide range of strategies as they write and      Sequential, Comparative, & Cause-Effect Relationships:
       use different writing process elements appropriately to           -- Recognize clear cause-effect relationships within a single paragraph in
       communicate with different audiences for a variety of             uncomplicated literary narratives
       purposes.
  3.   Students apply knowledge of language structure, language          Generalizations and Conclusions:
       conventions (e.g., spelling and punctuation), media               -- Draw simple generalizations and conclusions about people, ideas, and so on
       techniques, figurative language, and genre to create, critique,   in uncomplicated passages.
       and discuss print and non-print texts.
                                                                         Assessment Writing Test 5-6

                                                                         Expressing Judgments:
                                                                         -- Show a little understanding of the persuasive purpose of the task by taking a
                                                                         position on the issue in the prompt but may not maintain that position.
                                                                         -- Show a little recognition of the complexity of the issue in the prompt by
                                                                         acknowledging, but only briefly describing a counterargument to the writer‟s
                                                                         position.

                                                                         Focusing on the Topic: 5-6
                                                                         -- Maintain a focus on the general topic in the prompt throughout the essay.

                                                                         Developing a Position: 5-6
                                                                         -- Offer limited development of ideas using a few general examples; resort
                                                                         sometimes to merely repeating ideas.
                                                                         -- Show little movement between general and specific ideas and examples.

                                                                         Organizing Ideas: 5-6
                                                                         -- Provide a simple organization with logical grouping of ideas in parts of the
                                                                         essay.
                                                                         -- Use some simple and obvious transitional words, though they may at times
                                                                         be inappropriate or misleading.
                                                                         -- Present a discernible yet underdeveloped introduction and conclusion.

                                                                         Using Language: 5-6

                                                                         Show basic control of language by –
                                                                         -- Correctly employing some of the conventions of standard English grammar,
                                                                         usage, and mechanics, but with distracting errors that sometimes impede
                                                                         understanding.
                                                                         -- Using simple but appropriate vocabulary
                                                                         -- Using a little sentence variety, though most sentences are simple in
                                                                         structure.
Lesson Title – “Colorful Colorado” Commercial Photography Subject/Grade Level – 11/12
Author - Todd Adams                    School - CTE       Length of Lesson – 90 minutes
Students will:                                                     Students will:
• Know:                                                            • Do: (Skills, Strategies, Processes and Literacy)
Students will be exposed to 75-100 of landscape                    Initially, the students will start the class by completing a pre-
images. Specifically, these images are those that are              assessment form; at the end of the class, the students will turn
representative of the fall season as well as of                    over the pre-assessment form and complete the post
Colorado/Rocky Mountains. Students will be taught                  assessment form, which reinforces their learning through
that there are 16-points to remember when capturing                answering questions based on specific scenarios.
landscape images of Colorado in the fall. Following
these guidelines will help the student to be successful            As assigned homework, students will read 2-chapters from
in capturing correct images.                                       their assigned textbooks entitled, Jay Dickman‟s Perfect Digital
                                                                   Photography and John Fielder‟s book entitled, Landscape
Content:                                                           Photography. Students complete a corresponding Reading
                                                                   Graphic Organizer (RGO) w/in one week of this project.
Students will also read from two textbooks during this
assignment. They will read about composition from a                In addition, students are required to write/type a 5-paragraph
photojournalist and a pro nature and landscape                     paper on the topic: “Does it matter that Americans be so
photographer.                                                      “green” oriented or not?” Defend your response with facts from
                                                                   our reading. Papers will be graded on content, spelling,
                                                                   grammar, and punctuation, minimum of 3-citations,
                                                                   organization, vocabulary, and timeliness. Students will also
                                                                   need to print the articles they find as it relates to this paper.

                                                                   (In the future, we hope to be able to utilize Creek‟s license with
                                                                   TURNITIN.COM, and run the papers through this service to
                                                                   determine plagiarism.)

Enduring Understandings (Big Ideas)
For example… principles, themes, generalizations or macro-concepts
          A pro photographer‟s responsibility is to incorporate integrity.
          Pro photographers need to establish a green/eco-friendly studio.
          Pro photographers need to be involved in the community,
          A pro photographer must recycle and utilize resources.


Essential Questions
Guiding, driving questions which lead to enduring understandings
          What degree of professionalism does my work include?


How am I going to assess student learning?
Assessments: Formative assessments and/or Summative assessments

At the beginning of the lesson, I will conduct a KWL assessment. Upon completion of the lesson/class period, students will turn in their
KWL assessment sheet. In terms of grading each student receives 5 pts for participation. Participation points are recorded in Power
School; KWL documents are returned to the student because they should have completed „what they learned‟ in a meaningful manner.
Prediction: at least 90% of the students will have zero to little prior knowledge that recycling is important to a pro photographer and that
a photography studio could be “green” oriented.

Add the pre & post assessment to students‟ knowledge on shooting landscape photography.


Instructional Plan
Prerequisite Skills: Preparation
What prior knowledge, skills and understanding do the students need? How will you assess their background
knowledge and readiness?

Students will not need to have any prior knowledge, skills, or understanding prior to this lesson. This lesson will help
students to learn that there‟s a difference between shooting landscape images properly vs. shooting via a snapshot
perspective. This lesson will help students to be more global in their thinking and that their actions towards ecology,
cleaning up the community, and living “green”. This lesson is also intended to sharpen them to think that they are
accountable for their actions and need to start making positive choices today.
Lesson Title – “Colorful Colorado” Commercial Photography Subject/Grade Level – 11/12
Author - Todd Adams                    School - CTE       Length of Lesson – 90 minutes
Instruction and Activities:
What procedure (sequence), teaching strategies, and student activities are used in this lesson? State the student roles,
teacher roles, and grouping for this lesson.

To kickoff this lesson, students will complete a pre-assessment for purposes of learning the student‟s prior knowledge of
shooting landscape images. After this, the students break into 2-teams. Each team designates a team captain and both
teams are given 2-opposite positions on ecology, “going green”, and being ecologically minded. Students develop
debate points to support their position. The teacher reads a question the teams must support their position in answering
the question. Winning team wins a granola bar.

After the 3 questions are read and the teams have debated each other, the teacher will stop this exercise and have the
students evaluate their position and see what they learned.

Purpose: To get the students to think critically and to challenge them to take a position and be problem solvers.

To take home, students will read their 2-textbooks and the chapters dealing with composition of landscape photography.
They will have 2-weeks to compose a 5-paragraph paper citing 3-articles that help to substantiate their 3-position paper
on how they can recycle as pro photographer, and how they can make a “green” pro photography studio.
Lesson Title – “Colorful Colorado” Commercial Photography Subject/Grade Level – 11/12
Author - Todd Adams                    School - CTE       Length of Lesson – 90 minutes

Academic Integration
What core academic topics are integrated? What terminology is common? What terminology is different?
Include specific examples to be used to introduce, teach, or review the topics.

Terminology to be different for landscape:
       Foreground
       Background
       Focal Point
       Aperture
       Exposure
       Shutter

Core academic topics being integrated:

     1. History
One can argue that photography is purely for aesthetic and entertainment value. However, we will study how
images captured by Ansel Adams helped motivate President Ford to purchase/deem millions of acres as national
forest land whereby restrictions to building and certain areas deemed as never to be developed. In 1975
President Gerald Ford invited him to the White House, and Ansel did not hesitate to turn the visit into more than a
social call. He expressed concern to the President over what he saw as negative trends in the national parks.
Commercial exploitation and poor management, he said, were threatening the primeval natural qualities of the
parks.

Now was Mr. Ford's chance, he urged, to do something. He handed the President a memorandum proposing new
initiatives for the parks. “Our National Park System encompasses the Crown Jewels of the American Heritage,”
the memo said. “The Park Idea has not received the Presidential and Congressional support and concern that the
time require. You have an unsurpassed opportunity to make an historic and lasting contribution by initiating a
major new effort to bring the Park System and the Park Service into our nation's third century.” With that,
President Ford had the government purchase millions of areas of undeveloped land and deem as national forest.

     2. English
Another core academic topic being integrated into Commercial Photography is English, specifically reading and
writing. Students will take time to read 4 chapters from 2-books. Students will prepare 5-paragraph paper
responding to why it is important that photographers be active in their studio and community of being green.


Resources
What materials and resources are needed for this lesson? Describe the learning environment where this lesson
will take place.

        CTE Classroom and independently in the student‟s own environment, i.e. library/home.
        Textbooks: Jay Dickman‟s Perfect Digital Photography and Stephan Johnson‟s On Digital Photography
        Internet


ACT Assessment Questions:

English:
1. According to the textbook written by Jay Dickman regarding landscape photography, which of the following
statements did he claim:
A. Landscape photography is an art, which needs to be captured through the lens of exploration.
B. Landscape photography is an art, which needs to be respected and persevered through photography.
C. Landscape photography is an art, which needs to be honored but not necessarily enjoyed by everyone.
D. Landscape photography is an art, which should be respected with professionalism and enjoyed by all who see
its beauty.

2. According to Stephen Johnson‟s book, On Digital Photography, why are groups like the Sierra Club in Nevada
so adamant about preserving nature, ensure that conservation is employed, and people are proactive in recycling
and ecology?
A. In order to not lose nature and preserve nature without compromising life for future generations.
B. In order to restrict commercial construction from running our heritage and natural resources.
C. To preserve nature which cannot defend itself against the greed of commercialism in people‟s hearts.

    3. Which of the following is an accurate description of the photographic terms of “foreground”?
Lesson Title – “Colorful Colorado” Commercial Photography Subject/Grade Level – 11/12
Author - Todd Adams                    School - CTE       Length of Lesson – 90 minutes
           A.   The portion of the image, which is generally in front of the subject and may be intentionally blurry.
           B.   The portion of the image, which is generally in back of the subject and may be intentionally blurry.
           C.   The portion of their mage, which is generally in front of the subject and must be in focus to help

     4. Which sentence is a metaphor:
           a.   The river bouncing over the rocks is as beautiful as a butterfly dancing around the daisies.
           b.   The river is as cold as ice.
           c.   The river was freezing cold and one could become hypothermic within minutes
           d.   The river is a beautiful butterfly dancing around the daisies.

     5. Which sentence is an analogy:
           a.         The river bouncing over the rocks is a beautiful as a butterfly dancing around the daisies.
           b.         The river is as cold as ice.
           c.         The river was freezing cold and one could become hypothermic within minutes
           d.         The river is like a beautiful butterfly dancing around the daisies.


Key: 1. A; 2. A; 3. A; 4. D; 5. B
Lesson Title – “Colorful Colorado” Commercial Photography Subject/Grade Level – 11/12
Author - Todd Adams                    School - CTE       Length of Lesson – 90 minutes
Shooting Goals:

Purpose:

To have fun photographing your pictures outside while concentrating on specifically incorporating the dominant element of
color into your images!

Tasks:

For this assignment, please take time and concentrate on your composition. Pro photographers must be very aware and
observant of their surroundings at all times. Paying attention to details and capturing things that others may have missed
helps to distinguish between an amateur, pro-am, and pro photographer. A pro must capture an image using the current
surroundings or special backdrops/grounds that would help to bring clarity to the photo. One method in accomplishing this
is capturing the subject using color as the dominant attribute. This characteristic is very strong particularly in advertising.
Also, color dominant objects will stand out from the “norm” and make an impression on the viewer. Lastly, pro
photographers understand that they can take advantage of surrounding dominant elements if they shot the image from a
different perspective. So, be aware of “where” you are taking the picture. Take advantage of the strongest direction to take
the picture in order to accentuate the dominant element(s). Take time to be creative on this assignment and capture
some really great images that portray an image that is color dominant.

Take some time to think about some creative ideas. Please don‟t rush through the assignment. Although the technical
aspects of your photograph are important, your grade for this assignment will be more focused on your composition.
Please manage your time wisely and do not procrastinate. Be diligent and deliberate in your shooting. Be creative and
watch your surroundings.

Shooting Objectives:
          To shoot images that incorporate strong Elements of Art, more specifically, color.
          Ensure that your images contain an actual subject. Be sure to shoot images that have a subject
           matter! Don‟t be shooting snapshots of images that end up appearing boring.
          Be visionary and before you shoot the image, ask yourself these questions:
                 o Am I shooting the image at the strongest angle, perspective, and am I shooting it to
                      capture the colors of my subject best?
                 o Am I incorporating “Rules of Third” into my image?
                 o Am I shooting in an environment that has enough ambient light?
                 o Should I position myself better in order to using some type of framing in my image?
                 o Am I focusing manually or using the autofocus? Be sure that your focus is exact.
                 o As you review your image, ask yourself the question, “would you pay $50 for a 5x7 print
                      of this image, or perhaps even $150 for an 8x10?”
          Students need to plan their time accordingly; manage time carefully. Use good time management
           skills to photograph this roll of film by xx/xx.


Landscape Photography Tips
1. Maximize your Depth of Field
While there may be times that you want to get a little more creative and experiment with narrow depth of fields in your Landscape
Photography – the normal approach is to ensure that as much of your scene is in focus as possible. The simplest way to do this is to
choose a small Aperture setting (a large number) as the smaller your aperture the greater the depth of field in your shots. Do keep in
mind that smaller apertures mean less light is hitting your image sensor at any point in time so they will mean you need to
compensate either by increasing your ISO or lengthening your shutter speed (or both). National Sand Dunes Monument, CO.
Lesson Title – “Colorful Colorado” Commercial Photography Subject/Grade Level – 11/12
Author - Todd Adams                    School - CTE       Length of Lesson – 90 minutes




2. Use a Tripod
As a result of the longer shutter speed that you may need to select to compensate for a small aperture you
will need to find a way of ensuring your camera is completely still during the exposure. In fact even if you‟re
able to shoot at a fast shutter speed the practice of using a tripod can be beneficial to you. Also consider a
cable or wireless shutter release mechanism for extra camera stillness. Late in the day, Dallas Divide, CO.(2-
seconds)




3. Look for a Focal Point
All shots need some sort of focal point to them and landscapes are no different – in fact landscape
photographs without them end up looking rather empty and will leave your viewers eye wondering through the
image with nowhere to rest (and they‟ll generally move on quickly). Focal points can take many forms in
landscapes and could range from a building or structure, a striking tree, a boulder or rock formation, a
silhouette etc. Be careful to appropriately “place” your rule of thirds; not only about what the focal point is but
where you place it.
Lesson Title – “Colorful Colorado” Commercial Photography Subject/Grade Level – 11/12
Author - Todd Adams                    School - CTE       Length of Lesson – 90 minutes




4. Think Foregrounds
One element that can set apart your landscape shots is to think carefully about the foreground of your shots
and by placing points of interest in them. When you do this you give those viewing the shot a way into the
image as well as creating a sense of depth in your shot.




5. Check your Foreground Before Hitting the Shutter Release
Ok – so this was the same point that I made in the background article but it applies here too (I promise the
rest of the points in this post will be more unique). Before you hit the shutter always run your eye around the
viewfinder (all of it).
Check your foreground for distracting elements but also move your camera around a little to see what you‟re
missing from your foreground that could ADD something to your shot. You see good foregrounds don‟t just
happen. Sometimes you have to search them out and make them happen.




6. Get Down Low or Shoot Low
One of the strategies that many landscape photographers use when trying to accentuate their foreground is to
lower the height that they take their image from. Crouch down and/or lower your tripod and you‟ll find the
perspective of your shots can be changed quite remarkably.
Lesson Title – “Colorful Colorado” Commercial Photography Subject/Grade Level – 11/12
Author - Todd Adams                    School - CTE       Length of Lesson – 90 minutes




7. Raise your Horizon
Similarly when you change the positioning of the horizon you change the influence that a foreground has on
the image. Most people naturally place horizons in the middle of a frame but as we‟ve discussed previously
they tend to do better along one of the horizontal „thirds lines‟. If you place it on the bottom third line you tend
to emphasize the sky in your shot – however when you put the horizon on the top third line you accentuate
the foreground. Either can work of course – depending upon what‟s going on in the sky or foreground but if
you have an interesting foreground you‟ll generally want a higher horizon.




8. Use Leading Lines
Another very effective strategy with foregrounds is to look for „leading lines‟ that will draw the viewer‟s eyes
into your image. They‟re usually vertical lines (sometimes with a diagonal direction) of some kind.
Leading lines could be actual lines but they might also be objects, patterns or shapes that create flow from the
bottom edge of the imaged up into the main part of the frame.


9. Aperture
Depending upon the type of image and the effect that you‟re after – you‟ll probably want to use a reasonably
small aperture (a larger number) in order to have a large depth of field. This will keep as much of the image in
focus as possible (from your foreground and into the background).

10. Consider the Sky
Another element to consider is the sky in your landscape.
Most landscapes will either have a dominant foreground or sky – unless you have one or the other your shot
can end up being fairly boring. If you have a bland, boring sky – don‟t let it dominate your shot and place the
horizon in the upper third of your shot (however you‟ll want to make sure your foreground is interesting).
However if the sky is filled with drama and interesting cloud formations and colors – let it shine by placing the
horizon lower. Consider enhancing skies either in post-production or with the use of filters (for example a
polarizing filter can add color and contrast).
Lesson Title – “Colorful Colorado” Commercial Photography Subject/Grade Level – 11/12
Author - Todd Adams                    School - CTE       Length of Lesson – 90 minutes




                                                                                   .
11. Lines
One of the questions to ask yourself as you take Landscape shots is „how am I leading the eye of those
viewing this shot‟? There are a number of ways of doing this (foregrounds is one) but one of the best ways
into a shot is to provide viewers with lines that lead them into an image. Lines give an image depth, scale and
can be a point of interest in and of them by creating patterns in your shot.




12. Capture Movement
When most people think about landscapes they think of calm, serene and passive environments – however
landscapes are rarely completely still and to convey this movement in an image will add drama, mood and
create a point of interest. Examples – wind in trees, waves on a beach, water flowing over a waterfall, birds
flying overhead, moving clouds. Capturing this movement generally means you need to look at a longer
shutter speed (sometimes quite a few seconds). Of course this means more light hitting your sensor which will
mean you need to either go for a small Aperture, use some sort of a filter or even shoot at the start or end of
the day when there is less light.

13. Work with the Weather
A scene can change dramatically depending upon the weather at any given moment. As a result, choosing
the right time to shoot is of real importance. Many beginner photographers see a sunny day and think that it‟s
the best time to go out with their camera – however an overcast day that is threatening to rain might present
you with a much better opportunity to create an image with real mood and ominous overtones. Look for
storms, wind, mist, dramatic clouds, sun shining through dark skies, rainbows, sunsets and sunrises etc and
work with these variations in the weather rather than just waiting for the next sunny blue sky day.


14. Work the Golden Hours
I chatted with one photographer recently who told me that he never shoots during the day – his only shooting
times are around dawn and dusk – because that‟s when the light is best and he find that landscapes come
alive.
These „golden‟ hours are great for landscapes for a number of reasons – none the least of which is the
„golden‟ light that it often presents us with. The other reason that I love these times is the angle of the light
and how it can impact a scene – creating interesting patterns, dimensions and textures.
Lesson Title – “Colorful Colorado” Commercial Photography Subject/Grade Level – 11/12
Author - Todd Adams                    School - CTE       Length of Lesson – 90 minutes




15. Think about Horizons
It‟s an old tip but a good one – before you take a landscape shot always consider the horizon on two fronts.
      Is it straight? – While you can always straighten images later in postproduction it‟s easier if you get it
         right in camera.
      Where is it compositionally? - A compositionally natural spot for a horizon is on one of the thirds lines
         in an image (either the top third or the bottom one) rather than completely in the middle. Of course
         rules are meant to be broken – but I find that unless it‟s a very striking image that the rule of thirds
         usually works here.


16. Change your Point of View
You drive up to the scenic lookout, get out of the car, grab your camera, turn it on, walk up to the barrier, raise
the camera to your eye, rotate left and right a little, zoom a little and take your shot before getting back in the
car to go to the next scenic lookout. We‟ve all done it – however this process doesn‟t generally lead to the
„wow‟ shot that many of us are looking for.

Take a little more time with your shots – particularly in finding a more interesting point of view to shoot from.
This might start with finding a different spot to shoot from than the scenic look out (wander down paths, look
for new angles etc), could mean getting down onto the ground to shot from down low or finding a higher up
vantage point to shoot from.

Explore the environment and experiment with different viewpoints and you could find something truly unique.
Lesson Title – “Colorful Colorado” Commercial Photography Subject/Grade Level – 11/12
Author - Todd Adams                    School - CTE       Length of Lesson – 90 minutes

                                    Example of KWL
Student Name ______________________________
Topic: Digital Ethics

        What I Know             What I Want/Need to Know             What I Learned
In this section, from your      In this blank, what down why   In this blank, summarize 3-
memory and prior knowledge,     people are not ecologically    points from the lecture portion
identify and/or describe what   minded and why they are not    of this lesson:
“being green” means:            willing to be “green.”




Below, write down your          Below, write down the          Summarize why you need to
definition of being ecology     benefits of recycling:         be more “green” in your life:
minded:




Below, write down why           Below, write down how much     Summarize an action plan of
people do not seem to care      is recycled in America:        how you can become more
about being “green”:                                           “green” today:
Lesson Title – “Colorful Colorado” Commercial Photography Subject/Grade Level – 11/12
Author - Todd Adams                    School - CTE       Length of Lesson – 90 minutes



                                                      Ethics
                                        Principles of Leave No Trace
Plan and prepare
     Know the regulations and special concerns for the area you'll visit.
     Prepare for extreme weather, hazards, and emergencies.
     Schedule your trip to avoid times of high use.
     Visit in small groups. Split larger parties into groups of 4-6.
     Repackage food to minimize waste.
     Use a map and compass (or GPS) to eliminate the use of marking paint, rock cairns or flagging.
     Do not place permanent anchors or bolts in technical climbing or canyoneering areas.
Travel and camp on durable surfaces
     Durable surfaces include established trails and campsites, rock, gravel, dry grasses or snow.
     Protect riparian areas by camping at least 200 feet from lakes and streams.
     Good campsites are found, not made. Altering a site is not necessary. In popular areas concentrate use on
        existing trails and campsites.
     Walk single file in the middle of the trail even when wet or muddy.
     Keep campsites small. Focus activity in areas where vegetation is absent. In pristine areas disperse use to
        prevent the creation of campsites and trails.
     Avoid places where impacts are just beginning.
Dispose of Waste Properly
     Pack it in, pack it out. Inspect your campsite and rest areas for trash or spilled foods. Pack out all trash, leftover
        food, and litter.
     Deposit solid human waste in catholes dug 6 to 8 inches deep at least 200 feet from water, camp, and trails.
        Cover and disguise the cathole when finished.
     Pack out toilet paper and hygiene products.
     To wash yourself or your dishes, carry water 200 feet away from streams or lakes and use small amounts of
        biodegradable soap. Scatter strained dishwater.
Leave What You Find
     Preserve the past: examine, but do not touch, cultural or historic structures and artifacts.
     Leave rocks, plants and other natural objects as you find them.
     Avoid introducing or transporting non-native species.
     Do not build structures, furniture, or dig trenches.
Minimize Campfire Impacts
     Campfires can cause lasting impacts to the backcountry. Use a lightweight stove for cooking and enjoy a candle
        lantern for light.
     Where fires are permitted, use established fire rings, fire pans, or mound fires.
     Keep fires small. Only use sticks from the ground that can be broken by hand.
     Burn all wood and coals to ash, put out campfires completely, and then scatter cool ashes.
Respect Wildlife
     Observe wildlife from a distance. Do not follow or approach them.
     Never feed animals. Feeding wildlife damages their health, alters natural behaviors, and exposes them to
        predators and other dangers.
     Protect wildlife and your food by storing rations and trash securely.
     Control pets at all times, or leaves them at home.
     Avoid wildlife during sensitive times: mating, nesting, raising young, or winter.
Be Considerate of Other Visitors
     Respect other visitors and protect the quality of their experience.
     Be courteous. Yield to other users on the trail.
     Step to the downhill side of the trail when encountering pack stock.
     Take breaks and camp away from trails and other visitors.
     Let nature's sounds prevail. Avoid loud voices and noises.
Lesson Title – “Colorful Colorado” Commercial Photography Subject/Grade Level – 11/12
Author - Todd Adams                    School - CTE       Length of Lesson – 90 minutes



Name: ______________________________________                                              Value $5

Pre-assessment regarding how to effectively shoot beautiful landscape images.
How you would recommend to someone who is not experienced at shooting landscape photography
to capture some beautiful images? List some ideas:




     Post-assessment Questionnaire Regarding How to Effectively Shoot Beautiful
                                 Landscape Images

     1. Suppose you were in charge of a group of people from a foreign country who were paying
        you $100 for the day per person in order to capture some really beautiful and majestic images
        of Colorado. Would photographic tips would you share with them?



     2. What are a few things most people “do wrong” in terms of photographing landscape images?




3.      If money were not an object, what type of equipment and/or lens would be important to use
        while photographing the colorful Colorado Rocky Mountains

								
To top