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Instructional Plan
Angela F Chase
AET/520
October 7, 2013
Scott Brown
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University of Phoenix Material

Instructional Module/Training Plan Template
Part I: Vital Information
Author

Angie Chase
Instructional Topic

How to use the light meter on your DSLR camera
Instructional Module/Training Plan
Title

Getting the Right Light
Learning Setting

Computer lab at a community college
Audience

Male and female students between ages 21 and 45 who want to
learn more about photography and how to shoot in manual mode
Delivery Modality (online, hybrid,
face-to-face, and so forth)

Face-to-face
Total Time Allotment

1.5 hours
Instructional Module/Training Plan
Goal

Students will be able to correctly use the light meter on a digital
camera.
Two Performance-Based Objectives

1. Students will be able to read the light meter and determine
if more or less light is needed for their photograph.
2. Students will be able to correctly use the knob to adjust
their light meters and achieve the desired amount of
light for their photographs.
Summative Assessment Description

Students will demonstrate their knowledge of the light meter by
taking 3 photos with too little light, 3 photos with too much light,
and 3 photos with the right amount of light and compare all
photos. Instructor will view photos on the computers and assess
students performances.
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Part II: Development
Attention Getter

I will set a stuffed animal and an adjustable lamp on a
table in the middle of the room and ask students to
make sure they are in a position where they can see
the toy and snap a photo of it.
I will ask students to set their cameras on automatic
mode and turn off their flashes. Then we will ensure
that all lights, computer monitors, etc. are turned off.
Students will take a photo of the toy with no lights on.
I will turn on my cell phone and shine it on the toy, and
students will take a photo of it.
I will turn the lamp on its lowest setting, and students
will take a photo.
I will continue to add more light by turning the lamp on
higher settings, each time asking the students to
photograph the toy.
Finally, we will turn the lamp on its highest setting and
turn on the overhead lights and take our last photo
with the flash.
Students will then upload, observe, and compare their
photos, and we will discuss the importance of having
the right amount of light in a photograph: not too little,
as in the beginning of the exercise, and not too much,
like the end of the exercise.
Detailed Input of Content

I. Today we will talk about how to control the amount of
light in your photos.
II. One of the tools on your camera that helps you control
light is the light meter.
A. We will talk about where the light meter is.
B. We will learn how to read the light meter and
understand what it means.
C. We will learn how to adjust the light meter so that
we get the ideal amount of light in our photos.
D. Well do some experimenting with the light
meters, and then well all go outside and practice
using them.
E. After we do our outside shoot, well come back in
to upload our photos and do some observations
and comparisons.
Part III: Implementation
Instructional Strategies

I. Inclusion:
A. How many of you have ever experienced that
disappointing feeling when you take a really
cute picture of your kid or dog or a photo of a
beautiful sunset, only to upload your photo
that evening and find that your kids face is
covered in shadows, or your dog looks pale
and washed out, or the sunset photo just
looks kind of gray and dull?
1. Show example photos side-by-side (i.e.,
awesome photo of kid next to badly-lit
photo of kid). Explain, This photo on
the left is what you thought you were
taking, but it turned out more like the
photo on the right.
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2. Its frustrating to think youre taking a
good photo only to realize that the
lighting has deceived you and created
an image that you dont like.
II. Attitude
A. Learning how to read and adjust your
cameras light meter will help you achieve
the photography results you want. It will
make photography more rewarding and
enjoyable.
B. Learning to use the light meter will help
you be in more control of how your photos
look.
III. Meaning
A. Draw number line on board.
B. This may look familiar. Remember those
number lines you used in elementary school
to learn about positive and negative
numbers? Your light meter is very similar.
1. Ask for a volunteer to briefly explain what
the number line means.
2. Ask students how they think this applies
to the light meters function of measuring
light for your camera. Guide discussion
and lead students to understand that the
negative end of the meter means too little
light and the positive end means too
much light.
C. Have students turn on cameras and put them in
manual mode. Explain the steps of finding and
reading the light meter.
1. Press the shutter button gently or
halfway. Dont press it hard enough to
actually take a photo.
2. Show students where to find the meter on
their cameras. Students will be sitting in
groups depending on their type of
camera, so this will make it easier for
everyone to find theirs. Instructor will
check with each group to make sure
everyone knows where to look to see
their meters.
3. Now point your camera at anything in
the room and gently press the shutter
button. Look for the little arrow on
your light meter and identify if it is in
the negative, positive, or center of
your light meter. Do this several times
while pointing your camera at various
objects, people, or areas of the room.
See if you can get different readings
on your light meter.
a. Instructor will circulate through
students and assess to see if
everyone can identify whether the
light meter indicates the camera
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needs more light, less light, or has
the correct amount. Use number line
to help students who need further
explanation.
4. Now the fun part: adjusting your light
meter. Its as simple as turning a knob.
a. Instructor will make sure everyone
has found the knob to adjust their
meters on their various types of
cameras.
5. You simply turn the knob in the
direction you wish to move the arrow
on your light meter: Left to move the
arrow to the left and use less light, and
right to move the arrow to the right
and use more light.
6. For this lesson and this exercise, well
practice getting the light meter in the
center. In later classes, well discuss
how there may be times when you
actually want your photo to be over- or
under-exposed, but for today we just
want to learn how to read the light
meter and adjust it to center.
a. Instructor will check for learning with
each group of students to see that
everyone is turning the knob and can
see how it is affecting the reading on
their meters.
7. Take a few minutes to play around
with the light meter. Practice turning
the knob and getting the arrow in the
middle. Snap a few photos of some
different objects in the classroom.
IV. Application
A. Pass out handout with assignment instructions.
B. We will go outside and practice using our
light meters. Here are the instructions for
your assignment:
1. Your goal is to take 9 total photos of 3
different subjects. You may choose
your subjects (person, scene, objects,
etc.).
2. For your first subject, take a photo that
is underexposed. Then take a photo of
that same subject that is overexposed.
Then take a photo that is correctly
exposed.
3. Do this for three different subjects.
4. At __oclock, well come back in and
upload our photos so we can compare
and contrast the different amounts of
light we used.
C. Instructor will go outside with students to help
and answer questions.

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V. Competence
A. Ask students to explain what they observe
about their photos: differences, which photos
they prefer, how the light meter settings affected
the look of the photos, etc. Also ask if anyone
photographed a subject in which it was difficult
to get an under-exposed, over-exposed, or
correctly exposed reading on their light meters.
Discuss why.
VI. Assessment
A. Instructor will look at students photos to see if
students were able to adjust meters to meet the
goals of the assignment. If any students seem
to have struggled with this, instructor will
demonstrate one-on-one how the light meter on
that students camera works. If necessary, that
student will do the assignment again as take-
home work and bring in the photos next week
for assessment.


Formative Assessments
1. The first formative assessment is in the Meaning
section, under C2: Instructor will check with each
group to make sure everyone knows where to look to
see their meters.

2. The second formative assessment is in the Meaning
section, under 3a: Instructor will circulate through
students and assess to see if everyone can identify
whether the light meter indicates the camera needs
more light, less light, or has the correct amount. Use
number line to help students who need further
explanation.

3. The next formative assessment is in the Meaning
section, under 4a: Instructor will make sure
everyone has found the knob to adjust their meters on
their various types of cameras.

4. The fourth formative assessment is in the Meaning
section, under 6a: Instructor will check for learning
with each group of students to see that everyone is
turning the knob and can see how it is affecting the
reading on their meters.

5. The last formative assessment is in the Competence
section: Ask students to explain what they observe
about their photos: differences, which photos they
prefer, how the light meter settings affected the look
of the photos, etc.


Closure

Display again the good and bad photo examples from
the Inclusion section. Then explain to students that
their work on the assignment helped them create their
own good and bad examples.
Congratulate students on learning how to use one of the
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functions on their cameras that impacts lighting.
Explain to students that they are now more in control of
how their photos look.
Remind students that next weeks lesson will build on
this lesson as we explore situations where we might
want to over- or under-expose certain photos.
Materials and Resources

Click it Up a Notch photography blog
www.clickitupanotch.com

Samys Camera Channel
http://www.youtube.com/playlist?list=PLC91C0B493ED0DFBF

Glossary of Basic Photography Terms
http://www.ritzcamera.com/static/articles/research/photo-
terms.html
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References

Wlodkowski, R. J. & Ginsberg, M. B. (2010). Teaching intensive and accelerated courses:
Instruction that motivates learning. San Francisco, CA. Jossey-Bass.