Lesson: Say "Cheese!"

Discuss students’ photography habits. Ask: When do you usually take pictures? What device do you use to take them? How does the way you take photos compare with how your parents took photos when they were your age? Do you think technology has improved the way people take photos? Why or why not?

Tell students they are going to see the first instant film camera. Watch the video “Black Friday 1948.” Discuss how instant cameras were cutting-edge technology. Open the article in the online presentation view. Read the article’s prereading prompt: As you read, think about the science and engineering challenges involved in creating a device that transforms light into a physical photograph. After you read the article aloud, ask students to summarize how instant photographs are made.

Discuss the post-reading prompt: Think about the steps involved in taking and developing an instant photo. Explain why shaking film before it’s completely developed could damage the final image. Have students use the article to complete the “3-2-1 Reflection” skills sheet and the article’s “Check for Understanding.”

Brainstorm reasons a scientist might take photographs while doing research. (to document the results of an experiment or record wildlife behavior) Distribute “Snap Your Own Shots” and have students complete the visual scavenger hunt.

Ask students to respond to the poll, “Have you ever used instant film?” at the end of the scrollable online article. Discuss the poll results. Then ask: How does instant film compare with other types of photography? When would you prefer to have a printed photo? A digital photo? Distribute the “Compare and Contrast” Venn diagram so that students can compare digital photography to instant film. Create a checklist together of factors they should consider (e.g., cost, ease of sharing, use of light, use of chemical reactions, and equipment needed).

⇨ TAKE OUR POLL: Have you used instant film? Respond to our poll here.

⇨ VIDEO EXTRA: Learn about the history of instant film.