Opaque or Transparent

Date
Teacher Name Courtney Orton 05/12/2017
(DD/MM/YYYY)
Subject Area Science Grade Grade one
Topic Creating Colour Time 40 min
General Learner
15 Identify and evaluate methods for creating colour and for applying colours to
Expectation(s)
different materials.
Specific Learner 6. Distinguish colours that are transparent from those that are not. Students
Expectation(s) should recognize that some coloured liquids and gels can be seen through and are
thus transparent and that other colours are opaque.
Learning Students will be able to:
Objectives 1) Recognize that some coloured liquids and gels are transparent (can be seen
through) and some are opaque (cannot be seen through)
Evidence
(formative Objective #1 Collect transparent or opaque worksheet and students should have
assessment) recorded the liquids and gels in the correct columns.

- Clear plastic cups - Water

- Hand soap - Mustard
- Corn syrup - Cooking oil
- Kool aid - Window cleaner
- Elastic bands - Milk
Materials
- Ketchup - Lemon juice
- Liquid tempera paint - spaghetti sauce
- Vinegar - Cellophane
- Small pictures (4) - T-chart smartboard game
Resources:
Topic A Creating Colour Grade 1 by Edmonton Public School
Grade ones, have you ever noticed that you can see through some objects but
you cant see through others? For example you see my face through this page
protector but you cannot see it if I hold this piece of construction paper up. (Have
construction paper and page protector ready) That is because some objects are
transparent while others are opaque.
Introduction
Ask students if they know what transparent means? If they know what opaque
(3 min)
means?
Transparent means that light can pass through and you can see through it (see
through) draw images on board for students to remember
- Opaque does not allow light to pass through and you cannot see through it (not
see through) draw images on board for students to remember
 Transparent or Opaque -
- Teacher Actions
oPrepare cups of liquids and gels and cover with cellophane wrap and elastic
bands. Label each cup with what liquid is inside
oReview the names of each liquid and gel and tell students that each table will
have a couple cups and we will rotate through
oExplain to the students that they will be sorting the liquids at each table into
two groups. The liquids will be sorted according to whether or not they are see
through or not see through
oExplain that in order to test if the liquids are transparent or opaque, each cup
will be placed over top of a small picture
oPlace the cup over the small image and look down, through the liquid. If the
Transparent or students are able to see through the liquid, they record the name under the
Opaque side that says transparent. If the students are not able to see through the
(25 min) liquid, they record the name under the side that says opaque
oShow students the sheet and explain when you get your sheets write your
name and the date on the first and second line. Write the date on the board
oOn the first two lines blank means not see through (what is the blank? Hands
up Opaque) blank means see through (what is the blank? Hands up
Transparent)
oWrite the sentences on the board
oBefore I hand out the liquids I need to see your name, the date and opaque
and transparent filled out.
- Transition Details
o Give about 5 minutes give or take depending on how long it takes the students
to write down the names of the liquids in the correct category and then rotate
through the tables
Self-assessment
-Teacher Actions
o As a class on the smartboard we will do a self-assessment, so we will go
through each liquid and check if we put it in the correct category.
Smartboard
o Make a smart notebook lesson where students can come and drag the liquid
Activity
onto the different sides
(10 min)
-Transition Details
o Once students have corrected their mistakes, have them hand in the sheet to
the back table

Closure Review concepts:

(2 min) Transparent means see through
Opaque means not see through
Reflection This activity was very hands on and engaging. The students really enjoyed it
but getting students to write down the liquids and gels was very hard and without
the support in the class, it would be very difficult. The reality of this classroom is
that some students are still developing writing skills while others completed their
station in three minutes. I thought I limited the writing portion but for some it was
still too much. An idea would be to have each table just sort the liquids into two
categories instead of writing it down. The students were very attentive and quiet
when we were doing the smartboard activity. Students love to come up to the
smartboard and demonstrate in front of the classroom. One student was very
upset that he didnt get to come up, even though he was sitting very quiet and
participating in the lesson. I told him that not everyone got to come up and there
would be another opportunity. The visual for transparency and opaque were very
important and I should have gotten the students to write the symbols on their
page, so they didnt have to keep looking up. I forgot to tell students that it is not
acceptable behavior to smell, poke holes, tip over or take the plastic off the
liquids. I could have done this during rotations and I could have reviewed what
transparent and what opaque mean before rotations to keep everyone on track.