GENERAL INFORMATION

Lesson Title & Subject: Do You​ SEE​ the Light?

Topic or Unit of Study: Nature of Light

Grade/Level: 4
Instructional Setting:​ A self-contained general education classroom. The classroom contains
pair seating areas for assigned lab partners, SmartBoard, science supplies.

STANDARDS AND OBJECTIVES

This lesson requires that students already know the definition of transparent materials.

Georgia Standards of Excellence (GSE) for Science

S4P1.a. Plan and carry out investigations to observe and record how light interacts with various
materials to classify them as opaque, transparent, or translucent. (Ga. DoE, 2016)

Lesson Objective(s):

SWBAT classify materials as opaque or translucent and record findings in a learning journal,
fulfilling eight items on a ten-item rubric.

SWBAT identify applications of transparent, translucent and opaque materials, correctly

answering six items on a nine-item quiz.

MATERIALS AND RESOURCES

Instructional Materials:

Shoe boxes, toilet paper cores, markers, scissors, black duct tape, flashlights, cardboard,
aluminum foil, red construction paper, styrofoam food tray, wax paper
INSTRUCTIONAL PLAN

Presentation Procedures for New Information: 10 mins

The teacher will introduce and define the terms “opaque” and “transparent”. The teacher will
demonstrate opacity and and translucency: first by pointing out that they can’t see through the
skin on his hand, so that it would appear to be opaque; then by darkening the room and putting
a strong light against his hand showing that it is in fact translucent.

Then he will pair the students and initiate a think-pair-share activity wherein teams brainstorm
opaque and translucent materials for two minutes and share two of each with the class. The
teacher will record responses on a Smartboard.

Explain the purpose of the lesson. 2 mins

The teacher will explain the purpose of the lesson to the students by explaining that they will be
building a dark chamber in order to test whether five provided materials and two other materials
of the students’ choice are opaque or translucent, then recording the results in their learning
journals.

Modeling: (2 mins)

The teacher will demonstrate the construction of the dark chamber, using several models in
various stages of completion. The teacher will then demonstrate covering the test opening with
the material, looking through the viewing window, then shining the flashlight through.

1. Use a toilet paper core to trace two circles in a

shoebox lid.
2. Cut out the traced circles
3. Insert the core into one of the holes and seal with
duct tape
4. Cover the box and seal the lid with duct tape
5. One partner will cover the test opening with the
material and shine the flashlight through it.
6. The other partner will look with one eye into the
viewing window and watch for illumination.

Guided Practice: 10 mins

Students will remain in their pairs. Teams will gather their materials and work together to build
the dark chamber and test each material, then select and test two additional materials at hand.
The teacher will visit each team and facilitate the activity. A single PowerPoint slide will remain
on the SmartBoard illustrating the steps of building the chamber and testing materials.
Independent Student Practice: 10 mins

The students will individually complete a page in their learning journals during the course of the
recording the findings of the inquiry, and reflecting on whether any finding was a surprise.

Assessment: 10 mins

Following instruction and independent practice, students will complete a nine-item quiz
assessing their ability to elaborate on their experience with transparent, translucent and opaque
materials, applying it to new situations.

Culminating or Closing Procedure/Activity/Event: 6 mins

The teacher will recall the results of the think-pair-share activity and discuss whether any of the
named materials were tested and whether the expected result occurred.

Instructional Strategy (or Strategies):

This lesson uses a blend of guided and open ended inquiry. Students test the teacher-provided
materials and come up with expected results (guided), then once the process is mastered they
move on to selecting their own materials and coming up with their own results (open ended)
Student Assessment/Rubrics:

Objective 1: SWBAT classify materials as opaque or translucent and record findings in a

learning journal, fulfilling eight items on a ten-item rubric.

The teacher will observe classroom activity and collect learning journals at the conclusion.
Teacher will assess the recorded experience summary according to the following rubric:

Not
Rubric Item Complete
Complete

Built chamber with partner ⬜ ⬜

Wrote name, date and lesson title in journal ⬜ ⬜

Tested and recorded: Aluminum foil ⬜ ⬜

Tested and recorded: Wax paper ⬜ ⬜

Tested and recorded: Construction paper ⬜ ⬜

Tested and recorded: Cardboard ⬜ ⬜

Tested and recorded: Styrofoam ⬜ ⬜

Tested and recorded: ___________________________ ⬜ ⬜

Tested and recorded: ___________________________ ⬜ ⬜

Reflected on one surprising finding ⬜ ⬜

Student Assessment/Rubrics (continued)

Objective 2: SWBAT identify applications of transparent, translucent and opaque materials,

correctly answering six items on a nine-item quiz.

Following instruction and independent practice, students will complete a nine-item quiz
assessing their ability to elaborate on their experience with transparent, translucent and opaque
materials, applying it to new situations.

​ aterial in a house would be

1. A good use of ​translucent m

a) Thick curtains for privacy at night

b) Windows to see outside
c) Thin curtains to block some light during the day.

2. Mike forgot his hat, but he needs some shade on his head to keep from getting a sunburn.
There are some things lying around that he can hold over his head. Which one is his best
choice?

a) Several sheets of newspaper

b) A square of blue glass
c) A tree branch with leaves on it

3. A greenhouse is a building where you can grow plants inside and protect them from cold
and animals. However, plants need lots of light to grow! What should the walls be made of?

a) Green bricks
b) Glass
c) Styrofoam

4. When a person explains something but you still don't understand, you might say that person
is being “opaque”. Why is this?

a) Because their “windows” are dirty

b) Because they aren’t helping you “see” what they mean
c) Because their words “shine a little light”, but not very much

5. A person who tells the truth all the time is sometimes called “transparent”. Why is this?

a) Because their words don’t “hide” the truth

b) Because they make you feel better, like a clean window
c) Because you can “see” through their “head”
6. Draw lines to match these materials to how much light they let through.

Plastic Shopping Bag OPAQUE

Green Bottle LEAST TRANSLUCENT

Magnifying Glass MORE TRANSLUCENT

Sunglasses MOST TRANSLUCENT

Hoodie TRANSPARENT

7. A ​translucent ​frosted glass window won’t let people see in, but you can still tell if it’s day or
night outside.

a) True
b) False

8. Transparent material is good for a bathroom door.

a) True
b) False

9. Name one transparent, one translucent, and one opaque object you see every day.

Transparent:

Translucent:

Opaque: