Objectives (5 - 7 minutes)

1. Understand the concept of Pinhole Camera: Students should be able to understand what a pinhole camera is, how it works, and what are the main elements that constitute it.
2. Identify the main elements of a Pinhole Camera: In addition to understanding the concept, students should be able to identify the main elements of a pinhole camera, such as the light source, the object, and the screen.
3. Apply the knowledge of Pinhole Camera in practical situations: Finally, students should be able to apply the acquired knowledge about the pinhole camera in practical situations, such as problem-solving and conducting experiments.

Secondary Objectives:

• Promote critical thinking skills: During the class, the teacher should encourage students to question and analyze the information presented, promoting the development of critical thinking.
• Stimulate active student participation: The teacher should encourage active student participation throughout the class, whether through questions, discussions, or practical activities. This contributes to student engagement and effective learning.

Introduction (10 - 12 minutes)

1. Review of previous contents: The teacher should start the class by reviewing some important concepts that were previously studied and that will be necessary for the understanding of the lesson's topic. In this case, it is recommended to briefly review the basic principles of geometric optics, such as the straight-line propagation of light and the formation of images.

2. Problem situations: The teacher can propose two problem situations to instigate students' curiosity and introduce the topic in a playful way. For example:

   • "Imagine you are inside a completely dark room, except for a small hole in the window. When sunlight passes through this hole, you can see an inverted image of the outside. Why does this happen?"
   • "If you take a shoebox, make a small hole in one of the ends, and point that end towards a light source, what will you see on the other end of the box?"

3. Contextualization: The teacher should explain that the pinhole camera is a simple optical device, but of great historical and scientific importance. It was the precursor to modern cameras and cinema. In addition, knowledge about the pinhole camera is essential to understand how our eyes and digital and analog cameras form images.

4. Capture students' attention: To arouse students' interest, the teacher can share some curiosities and applications of the pinhole camera:

   • "Did you know that the term 'photography' comes from Greek and means 'drawing with light'? This is because photography is basically the art of capturing and recording light on a screen, just like in a pinhole camera."
   • "The pinhole camera was used by great Renaissance painters, such as Leonardo da Vinci, to assist in the painting of their works. They projected the image of the landscape on the wall of the room, and then drew the outlines of the image."
   • "Nowadays, the pinhole camera is used in various applications, from photography and cinema to observing eclipses and building slide projectors."

Development (20 - 25 minutes)

1. Theory about the Pinhole Camera (10 - 12 minutes):

   • What is a Pinhole Camera? Start by explaining that the pinhole camera is a simple optical device, consisting of a closed box with a small hole in one of the faces and a screen on the opposite face. The light that enters through this small hole propagates in a straight line and forms an inverted image of the external object on the screen.

   • How does the Pinhole Camera work? Explain that the pinhole camera works according to two principles of optics: the straight-line propagation of light and the formation of images. The light that enters through the opening propagates in all directions inside the camera, but only the rays that pass through the center of the opening and reach the screen form the image.

   • Main elements of a Pinhole Camera: Present the three main elements of a pinhole camera: the light source (the sun, for example), the object (the landscape to be 'photographed'), and the screen (the internal wall of the box). Explain that the formed image is inverted because the light rays cross when passing through the opening.

2. Demonstration with Experiment (5 - 7 minutes):

   • Materials needed: For the experiment, the teacher will need a shoebox, a white cardboard sheet, adhesive tape, scissors, and a flashlight.

   • Step by step: Show students how to build the pinhole camera. Cut a square of about 2 cm on one of the smaller faces of the box, cover it with the white cardboard and fix it with adhesive tape. Then, in a dark environment, point the flashlight at the opening and ask the students to observe the image formed on the screen (the box wall). Explain that the image will be inverted, as expected.

3. Application Exercise (5 - 6 minutes):

   • Practical challenge: Now, challenge students to create a 'photographic camera' using an empty soda can, aluminum foil, a needle, and a sheet of paper. Explain that they should make a small hole in the can with the needle, cover the hole with aluminum foil, and attach the paper sheet to the other side of the can. They should then point the side with the hole towards a light source and observe the image formed on the paper sheet.

   • Discussion and Conclusion: After the challenge, promote a classroom discussion about the difficulties encountered, the proposed solutions, and the conclusions reached. Encourage students to think about how the pinhole camera can be used in various everyday situations.

Return (8 - 10 minutes)

1. Concepts review (3 - 4 minutes): The teacher should start the Return stage by reviewing the main concepts covered during the class. This can be done through a brief recap or a quick discussion in the classroom. Students should be encouraged to participate by sharing their insights and understanding of the concepts.

2. Connection with reality (2 - 3 minutes): Next, the teacher should help students make the connection between the theory learned and the practical aspects of everyday life. This can be done through targeted questions, such as:

   • "How does what we learned today about the pinhole camera relate to the formation of images in our eyes?"
   • "How is the pinhole camera, such an old device, still relevant today, in the era of digital cameras and smartphones?"

3. Reflection on learning (2 - 3 minutes): The teacher should then propose that students reflect for a minute on the questions:

   • "What was the most important concept learned today?"
   • "What questions have not been answered yet?"

   After the reflection time, students should be invited to share their answers. The goal of this stage is for students to internalize what they have learned and identify any gaps in their understanding that may need further clarification.

4. Feedback and closure (1 minute): Finally, the teacher should thank the students for their participation and effort during the class. The teacher should also take this opportunity to provide feedback on the students' performance and to clarify any remaining doubts. The teacher can also suggest additional resources for autonomous study, such as supplementary readings, videos, or educational websites.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes): The teacher should summarize the main points covered during the class, reinforcing the definition of pinhole camera, its operation, and the elements that constitute it. The importance of the straight-line propagation of light and the formation of images for the operation of the pinhole camera should be highlighted.

2. Connection between Theory and Practice (1 - 2 minutes): The teacher should reinforce how the class connected theory, through the explanation of geometric optics concepts and principles, with practice, through the demonstration of the pinhole camera experiment and the challenge of building a photographic camera. It should be emphasized that understanding the theory is essential for the practical realization and application of the concepts.

3. Additional Materials (1 - 2 minutes): The teacher should suggest additional materials for students to deepen their knowledge on the topic. These materials may include books, articles, videos, and educational websites that address the pinhole camera and other optical devices. Some examples could be: the book 'Camera Lucida' by Roland Barthes, which explores the relationship between the pinhole camera and photography; the video 'Camera Obscura' from the Veritasium channel, which explains the operation of the pinhole camera visually and didactically; and the website of the Camera and Photography Museum, which presents a virtual collection of pinhole cameras and other optical devices.

4. Importance of the Subject (1 minute): Finally, the teacher should emphasize the importance of the subject for daily life and other disciplines. It should be highlighted that the pinhole camera, despite being a simple device, is the basis for understanding how our eyes and photographic and video cameras work. In addition, the pinhole camera has applications in various areas, such as art, science, engineering, and medicine. For example, the pinhole camera is used in observing eclipses, building slide projectors, painting (as an aid for perspective), architecture (in projecting floor plans), among others.