Learning Experience
Opaque, Translucent, and Transparent.

Learning Experience: Opaque, Translucent, and Transparent

• Learning Context:

Learning Standards:

1. English Language Arts

Standard 1: For Information and Understanding

-Enlarge and enhance vocabulary

-Brainstorming ideas

-Writing process

-Drawing conclusions

Standard 4: For Social Interaction

-Speak appropriately in group discussions

• Science

Standard 1: Analysis, Inquiry, and Design

-Develop explanations

-Use of conventional techniques to provide new insight

Standard 4: Science

-Determine observable characteristics of matter

Standard 7: Interdisciplinary

-Knowledge and skills of science and technology

-Gathering and processing information

-Making connections among common themes

2. "Light" is one of our fourth grade science units. It also involves scientific reasoning and the use of manipulatives.

• Students will be able to:

1. Define key words.
2. Write a paragraph defending perspective (prediction).
3. Classify objects according to the ability of light to pass through them.

1. Procedure:

• Students will have been instructed before this lesson to bring in any material from home. It can be a liquid or a solid. (Discuss the importance of handling materials carefully and that any item used in a science experiment can not be eaten.)
• Pair off students into groups and tell them to put the materials into 3 piles according to any characteristics they choose. (Accept any classification that is logical and can be justified by the students.)
• Ask each group to explain how they classified the objects. Tell them to re-classify them according to how much light passes through them.
• The teacher will hold up some definition cards with the words: opaque, translucent, and transparent.
• Have the students look up these words using CD ROM Encarta or

Grolliers.

• When students have completed their classifications, students will make a 3 column chart and label it as follows: OBJECT, MATERIAL TYPE, and REASON FOR CLASSIFICATION.
• The students will look at all of the objects or materials and classify them as opaque, translucent, or transparent and list them on their charts.
• Brainstorm as a class, other objects that can be placed in each column.
• Can you predict that a material will be translucent or opaque on whether it is a solid or a liquid?
  Write a paragraph stating the answer and the reasons for the answer

Classroom Modifications

1. For students with comprehension difficulties, show some pictures of the 3 key words. Have them match the pictures with the words.

Do a vocabulary word bank.

• For students with writing difficulties, allow them to type their paragraphs on a Word program using grammar and spelling corrections.

Time Period

1. Day 1: Activity and rough draft of the paragraph: 45 minutes

2. Day 2: Editing, revising, and publishing: 30 minutes

Resources and Materials

1. Materials or objects from home
2. CD ROM – Encyclopedia
3. Definition cards
4. 3 column charts

Assessment

1. Observation and Discussion
2. 3 column charts
3. Rubric for paragraph
4. Quiz – Opaque, Translucent, and Transparent

RUBRIC FOR WRITING

3

Gives a clear prediction with several details to support it. Shows knowledge of the concept and gives examples

2

Gives a prediction with some details to support it. Shows evidence of understanding of the concept but gives few examples

1

Shows little evidence of understanding of the concept. Gives little support to the prediction