Course Outline Format

Technological
Education
Course
Profile
Communications
Technology
Grade 11 | Destination: C/M

Course Code: TGJ3M
Developed by | Anne-Marie Thort
Communications Technology | Course Outline
Page 1
Course Overview
Communications Technology
Code: TGJ3
Grade: 11
Destination: M
Policy Document: The Ontario Curriculum, Grades 11 and 12, Technological Education, 2009.
Prerequisite: None
Course Description
This course examines communications technology from a media perspective. Students will
develop knowledge and skills as they design and produce media projects in the areas of live,
recorded, and graphic communications. These areas may include TV, video, and movie
production; radio and audio production; print and graphic communications; photography; digital
imaging; broadcast journalism; and interactive new media. Students will also develop an
awareness of related environmental and societal issues, and will explore college and university
programs and career opportunities in the various communications technology fields.
Course Notes
A daily journal is a useful tool for students to practice their documenting skills. It is a useful place
to enclose sketches, project ideas, steps of completion of a project, to do list, reflection. Students
can choose to create their journal in handwriting, electronically, using photographs, videos, or
sketches.
Students learn to problem solve through careful analysis, co-operation, and communication. The
student-centered, activity-based mode of delivery allow students to:
develop individual and group skills;
develop time management skills;
design and follow an organizational plan with a level of commitment and effort required to
complete a task;
develop the ability to monitor one's own progress using a variety of record keeping and tracking
procedures (logs, journal, portfolio).
Each unit focus on specific career options and provide insight into the skills required for related
professions. A number of teaching/learning strategies employed in the classroom allow for career
orientation; e.g. career and education research, field trips, and guest speakers.
Fostering Inclusiveness
This profile describes activities in which students will be encouraged to work in groups, and help
their peers. We will use various discussion techniques to engage all learners and offer a wide
variety of resources and example. Various grouping methods will be used to encourage students to
discuss and interact with other regardless of their background, how they identify or where they
come from. A number of diversified resources will be used to represent the diversity of the group.
Page 2
Learning Skills
In addition to the specific skills that are developed throughout the course, students learn to:
Organization
Know what they are working on
Keep their files and handouts in order.
Collaboration
Help their team to successfully complete a project
Value opinion of others
Values each member of a group
Can give and receive appropriate feedback
Self-regulation
Be able to self advocate
Take charge of their learning by setting goals
Asking for help
Participate in self-assessment.
Responsibility
Take ownership of their behavior in class
Attends class on a regular basis
Submits work on time
Initiative
Look for learning opportunities
Engaged in activities
Demonstrate interest
Approaches tasks with a positive attitude
Independent work
Uses class time effectively
Needs minimal supervision
Professionalism
Approach a task in a professional manner
Treats others and their work with respect
Safe work practice
Observed safety rules of the equipment operated
Safe and Appropriate Use of Equipment and Facilities
We will be giving safety lessons for Ergonomics, Photography, Videography, Internet usage as well as ladder
and other equipment safety rules (when required). Students will sign safety forms complete checklist, and
keep a safety passport to ensure that they are aware of classroom safety practice. If a student is not observing
the safety rules, privilege can be revoked.
Page 3
Equipment Requirements
The units in this course profile rely upon the availability of a wide range of equipment. The chart
below provides an overview of the equipment, resources and facilities required in each unit.
Equipment and Facilities
Unit 1
Unit 2
Unit 3
Unit 4
Computer
Printer
Projector
Category Hardware
Smart board
If available
Category Equipment
Photography lights
If available
Cameras (e.g. DSLR, point and shoot, video camera)
Tripod
Microphones
Headphones
Memory cards
Transfer cables
Batteries
Chargers
Internet connection
Photography editing software (e.g. Adobe Photoshop)
Movie editing software (e.g. Adobe Premiere)
Category Software
Graphic design software (e.g. Adobe Illustrator)
X
X
Category Safety
First Aid kit
School phones
Category Material and Equipment

Tape
Tape mesurer
Page 4
Box cutter
Ruler
Pencil
Units: Titles and Times

Unit 1
Photography Basics
25 hours
Unit 2
Graphic Design
25 hours
Unit 3
Photography-Product Shot
30 hours
Unit 4
Video Production
30 hours
Unit Overview
Unit 1: Photography Basics
Time: 25 hours
Unit Description
In this unit, students will explore the basics of photography including: related careers, various type
of equipment, camera modes and their function, and the camera anatomy. Through learning about
photography, students will work on communication skills, organizational skills, planning skills, and
exploration skills. With a multitude of activities using appropriate software, and photography and
videography equipment students will be creating multi-media presentations.
Page 5
Unit Overview Chart

Activity #
1.1
Learning
Expectations
Activity Title/Name
- Overall
- Specific
Camera Anatomy A1, A2, A3
101
A1.3, A2.1,
A2.2, A3.1,
A3.2, A3.3
1.2
Research a career
1.3
1.4
B2, D3
B2.3, D3.1,
D3.2
Assessment
Categories
Tasks
Eg., Knowledge/ Students will create a camera

Understanding, diagram.
Communication,
Application
Thinking and
Application
Student will research a career
What's your mode? A4.1, A4.2
Knowledge/
Understanding,
Applying
Student will create a serie of

photos and then discuss it.
Green Culture
Knowledge/
Understanding,
Communication,
applying
Students will create a serie of 3

images that express the effect of
photography on the
environment or the impact of
photography in different
cultures.
C1, C2
C1.1, C1.2,
C2.1, C2.2
Unit 2: Graphic Design

Time: 25 hours
Unit Description
In this unit, students will explore the basics of Graphic Design including: layout, rules of design,
software, and marketing. Students will be introduced to the design process for their final activity
and work on their collaboration, communication skills, and organization skills. They will develop
the ability to complete graphic design projects from start to finish, they will also develop links with
the school community through their final activity.
Unit Overview Chart
Activity #
Learning
Expectations
Assessment
Activity Title/Name
Tasks
- Overall
Categories
- Specific
2.1
Show me your
A1, A2,
Knowledge/
Students will research the
colour
A1.1, A1.2,
Understanding, effects of colours on our
A2.2
emotions and create a diagram.
2.2
This is me!
B3
B3.2, B3.3
2.3
What's your club? B1.1, B1.2,

B2.1, B2.2
B2.3, B2.4,
B2.5
Applying
Students will create their own

logo.
Applying,
Using the design process,
Communication students will be asked to find a
way to promote various school
clubs or groups.
Page 6
Unit 3: Photography- Product shots

Time: 30 hours
Unit Description
Students will apply their understanding of photography and explore the various factors that are
important when creating product shots such as: light boxes, types of light and their effect, camera
angles, proportions, and product placement and styling.
Unit Overview Chart
Activity #
3.1
Learning
Expectations
Activity Title/Name
- Overall
- Specific
What can you do A3.3, B1.2,
with a cardboard B2.2, B2.3,
box?
C1.2, D1.1,
D1.2,
3.2
Test it out!
A1.2, B3.1
3.3
What are you

selling?
B1.4, B3.1,
B3.2, D3.5
Assessment
Categories
Knowledge/
Understanding,
Thinking,
Applying,
Communication
Knowledge/
Understanding,
Applying
Applying
Tasks
Students will research and build
a light box.
Students will create a collection

of images of one object of their
choice to show the effects of
diffusion and light.
Students will create,
photograph, style, design a
product ad.
Unit 4: Video Production

Time: 30 hours
Unit Description
In this unit, students will explore the basics of video production including: using the equipment,
methods to capture effective and professional footage, types of shots used, and editing. Students
will work on their collaboration, communication skills, organization skills, and self regulation
skills. They will develop the ability to complete a video projects from start to finish, they will also
develop skills that will enable them to problem solve.
Page 7
Unit Overview Chart

Activity #
4.1
Learning
Expectations
Assessment
Activity Title/Name
- Overall
Categories
- Specific
Filling the blank
B1.2, B3.1,
Knowledge/
B3.3
Understanding,
Applying
4.2
Part of me
B3.1
Knowledge/
Understanding,
Applying
4.3
Kept it together!
A1.4
Knowledge/
Understanding,
Applying
4.4
Action!
B1.3, B2.6, B
Applying
Tasks
Using the equipment available,
various angles, and techniques,
students will create a collection
of b-reel shots.
Using the equipment available,
students will create a short
video using the lyrics of a song.
They will use music, voice over
and various types of shots
commonly used in film making.
Using the software available,
students will use the footage
that they have captured before
to edit their short documentary.
Students will have the choice of
exploring a topic of their
choice, fictive, documentary
style, animation or music video.
Teaching/Learning Strategies
Students use and explore Communications technologies by means of the following learning
strategies:
Application creation of technological products for identified purposes;
Brainstorming group generation of initial ideas expressed without criticism or analysis;
Collaborative/Cooperative Learning small group learning and decision making providing high
levels of student engagement and interdependence;
Computer-assisted Learning learning of new material through online methods of instruction;
Conferencing/Discussion student-to-student discussion and teacher-to-student conferencing to
encourage confidence and motivation to success in all learners;
Design Process the stages of development of a product or process, including developing a focus,
developing a framework, choosing the best solution, implementing a plan and reflecting on the
process and the product;
Independent Study exploration and research of a topic interesting to students.
Problem Solving identifying and working through a problem;
Report/Presentation oral, visual, written and electronic presentation of researched topic to class;
Socratic Lesson oral presentation of information by the teacher;
Teacher-directed Class Discussion students actively participate by taking turns discussing current
issues.
Page 8
Teachers may seek the collaboration of other teachers in interdisciplinary and cross-curricular
projects (for example in the production of multimedia or interactive presentations). Teachers
should seek the collaboration and participation of Guidance personnel during Unit 1.
Assessment & Evaluation of Student Achievement
The assessment techniques described below focus on both the process and product of student
learning.
Assessment/Evaluation Techniques
Paper-and-Pencil
Quizzes and tests
Worksheets
Project proposals
Final written evaluation
Performance Assessment
Skills demonstrations
Presentation
Finished product
Portfolio
Personal Communication
Conferencing
Student-teacher
Teacher-group
Daily activity log or journal
Critique peer conferencing
Assessment Tools
Checklists
Marking schemes
Rubrics
Anecdotal comments with suggestions for improvement
Rating scales
Purposes of Assessment
Diagnostic occurs at the beginning of a term, unit of study, or whenever information about
prior learning is useful.
Formative during the learning process, provides ongoing feedback to the teacher about the
quality of learning and the effectiveness of instruction.
Summative is usually carried out at the end of a learning process (may include feedback and/
or judgment).
Evaluation of Student Achievement
Students are formally evaluated on their demonstration of curriculum expectations using the
categories of skills and knowledge set out in the Achievement Chart. Checklists are used to provide
information about the operational steps of the production process (such as the completion of
planning documents) and an ongoing means of monitoring the level of achievement attained.
Rating scales and rubrics describe the look and feel of completed products. All evaluation tools
should be available to students at the beginning of an activity to provide information about task
requirements and the features of exemplars. Teacher/student discussions during pre-production,
Page 9
production and post-production can clarify standards and expectations as well as provide a way of
monitoring progress. The inclusion of informal opportunities for peer and self-assessment can
promote in students a sense of responsibility, accountability, and growth. Written tests and
question sheets are effective in the evaluation of required knowledge. The vocabulary used in test
questions should reflect that used in the learning situation. The option for oral testing and student
demonstrations of acquired skills should also be used. Although students are encouraged to write
answers in proper sentence form, diagrammatic answers are effective assessment instruments in
technological education. In their planning and implementation of projects, work assignments, and
problem-solving activities, students demonstrate their ability to combine skills and knowledge
successfully in practical tasks. Seventy per cent of the grade will be based on assessments and
evaluations conducted throughout the course. Thirty per cent of the grade will be based on a final
evaluation in the form of an examination, performance, essay, and/or other methods of evaluation.
Accommodations
The teacher consults individual student IEPs for specific direction on accommodations for
individuals. The teacher uses a range of teaching/learning strategies to accommodate the needs of
all students. Exceptional students benefit from accommodations in the overall activity criteria, as
well as teacher and peer assistance when appropriate. Written tests are designed to suit students
reading and writing levels. The teacher adapts teaching strategies to accommodate learning styles.
These may include:
verbal instead of written tests;
demonstrations of acquired skills instead of written evaluations;
providing rewrite opportunities when appropriate;
conferencing/discussion student-to-student discussion and teacher-to-student conferencing to
encourage confidence and motivation;
small-group learning;
flexible timelines;
adapting handouts;
peer tutoring;
enrichment and extension activities.
Resources
Units in this Course Profile make reference to the use of specific texts, magazines, films and
websites. The teacher must consult board policies regarding the use of any copyrighted materials.
Before reproducing materials for student use from printed publications, the teacher must ensure
that the school board has a Cancopy license and that this license covers the resources to be used.
Before screening videos/films with the students, the teacher must ensure that the board/school has
obtained the appropriate public performance videocassette license from an authorized distributor,
e.g., Audio Cine Films Inc. Note: much of the material on the Internet is protected by copyright.
The person or organization that created the work usually owns the copyright. Reproduction of any
work or substantial part of any work on the Internet is not allowed without the permission of the
owner.
Books
No text books will be required for this activity.
Journals/Magazines
We will review various photography magazines if available
Page 10
Websites
We will use a variety of websites to base our research such as camera manufacturer's websites,
YouTube, Vimeo, etc.
OSS Considerations
Grade 12 Communications Technology, College/University Preparation is designated as a

Technological Education, Part A, Broad-Based Technology program. The philosophy that underlies
the teaching of broad-based technology is that students learn best by doing. University/College
Preparation courses are designed to equip students with the knowledge and skills they require to
meet the requirements for admission to college and university programs. (See Ontario Curriculum,
Grades 9 to 12: Program Planning and Assessment, 2000 for a description of the different types of
secondary school courses).
Ontario secondary school graduates are expected to be technologically literate as stated in Ontario
Secondary Schools, Grades 9 to 12: Program and Diploma Requirements, 1999. They should be
able to understand and apply technological concepts, use computers in various applications and
analyse the implications of a wide range of technologies for individuals and society.
To ensure that all students in the province have equal opportunity to achieve their full potential,
the education system must be free from discrimination and provide all students with a safe and
secure environment so that they can participate fully and responsibly in the educational
experience. Schools are also required to adopt measures to provide a safe environment for learning
that is free from harassment of all types, violence and expressions of hate. Anti-discrimination
education, equity/social justice issues, conflict resolution/violence prevention, community
partnerships and faith development are addressed in the course. These support the Ontario
Secondary School board policies as well as the Ontario Catholic School Graduate Expectations.
For more information, consult Section 7.13 Anti-discrimination Education of the OSS document.
Career exploration is a component of all units and is aligned with Choices Into Action: Guidance
and Career Education Program Policy for Elementary and Secondary Schools, 1999. Students have
a broad range of career exploration opportunities.
Coded Expectation
Theory and foundation
Overall Expectations
A1. demonstrate an understanding of the core concepts, techniques, and skills required to produce
a range of communications media products and services;
A2. demonstrate an understanding of different types of equipment and software and how they are
used to perform a range of communications technology operations and tasks;
A3. demonstrate an understanding of technical terminology, scientific concepts, and mathematical
concepts used in communications technology and apply them to the creation of media
products;
A4. demonstrate an understanding of and apply the interpersonal and communication skills
necessary to work in a team environment
Page 11
Specific Expectations
A1. Core Concepts, Techniques, and Skills
A1.1 demonstrate an understanding of design principles (e.g., balance, rhythm, proportion,
contrast, and flow) and elements (e.g., colour, line, space, form, and texture) and their role in
creating effective media products (e.g., use of colour in photography, balance in a layout,
continuity in an audio or video production, proportion and contrast in typography);
A1.2 demonstrate an understanding of the concepts (e.g., video and photography composition,
appropriate audio levels, audio and video continuity, animation fluidity, balanced layout, basic
lighting) and creative techniques (e.g., lighting, image manipulation and editing, composition
and framing) required to produce effective media products or services;
A1.3 identify the components of a communications system (e.g., cameras, lenses, filters, editing
software, printer in a photographic system; microphones, connectors, mixers, recorders in
an audio system; desktop publishing software and platesetter in a computer-to-plate system)
and describe their functions;
A1.4 identify different types of communications software (e.g., software for photo, audio, and
video editing, animation, page layout, web page creation, and computer graphics), and
describe how they are used to produce communications technology products and services.
A2. Equipment and Software
A2.1 identify the components and controls of different types of communications devices (e.g., lens,
mirror, sensor, command dial, mode selector in a digital SLR; plate cylinder, blanket cylinder,
impression cylinder, ink keys in an offset press) and describe their functions;
A2.2 use application software and/or equipment competently to perform a variety of
communications tasks (e.g., inputting, manipulating, and outputting sounds and images;
embedding and linking graphics in an interactive portable document; posting media on the
Internet).
A3. Technical Terminology and Scientific and Mathematical Concepts
A3.1 demonstrate an understanding of communications technology terms, and use them correctly
in oral and written communication (e.g., kerning, framing, key frame, jump cut, peaking, video
switching, audio levels, dissolve, resolution, masking, file management, storyboard);
A3.2 demonstrate a basic understanding of scientific concepts that relate to processes and
technologies used in communications technology (e.g., light and colour theory, acoustic
theory, persistence of vision, sensor operation);
A3.3 use appropriate formulas and calculations to solve problems in pre-production, production,
and post-production work (e.g., calculating frame rates, timelines, resolutions, file compression
ratios, scaling).
A4. Teamwork
A4.1 explain the benefits of listening, encouraging participation, and sharing information,
resources, and expertise when working in a team setting;
A4.2 describe and apply concepts and techniques that facilitate effective collaboration in a team
environment (e.g., cooperative discussion, conflict resolution techniques, providing
opportunities for all to participate, listening, respecting the ideas of others, constructive
criticism).
Page 12
Skills and Processes

B1. apply project management techniques to develop communications technology products
effectively in a team environment;
B2. apply a design process or other problem-solving processes or strategies to meet a range of
challenges in communications technology;
B1. ProjectManagement
B1.1 describe the roles that are required for effective management of team-based projects (e.g.,
scheduler, budget controller, secretary/coordinator) and apply coordination techniques (e.g.,
meeting regularly to review progress and make decisions, forming task groups to deal with special
issues);
B1.2 use a variety of planning techniques and tools (e.g., research, design briefs, task lists, scripts,
mock-ups, storyboards, site maps, project-planning software) when creating plans for
communications projects;
B1.3 use appropriate organizational and time- management tools (e.g., student planners, journals,
electronic organizers, organizational software) throughout the project to manage resources and
ensure that project deadlines are met;
B1.4 use a variety of techniques (e.g., comparing outcomes to specifications) to evaluate the results
of the project management process.
B2. ProblemSolving
B2.1 define a problem or challenge precisely and in adequate detail, taking into account relevant
contextual or background information;
B2.2 define project objectives and performance criteria precisely and in adequate detail, and
identify constraints such as cost, time, or technology restrictions that will limit design or problemsolving options;
B2.3 use a variety of information sources and research techniques to help identify possible
solutions (e.g., Internet and library searches, checking manuals and other printed materials,
consulting experts);
B2.4 use idea-generating techniques such as brainstorming or clarification techniques such as
situation analyses to help identify possible solutions;
B2.5 use charts or hand-drawn sketches to organize sequences, clarify relationships, or compare
alternatives;
B2.6 evaluate possible solutions to identify those that most effectively meet the objectives and
criteria within the existing constraints.
B3. Process and Production Skills
B3.1 use appropriate procedures to set up and operate media production equipment (e.g., audio,
video, or graphic systems; studio lighting systems; electronic pre-press equipment; printing
systems);
B3.2 use appropriate software applications
(e.g., computer graphics, photo editing, video editing) to complete a variety of tasks associated
with designing communications media;
B3.3 demonstrate an understanding of industry guidelines, conventions, rules, and standards and
apply them to the production of communications media products (e.g., standards for legibility, type
Page 13
measurement, and letter spacing in graphic design; video resolution standards [standard versus
high definition] and colour standards
[NTSC versus ATSC] for TV; colour proofing guidelines for printing; resolution, readability, file size,
browser compatibility, and accessibility standards for websites).
Impact and Consequences
C1. describe the impact of current communications media technologies and activities on the
environment and identify ways of reducing harmful effects;
C2. demonstrate an understanding of the social effects of current communications media
technologies and the importance of respecting cultural and societal diversity in the production of
media projects.
C1 Technology and the Environment
C1.1 describe the impact of current communications media technologies on the environment (e.g.,
increased energy consumption, disposal of electronic equipment and batteries, noise pollution,
electromagnetic interference, RF pollution, chemical and other wastes associated with paper
production);
C1.2 describe environmentally responsible practices that can be used to reduce the impact of
communications technologies on the environment (e.g., recycling or finding new uses for obsolete
equipment, disposal of batteries as toxic waste, using energy-efficient equipment and turning off
equipment that is not being used, recycling of toner cartridges, use of recycled paper);
Education, Training, and Career Opportunities
D1. demonstrate an understanding of and apply safe work practices when performing
communications technology tasks;
D2. demonstrate an understanding of and adhere to legal requirements and ethical standards
relating to the communications technology industry;
D3. identify careers in communications technology for which postsecondary education is required
or advantageous, and describe college and university programs that prepare students for entry
into these occupations.
D1. Health and Safety
D1.1 describe industry hazards (e.g., ergonomic hazards, electrical hazards, mechanical hazards),
identify sources of hazard information (e.g., Workplace Hazardous Materials Information
System [WHMIS], Passport to Safety), and describe methods of preventing accidents (e.g.,
safety audits, regular retraining in safety procedures);
D1.2 demonstrate an understanding of and apply safe work practices when performing
communications technology tasks (e.g., use of safe procedures for lighting set-up, cable
management, computer operation, and ladder use; use of ergonomic equipment and
practices).
D2. Professional Standards and Ethics
Page 14
D2.1 demonstrate an understanding of and adhere to laws applicable to creative content (e.g.,
laws governing copyright and other creative property rights, domain names, privacy,
defamation);
D2.2 describe privacy and security issues related to the use of communications media technology;
D2.3 demonstrate an understanding of and adhere to ethical standards relating to the creation of
media products (e.g., restrictions on appropriation of content and image manipulation) and to
their dissemination (e.g., honesty in advertising).
D3. Career Opportunities
D3.1 describe careers in communications technology for which postsecondary education is
required or advantageous, and identify the qualifications required for entry into these
occupations;
D3.2 describe university and college programs that prepare students for careers in
communications technology, and identify the qualifications required for entry into these
programs;
D3.3 identify groups and programs that are available to support students who are interested in
pursuing non-traditional career choices in the communications technology industry (e.g.,
mentoring programs, virtual networking/support groups, specialized postsecondary programs,
relevant trade/industry associations);
D3.4 demonstrate an understanding of and apply the Essential Skills that are important for success
in the communications technology industry, as identified in the Ontario Skills Passport (e.g.,
reading text, oral communication, job task planning and organizing, problem solving, finding
information);
D3.5 demonstrate an understanding of and apply the work habits that are important for success in
the communications technology industry, as identified in the Ontario Skills Passport (e.g.,
working safely, teamwork, reliability, initiative, customer service, entrepreneurship);
D3.6 maintain an up-to-date portfolio that includes pieces of work and other materials that
provide evidence of their skills and achievements in communications technology (e.g., work
logs, skills checklist, photographs, digital media, sketches, drawings), and explain why having a
current portfolio is important for career development and advancement.
Page 15
Unit 3 | Photography | Product shot

Time: 25 hours
Unit Description
Students will apply their understanding of photography and explore the various factors that are
important when creating product shots such as: light boxes, types of light and their effect, camera
angles, proportions, and product placement and styling.
Unit Overview Chart
Activity #
3.1
Learning
Expectations
Activity Title/Name
- Overall
- Specific
What can you do A3.3, B1.2,
with a cardboard B2.2, B2.3,
box?
C1.2, D1.1,
D1.2,
Assessment
Categories
Tasks
Knowledge/
Students will research and build
Understanding, a light box.
Thinking,
Applying,
Communication
3.2
Test it out!
A1.2, B3.1
Knowledge/
Understanding,
Applying
Students will create a collection

of images of one object of their
choice to show the effects of
diffusion and light.
3.3
What are you

selling?
B1.4, B3.1,
B3.2, D3.5
Applying
Students will create,

photograph, style, design a
product ad.
Activity 3.1: What can you do with a cardboard box?

Time: 10 hours
Description
Students research technical information concerning light boxes. They will use the web to watch
videos and read about what is a light box is and how to make one at home. Each student will
submit a report then split up in groups. The groups will share their findings and using the design
process, will establish a plan for their design and make a list of material needed for the
construction of their light box. Students will be given white backdrop paper but will need to use
recycled materials for all other components. Each group will submit their plan for approval then
move to the next phase of the project and build their light boxes.
Page 16
Strand(s) & Learning Expectations

Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences, Education,
Training, and Career Opportunities.
A3. demonstrate an understanding of technical terminology, scientific concepts, and mathematical
concepts used in communications technology and apply them to the creation of media products;
B1. apply project management techniques to develop communications technology products
effectively in a team environment;
B2. apply a design process or other problem-solving processes or strategies to meet a range of
challenges in communications technology;
C1. describe the impact of current communications media technologies and activities on the
environment and identify ways of reducing harmful effects;
D1. demonstrate an understanding of and apply safe work practices when performing
communications technology tasks.
A3.3 use appropriate formulas and calculations to solve problems in pre-production, production,
and post-production work (e.g., calculating frame rates, timelines, resolutions, file compression
ratios, scaling);
B1.2 use a variety of planning techniques and tools (e.g., research, design briefs, task lists, scripts,
mock-ups, storyboards, site maps, project-planning software) when creating plans for
communications projects;
B2.2 define project objectives and performance criteria precisely and in adequate detail, and
identify constraints such as cost, time, or technology restrictions that will limit design or problemsolving options;
B2.3 use a variety of information sources and research techniques to help identify possible
solutions (e.g., Internet and library searches, checking manuals and other printed materials,
consulting experts);
C1.2 describe environmentally responsible practices that can be used to reduce the impact of
communications technologies on the environment (e.g., recycling or finding new uses for obsolete
equipment, disposal of batteries as toxic waste, using energy-efficient equipment and turning off
equipment that is not being used, recycling of toner cartridges, use of recycled paper)
D1.1 describe industry hazards (e.g., ergonomic hazards, electrical hazards, mechanical hazards),
identify sources of hazard information (e.g., Workplace Hazardous Materials Information System
[WHMIS], Passport to Safety), and describe methods of preventing accidents (e.g., safety audits,
regular retraining in safety procedures);
D1.2 demonstrate an understanding of and apply safe work practices when performing
communications technology tasks (e.g., use of safe procedures for lighting set-up, cable
management, computer operation, and ladder use; use of ergonomic equipment and practices).
Page 17
Prior Knowledge & Skills

Key concepts are:
Research methods;
How to use a search engine;
How to filter good vs bad internet sources;
Individual work
Group work
Use of the Design Process
Demonstrations
Lectures
Use of current media
Hands-on learning
Journal keeping
Task/Product
Tool
Purpose
Research
Assessment Categories
Anecdotal comments
Formative
Knowledge/Understanding
Design of the light box Anecdotal comments
Formative
Thinking, Communication
Building of the box
Formative
Applying, Communication
Checklist
Accommodations
The teacher consults individual student IEPs for specific direction on accommodation and adapts the
activity and teaching strategies to meet the needs of individual students. Students individual needs may
be accommodated through an adaptation of the design and/or production stages of the activity. In
addition, reports and assignments can be submitted as a written document, audio recording, video
recording or power point presentation when possible.
Resources
The equipment and tools required to complete the activity include;
Computers
Internet connection
Paper
Writing material
Backdrop paper
Recycled materials selected by students
Box cutters
Rulers
Tape measurer
Tape
General
See photographs attached for student samples
Page 18
Websites
www.google.ca
www.youtube.com
A multitude of sites will be used when researching light boxes such as:
www.wikipedia.org
http://strobist.blogspot.ca
www.wikihow.com
etc.
Appendix 3.1.1 | Students Work
Page 19
Page 20
Appendix 3.1.3 | Quiz

Socrative web based quiz, it can be downloaded with this number SOC #: 13795919,
SOC#: 13756367
Page 21
Page 22
Page 23
Appendix 3.1.4 | Activity Plan
Queens University
Activity Planning by Anne-Marie Thort
Technological Education Discipline: Communication Technology TGJ3M
Activity Name: What can you do with a cardboard box?
Unit #: 3
Activity 3.1#:
This is a formative activity that where students will research and plan a design for a
light box.
Description:
Students research technical information concerning light boxes. They will use the web
to watch videos and read about what is a light box and how to make one at home.
Each student will submit a report then split up in groups. The groups will share their
findings and using the design process, will establish a plan for their design and make a
list of material needed for the construction of their light box. Students will be given
white backdrop paper but will need to use recycled materials for all other
components. Each group will submit their plan for approval then move to the next
phase of the project and build their light boxes.
Assessment and Evaluation:

The assessment tool that I will be using for this activity is Assessment As, and For
Learning. I will be making anecdotal comments and using a checklist to assess this
formative activity and to evaluate the students on their understanding of the concept
of a light box, the inquiry process to find the design for their project, and their
communication skills while working in groups. At the end of the activity, I will use a
Page 24
checklist to asses their knowledge, understanding, thinking, communication, and

application thru the design of their light box. I will give them feedback and allow
them to give feedback to each other (Assessment As Learning) by discussing what
when well and what didn't in their activity.
Overall Curriculum Expectations:

A3, B1, B2, B2, C1, D1
Specific Curriculum Expectations:

A3.3, B1.2, B2.2, B2.3, C1.2, D1.1, D1.2
Prior Learning:
This activity will take place as an introduction to the photography unit and after a
graphic design unit. The students will need to use the knowledge acquired in the
previous unit and in other courses.They will need to be familiar with surfing the
internet, using various search engines, and how to filter reliable online sources. All
other skills required for this activity will be taught at the beginning of each lessons.
Enduring Understandings and Essential Skills:

Students will take away skills that are very important that will prepare them for
College, University, and to enter the workforce. They will learn how to use reliable
online sources to get the information needed to understand, design and build a
project, they will be developing project management and problem solving skills, they
will work on their communication skills while working in groups, they will learn safe
working habits, and why it is important to recycle and find ways to reuse materials.
Theses skills are directly linked to real-world issues, the students will be able to apply
this knowledge in their own life.
Activity Procedure:
This activity will take place in 3 parts;
1) Students will be researching technical information on light boxes. Students will
work independently and write a one page report that will describe their finding of
Page 25
what is a light box and how one can be made at home. Each student will be
responsible for their own report and will be encouraged to submit it in a written
form, as an audio or video recording, or using a power point presentation.
Anecdotal comments will be made and I will be able to assess the students
understanding and adjust my lessons if needed.
2) Students will be divided into groups (skills based grouping) They will share their
findings then using the design process, they will brainstorm ideas, develop a
solution and present their plan for feedback. If needed, they will reevaluate their
design to improve it.
3) When their plan is approved, has a group, students will start building their light
boxes using the recycled materials that they decided on using. I will provide them
with a checklist to ensure that their box respects the criteria.
4)
Materials:
We will need computers, a printer, a projector, headphones, Internet connection,
tape, tape measurer, rulers, box cutters, pencil, as well as all recycled materials that
they have selected for the project*.
*Additional material may be required according to the list that the students will be
using.
Tools and Equipment:
Tape, tape measurer, rulers, box cutters, pencil, as well as all recycled materials that
they have selected for the project*.
*Additional material may be required according to the list that the students will be
using.
Accommodations and Modifications:

In the 1st portion of the activity, students will be able to submit their assignment in a
variety of different formats such has; written document, audio or video recording,
and power point presentation. For the 2 other components of the activity, students
will be working in groups and will be able to help each other. We will also consult all
IEP's in order to be able to accommodate the needs of all students.
Terminology, Literacy and Numeracy:
In this lesson, each student will submit a research project where they will describe
what they found out about light boxes. They will use measurement in the making of
their project.
Terminology: Light box, diffusion, design process.
Page 26
Additional Resources:
Computers, and internet.
Activity Review:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Designed by; Jas. Robert Chambers Dip.Ed. OCT
Page 27
Appendix 3.1.5 | Students handout
Light Box Research

Students Name:
Teachers Name:
Course Name:
What site/video did you use for your light box research? Please write at least 2 web addresses and links
here:
In your own words, write a summary of your findings:
Compare 2 of the light box designs that you have found e.g. ease of use, material requirement, cost.
Page 28
Activity 3.2: Test it out!

Time: 5 hours
Description
Students will collect technical information with respect to light diffusion and the quality of light
required for product shots. Each student will bring in an object and test their light box. They will
be responsible for creating a collection of 5 images using the light box. The images must include;
Object placed inside the light box:
one with flash,
one using ambient light,
one using outdoor light,
one using 2 desk lights,
Object photographed without the box :
Using ambient classroom light
Students will print the photographs and observe the result to select which type of lighting created
the best results. They will document their findings and use their best image to create an
commercial ad to sell their product. We will assess their ad and give feedback in the form of
anecdotal comments. This should give them all the knowledge and skills needed to complete their
summative task.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
a
range of communications media products and services
B3. create productions that demonstrate competence in the application of creative and technical
skills
and incorporate current standards, processes, formats, and technologies.
lighting) and creative techniques (e.g., lighting, image manipulation and editing, composition and
framing) required to produce effective media products or services;
systems).
Key concepts are:
Camera functions
all other topics will be covered at every lessons.
Individual work
Page 29
Group work
Use of the Design Process
Demonstrations
Lectures
Use of current media
Hands-on learning
Journal keeping

Task/Product
Tool
Purpose
Create 5 photos using Anecdotal Comments Formative

your light box
Class Discussion
Knowledge/Understanding
Communication
Create a commercial
ad
Application
Checklist As and For
Formative
Resources
The equipment and tools required to complete the activity are as followed;
Camera
Memory card
Transfer cable
Battery
Charger
Light box
2X Desk light
Printer
Paper
Computers
Internet
Design software
Books
No text book will be required for this activity
Websites
Students will be encouraged to use Internet to gather more information or find examples of design
for their commercial ad.
Page 30
Queens University
Activity Name: Test it out!
Unit #: 3
Activity 3.2#:
This is a formative activity where students will determine what is the best source of
light to use for a product shot.
Description:
Students will collect technical information with respect to light diffusion and the
quality of light required to create a professional product shot. Each student will bring
in an object and test their light box. They will be responsible for creating a collection
of 5 images using the light box. They will use their best image to create a commercial
ad to "sell" their product. This should give them all the knowledge and skills required
to complete the summative task.

The assessment tool that I will be using for this activity is Assessment As and for
Learning. We will allow students to evaluate their own work and decide what is the
best light to use for their product shot. We will also have class discussion where
everyone will be able to share ideas on what challenges they faced or what questions
still remains. I will provide students with anecdotal comments throughout the activity
to allow them to improve their results. We will use a checklist to assess the final
product ad.
Overall Curriculum Expectations: A1, B3.
Page 31
Specific Curriculum Expectations: A1.2, B3.1
Prior Learning:
This activity will take place as an introduction to the photography unit and after a
graphic design unit. The students will need to use the knowledge acquired in the
previous unit to create their design. Use proper layout according to the rules of
design, use layers, and incorporate text and graphics or images to their poster.

Students will take away skills that will help them with problem solving, and inquiry
based learning. They will analyze the cause and effect that light has on an object and
learn how to control it better. They will need to use their time managing skill on this
assignment due to short deadline. Theses skills are directly linked to real-world issues
and the students will be able to apply this knowledge in their own life. The students
will also build on their communication abilities while working in teams.
Activity Procedure:
Students will collect technical information with respect to light diffusion and the
quality of light required to create a professional product shot. Each student will bring
in an object and test their light box. They will be responsible for creating a collection
of 5 images using the light box. The images must include;
Object placed inside the box:
one with flash,
one using ambient light,
one using outdoor light,
one using 2 desk light
Object photographed without the box:
using ambient classroom light
Students will print the photographs and observe the result to select which type of
lighting will produce the best results. They will document their findings and explain
the reason for their choice in writing, or with an audio or video recording. They will
then use their best image to create a commercial ad to "sell" their product. This step
is to be completed with a graphic design software e.g. Adobe Illustrator, Adobe
Photoshop. Students will layer text and graphics to their image and submit their
design by email or via an online platform e.g. D2L, Edmodo, OneNote.
Materials:
Page 32
Students will need their chosen object, their light box, a camera, batterie, charger,
transfer cables, a tripod, memory cards, computers, a design software, an internet
connection for research, a printer and paper to print their images.
See the list above for all required materials.

Students will be working in groups and will be able to help each other. We will be able
to provide other activity options, and other assessment method to cater to all types
of learners and to all our students that require modification.

In this lesson, we will use the following terminology:
ambient light
product shot
tripod
Students will write a short text to explain their choice of image, for their product
shot and they will have to find a powerful slogan to sell it effectively.
They will also experiment with various light angles and it's relation to shadows.
Additional Resources:
Computers, Photoshop or design software and internet.
Activity Review:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Page 33
Appendix 3.2.2 | Student Handout

Unit 3 Photography | Product Shot | Activity 2
Test it out!
For this activity, you will test your light box to find out what is the best source of light to
use for a product shot.
1)You will take a total of 5 photographs that you will print to help you determine which
set-up worked best. Here is a list of photographs that you are required to try:
Object placed outside the box:
Using ambient classroom lights
Object placed inside the box:
One using the camera flash
One using ambient light
One using outdoor light
One using 2 desk light
2)You will write a short text, or submit an audio or video recording that describes your
observations and the reasons behind your choice of image. You will clearly identify your
choice of image.
3)Using a design software, you will transform your product shot into a professional
product ad that a magazine could feature in order to sell a product. Make sure to use
internet to research ads if you need some inspiration. Your ad must contain:
Your best product shot
A powerful slogan (text)
Appendix 3.2.3 | Checklist | Assessment As Learning

Page 34
Test it out! Checklist

Activity must have
Got it!
Needs work!
Completed a series of 5 photographs

All photographs were taken as required (see student
handout)
Submitted a short text, audio or video presentation
Clearly explained their image choice and made valid
points
Photograph with the best lighting was clearly identified
Subject is in focus
Exposure is correct
Used appropriate camera angle for the object
Used a powerful slogan
Worked effectively with classmates
Conceptualized a powerful slogan
Used the principle of design in the layout
Designed a balanced layout
Student Name:
Grade:
My Comments: (Use this area to list any questions that still remains after this activity, areas
that needs clarifications, observation or reflections on your project, or any discoveries that
you have made during this exercise)
Page 35
Checklist | Assessment For Learning

Test it out! Checklist

Activity must have
Got it!
Needs work!
Completed a series of 5 photographs

All photographs were taken as required (see student
handout)
Submitted a short text, audio or video presentation
Clearly explained their image choice and made
valid points
Photograph with the best lighting was clearly
identified
Subject is in focus
Exposure is correct
Used appropriate camera angle for the object
Used a powerful slogan
Worked effectively with classmates
Conceptualized a powerful slogan
Used the principle of design in the layout
Designed a balanced layout
Student Name:
Grade:
Teacher Comments:
Page 36
Activity 3.3: What are you selling?

Time: 10 hours
Description
After researching, designing, building and testing their light box, students will create their own
product ad. Each students will work independently and select a product, object or food item that
they want to create a professional magazine ad for. Students will have to use all skills learned in
this unit and research product ad to use them as inspiration, skills learned in the previous graphic
design unit as well as the photography basic unit. They will need to sketch their layout idea and
once they have captured a good product shot, with proper angle, good exposure, diffused light and
with enough space to have a graphic layout around the product. they will use this photograph to
create an ad adding text and graphics.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
a range of communications media products and services;
A4. demonstrate an understanding of and apply the interpersonal and communication skills
necessary to work in a team environment;
B3. create productions that demonstrate competence in the application of creative and technical
skills and incorporate current standards, processes, formats, and technologies.
lighting) and creative techniques (e.g., lighting, image manipulation and editing, composition and
framing) required to produce effective media products or services;
A4.2 describe and apply concepts and techniques that facilitate effective collaboration in a team
environment (e.g., cooperative discussion, conflict
resolution techniques, providing opportunities for
all to participate, listening, respecting the ideas of
others, constructive criticism).
systems).
Key concepts are:
Camera functions
Sketching
Effect of light on a subject
Photoshop
Layout
Internet research
Time management
Page 37
Camera angles
How to use a tripod;
Individual work
Use of current media as resource
Hands-on learning
Journal keeping
Time management
Task/Product
Tool
Create a Professional
product ad for a
magazine
Rubric
Purpose
Summative
Application
Resources
The equipment and tools required to complete the activity are as followed;
Camera
Memory card
Transfer cable
Battery
Charger
Light box
2X Desk light
Tripod
Printer
Paper
Computers
Internet
Design software
Books
No text book will be required for this activity
Websites
Students will be encouraged to use Internet to gather more information or find examples of design
for their commercial ad.
Page 38
Queens University
Activity Name: What are you selling?
Unit #: 3
Activity 3.3#: This is a summative activity that where students will create a product
ad for a magazine.
Description:
After researching, designing, building and testing their light box, students will create
their own product ad. Each students will work independently and select a product,
object or food item that they want to create a professional magazine ad for. Students
will have to use all skills learned in this unit and research product ad to use them as
inspiration, skills learned in the previous graphic design unit as well as the photography
basic unit. They will need to sketch their layout idea and once they have captured a
good product shot, with proper angle, good exposure, diused light and with enough
space to have a graphic layout around the product. they will use this photograph to
create an ad adding text and graphics.

The assessment tool that I will be using for this activity is Assessment Of Learning. I
will be using a rubric to assess this summative activity and to evaluate the students on
their Knowledge, Understanding, Communication and application of the concepts
learned.
Overall Curriculum Expectations: A1, B1, B3.
Page 39
Specific Curriculum Expectations:A1.2, B1.2, B3.1.
Prior Learning:
The students will need to use the knowledge acquired in the previous unit to create
the design of their ad, use proper layout according to the rules of design, use layers,
and incorporate text and graphics or images to their ad. They will need to have some
knowledge of camera functions, sketching, light, Photoshop, Layout, Internet
research, Time management, camera angles, and tripod use.

Students will learn be required to manage their time efficiently, and use their
planning and organization skills. The students will also build on their communication
abilities, their problem solving skills, and their leadership skills while working in
teams to use the light boxes.
Activity Procedure:
In this activity, students will need to:
Select a product
Research ads for inspiration
Sketch their ad
Using a light box with their preferred lighting (see activity 3.2) take their images
Select an image
Upload the image into Photoshop for adjustments
Use Design software to create their ad
Use layers, text, and images
Materials:
Students will need computers, a design software, an internet connection for research,
a printer and paper, cameras, batteries, charger, transfer cable, memory cards,
tripod, their object, a light box, and desk light.
See the list above for all required materials.
Page 40
Students will be working individually on this summative task. We will be able to

provide other activity options, and other assessment method to cater to all types of
learners and to all our students that require modification. Extra time will be allowed
to those who need it.

In this lesson, students will use powerful words to create a slogan for their product
ad. They will need to use dimension to size the images.
Additional Resources: Computers, Photoshop software and internet.
Activity Review:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Page 41
Appendix 3.3.2 | Student Handout

What are you selling?

For this activity, you will select an object and use your light box to capture a photograph
that you will be using to design your own professional product ad.
1)You will select a product or object to bring in with you when you are scheduled to start
your assignment.
2) Using the best light, you will use your light box and capture an image.
Tip: Make sure that you leave enough space around your subject for the design.
3) Upload you image and save it where you can assess it.
4) Use an editing software to enhance your image
5) Using a design software, you will transform your product shot into a professional
product ad that a magazine could feature in order to sell a product. Make sure to use
internet to research ads if you need some inspiration. Your ad must contain:
Your best product shot
A powerful slogan (text)
6) Do you have what it takes? Assess your product ad with the rubric provided!
Good Luck!
Page 42
Appendix 3.3.3 | Design example
Page 43
Page 44
Appendix 3.3.4 | Assessment Documents

TGJ3M Product Photo Shoot and Product ad
Communications Technology- Assessment of learning
Criteria
Level 4
Level 3
Level 2
Level 1
Knowledge and Understanding A1

Demonstrate an
understanding of the core
concepts required to
produce a range of
communications media
products or services
Thoroughly
understands the
effects of light
on an object.
Understands the
effects of light
on an object.
Demonstrate
some
understanding of
the effects of light
on an object.
Minor
understanding of
the effects of
light on an
object.
Demonstrate an
understanding of the
techniques required to
produce a range of
Fully
understands the
principle of
design and
produced a
balanced
graphic design.
Understands the
the principle of
design and
produced a
balanced
graphic design.
Understands
parts of the
principle of
design and
applied with
some details the
concept behind
this technique.
Limited
understanding of
the principle of
design and an
attempt at
demonstrating
the concept
behind this
technique was
made.
Demonstrate an
understanding of and
apply safe work practices
in communications
technology activities
Demonstrate a
high
understanding
of safe work
practice
Demonstrate a
good
understanding
of safe work
practice
Slight
understanding of
safe work
practice
Poor
understanding of
safe work
practice
Thinking and Apply B3

Create products or
productions that
demonstrate competence
in the application of
creative and
technical skills
Applied focusing
knowledge in the
creation of an
image with a
complete
understanding
Applied focusing
knowledge in
the creation of
an image
Applied some
focusing
knowledge in the
creation of an
image
Attempt to apply
focusing
knowledge in the
creation of an
image was made
Create products or
productions that
creative and
technical skills
Exhaustive
application of
exposure
knowledge in
the creation of
an image
Applied
exposure
knowledge in
the creation of
an image
Applied partial
exposure
knowledge in the
creation of an
image
Limited exposure
knowledge was
present in the
creation of an
image
Page 45

Communications Technology- Assessment of learning
Create products or
productions that
creative and
technical skills
Applied camera
angle and lens
distortion
knowledge to
select an angle in
the product shot
with accuracy
Applied camera
angle and lens
distortion
knowledge to
select an angle
in the product
shot
Applied basic
camera angle
and lens
distortion
knowledge to
select an angle in
the product shot
Inadequate
application of
camera angle
and lens
distortion
knowledge to
select an angle
Somewhat
collaborated with
peers to produce
a product shot
Difficulty to
collaborate with
peers to produce
a product shot
Communication A4
Demonstrate an
apply the interpersonal
and communication skills
necessary
to work effectively in a
team setting
Collaborated
remarkably with
peers to
produce a
product shot
Collaborated
well with peers
to produce a
product shot
Student name:_____________________________________Date:_________________
Mark:______________________
Page 46
Assessment As Learning
Communications Technology- Assessment As learning
Criteria
Level 4
Level 3
Level 2
Level 1
Knowledge and Understanding A1

Demonstrate an
understanding of the core
concepts required to
produce a range of
Thoroughly
understands the
effects of light
on an object.
Understands the
effects of light
on an object.
Demonstrate
some
understanding of
the effects of light
on an object.
Minor
understanding of
the effects of
light on an
object.
Demonstrate an
understanding of the
techniques required to
produce a range of
Fully
understands the
principle of
design and
produced a
balanced
graphic design.
Understands the
the principle of
design and
produced a
balanced
graphic design.
Understands
parts of the
principle of
design and
applied with
some details the
concept behind
this technique.
Limited
understanding of
the principle of
design and an
attempt at
demonstrating
the concept
behind this
technique was
made.
Demonstrate an
apply safe work practices
in communications
technology activities
Demonstrate a
high
understanding
of safe work
practice
Demonstrate a
good
understanding
of safe work
practice
Slight
understanding of
safe work
practice
Poor
understanding of
safe work
practice
Thinking and Apply B3

Create products or
productions that
creative and
technical skills
Applied focusing
knowledge in the
creation of an
image with a
complete
understanding
Applied focusing
knowledge in
the creation of
an image
Applied some
focusing
knowledge in the
creation of an
image
Attempt to apply
focusing
knowledge in the
creation of an
image was made
Create products or
productions that
creative and
technical skills
Exhaustive
application of
exposure
knowledge in
the creation of
an image
Applied
exposure
knowledge in
the creation of
an image
Applied partial
exposure
knowledge in the
creation of an
image
Limited exposure
knowledge was
present in the
creation of an
image
Page 47

Communications Technology- Assessment As learning
Create products or
productions that
creative and
technical skills
Applied camera
angle and lens
distortion
knowledge to
select an angle in
the product shot
with accuracy
Applied camera
angle and lens
distortion
knowledge to
select an angle
in the product
shot
Applied basic
camera angle
and lens
distortion
knowledge to
select an angle in
the product shot
Inadequate
application of
camera angle
and lens
distortion
knowledge to
select an angle
Somewhat
collaborated with
peers to produce
a product shot
Difficulty to
collaborate with
peers to produce
a product shot
Communication A4
Demonstrate an
apply the interpersonal
and communication skills
necessary
to work effectively in a
team setting
Collaborated
remarkably with
peers to
produce a
product shot
Collaborated
well with peers
to produce a
product shot
My name:_____________________________________Date:_________________
Mark:______________________
Page 48

Course Outline Format

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Course Outline Format

Uploaded by

Copyright:

Available Formats

Technological

Grade 11 | Destination: C/M

Communications Technology | Course Outline

Communications Technology | Course Outline

Communications Technology | Course Outline

Equipment and Facilities

Cameras (e.g. DSLR, point and shoot, video camera)

Photography editing software (e.g. Adobe Photoshop)

Movie editing software (e.g. Adobe Premiere)

Graphic design software (e.g. Adobe Illustrator)

Category Material and Equipment

Communications Technology | Course Outline

Units: Titles and Times

Communications Technology | Course Outline

Unit Overview Chart

Eg., Knowledge/ Students will create a camera

Student will research a career

What's your mode? A4.1, A4.2

Student will create a serie of

Students will create a serie of 3

Unit 2: Graphic Design

What's your club? B1.1, B1.2,

Communications Technology | Course Outline

Students will create their own

Unit 3: Photography- Product shots

What are you

Students will create a collection

Unit 4: Video Production

Communications Technology | Course Outline

Unit Overview Chart

Communications Technology | Course Outline

Assessment & Evaluation of Student Achievement

No text books will be required for this activity.

Grade 12 Communications Technology, College/University Preparation is designated as a

Communications Technology | Course Outline

Communications Technology | Course Outline

Skills and Processes

Communications Technology | Course Outline

Communications Technology | Course Outline

Communications Technology | Course Outline

Unit 3 | Photography | Product shot

Students will create a collection

What are you

Students will create,

Activity 3.1: What can you do with a cardboard box?

Communications Technology | Course Outline

Strand(s) & Learning Expectations

Communications Technology | Course Outline

Prior Knowledge & Skills

Design of the light box Anecdotal comments

Building of the box

Communications Technology | Course Outline

Appendix 3.1.1 | Students Work

Communications Technology | Course Outline

Communications Technology | Course Outline

Appendix 3.1.3 | Quiz

Communications Technology | Course Outline

Communications Technology | Course Outline

Communications Technology | Course Outline

Appendix 3.1.4 | Activity Plan

Assessment and Evaluation:

checklist to asses their knowledge, understanding, thinking, communication, and