Summary
In this lesson, students will explore how different types of camera lenses--prime, zoom, wide, and telephoto--affect the appearance and composition of a photograph. By comparing photos taken with various lenses, they will observe differences in focal length, depth of field, and bokeh. The lesson will also cover how features like f-stop range, zoom capabilities, and filter diameter impact both image results and lens pricing. Students will engage in hands-on analysis of images and physical lens characteristics through two interactive activities. By the end of the lesson, students will be able to evaluate and choose lenses that match their creative style, technical needs, and shooting conditions.
Essential Question(s)
What is the main focus element of an image?
Learning Objectives
Students will be able to perform the following:
Compare images taken with different lenses to identify variations in focal length, depth of field, and bokeh.
Explain the differences between prime and zoom lenses, including their features, limitations, and typical use cases.
Select appropriate lenses for specific scenarios based on lighting conditions, creative goals, and budget constraints.
Snapshot
Engage
Students engage with key vocabulary words using the Frayer Model.
Explore
Students compare/contrast similarities and differences of different types of lenses using a Venn Diagram.
Explain
Students analyze photos in a poster Gallery Walk.
Extend
Students determine the best use of a set budget to purchase the best camera lenses for a particular scenario.
Evaluate
Students reflect on their learning and complete a 3-2-1.
Materials
Lesson Slides (attached)
Frayer Model handout (attached: one per student)
Equipment Cost Sheet (attached; one per student)
Gallery Walk Response Sheet (Attached; one per student)
Scenario Information Sheet (attached; one per student)
Venn Diagram (attached; one per student)
Venn Diagram Posters (attached)
Gallery Walk posters (attached)
3-2-1 handout (attached; one per student)
Paper
Pencil
Preparation
30 Minute(s)
Prepare materials in advance to handout to each student.
The 3-2-1 handout is prepared with two documents on a page. Cut them in half before distributing.
Engage
10 Minute(s)
Use the attached Lesson Slides to facilitate the following lesson. Begin the lesson by showing slides 2-4, which introduce the title of the lesson, the essential question, and the learning objectives.
Emphasize that the essential question will be addressed throughout the lesson.
Next, display slide 5 and ask students to reflect on the similarities and differences between the two images on the screen. Ask, “What is unique about each?” Invite the students to think about their answers and then instruct students to “Turn to an Elbow Partner and discuss the differences between the two images. Talk about it for 2-3 minutes.” After time is up, ask the following: “Now share what your partner noticed. Let’s hear from a few of you.”
Explore 1
40 Minute(s)
Display slide 6 and pass out copies of the Frayer Model document. Explain to students that “You’re going to define three important photography terms that you’ll use throughout the lesson, and throughout your time behind a camera. Each of these terms represents a visual concept, so thinking about how they look and feel is just as important as how they are defined.” Use the content on slides 7-10 to introduce the terms for the activity: focal length, depth of field, and bokeh.
Focal Length - How zoomed-in or zoomed-out does the image appear? This affects how close or far away the image feels from the viewer.
Depth of Field - Does the amount of the image that appear sharp or in focus from front to back.
Bokeh - How is the visual quality of the out-of-focus areas? Pay particular attention to how light sources are rendered in the background.
Student groups may consult with one another after they have completed the Frayer Model in their small group.
Transition to slide 10. After students have completed their Frayer model discussions, tell students that “Focal length and depth of field have a special relationship. The longer the focal length, the less depth of field the camera and lens will allow you to have. Have them view this video to learn more!
Explore 2
20 Minute(s)
Display slide 11 and say “Now that we’ve learned about focal length, depth of field, and bokeh, let’s take a closer look at different types of lenses and the kinds of images they produce. You’ll be comparing two kinds of lenses: wide and narrow. Use your observations to fill in the Venn Diagram with what each lens type has in common or does differently. Think about how the images look, what kind of story they might tell, and how much of the scene is in focus.”
Pass out the Venn Diagram handout and the Venn Diagram Posters, which contains sample images of the four lens types. Encourage them to reference their earlier Frayer models to connect terms like depth of field and bokeh to the photos they’re analyzing.
After the groups have completed their diagrams, have them compare with another group and discuss, “Did we put the same things in the middle?” “What do we notice about what didn’t go in the middle?”
Explain
100 Minute(s)
Display slide 12. Students will conduct a Gallery Walk across four learning stations. Each station will feature enlarged images taken with different types of lenses, ranging from wide to narrow focal lengths and prime and zoom lenses.
Tell students, “Now that you’ve explored how focal length changes an image, let’s add another layer: lens type. Some lenses are prime, which means they have a fixed focal length—one setting, no zooming. Others are zoom lenses, which let you adjust focal length to frame your shot.”
“During this Gallery Walk, you will not only analyze what’s in the image but also infer what kind of lens might have been used: prime or zoom.”
As they move through each station, students will
Examine the Gallery Walk Posters,
Use clues (such as bokeh, background focus, and field of view) to determine:
The type of lens used (wide or narrow; prime or zoom)
The focal characteristics (short or long)
Record their reasoning using the provided Gallery Walk Response Sheet
Advise students to “Move around the room to explore different photos, each taken with a different kind of lens. At each station, your goal is to figure out what kind of lens was likely used to take the image and why you think that. Use everything you’ve learned about focal length, depth of field, and bokeh to guide your thinking.”
Extend
60 Minute(s)
Move to slide 13. Explain to students that “You’ve been hired to film a wedding ceremony. It’s going to be an outdoor afternoon wedding, bright and sunny, so you’ll need to plan carefully for lighting and exposure. Your client expects high-quality footage with beautiful depth of field, soft background blur for close-up shots, and clear wide-angle shots of the venue. Your job is to build a custom camera kit that fits the needs of the shoot and your budget.”
Hand out the Scenario Information Sheet and the Equipment Cost Sheet. Students must select the following items for their wedding shoot:
Camera body
Lens (or lenses) suitable for wedding conditions
ND Filter (for controlling exposure in bright light)
Reflector (for managing natural light on subjects)
Panel Light (for shaded or indoor shots)
Display slide 14 and encourage students to think about planning considerations such as:
What lenses will give you the best results for portraits vs. wide venue shots?
What focal lengths are ideal for wedding photography or videography?
Does your lens choice support filters, and is your ND filter the correct size?
Will your panel lighting need power, portability, or diffusion features?
How does your reflector help in bright outdoor conditions?
Evaluate
10 Minute(s)
Transition to slide 15. Say “Before we wrap up today, I want you to take a moment to reflect on everything you’ve explored, from focal length and bokeh to choosing the right lens for a real-world shoot.” Review the 3-2-1 writing prompt:
What are three things you learned in this lesson?
What are two questions you still have?
What is one thing you found interesting?
Have students respond individually in writing.
After writing, invite volunteers to share their responses with the class or in small groups. After the share out, ask “Who had a question that you also wondered about?” and “Did anyone’s “most interesting thing” surprise you?
Resources
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K20 Center. (n.d.). Venn diagram. Strategies. https://learn.k20center.ou.edu/tech-tool/689
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