Lily Kalczewski

Mrs. Drake
Second Grade
Science

Monday November 30, 2015

Time: 12:40

Title: Transparent, Translucent and Opaque

Essential Question: How can light pass through certain objects?
Standards: 5.2.6.C.1 Light can be absorbed, redirected, bounced back
or allowed to pass through. The path of reflected or refracted light can
be predicted.
2-PS1-1. Plan and conduct an investigation to describe and classify
different kinds of materials by their observable properties.
Learning Objectives:

Assessments:

Students will be able to

identify translucent,
transparent, and
opaque objects.

Students will shine flashlights on various

objects and observe the amount of light
passing through to determine if its
translucent, transparent, or opaque.

Materials:
Cups (Translucent, Transparent and Opaque)
Activity Sheet
original poem
tissue paper
translucent, transparent, and opaque objects (5 each)
contact paper
translucent tissue paper
black construction paper kites
yarn
science journals
Prior Knowledge: Students will know what refraction and reflection is
as well as understand that light is a form of energy.
Lesson Beginning: The teacher will call students to the carpet and
explain to the students the definition of translucent, transparent, and
opaque. The teacher will show students a transparent cup, opaque cup,
and translucent cup to give students a visual. The teacher will pass the
cups around the room so the students. The students will then be asked
to return to their seats. They will then work on an activity sheet in
which there are fifteen objects on their paper and they will predict if
the object is translucent, transparent, or opaque.

Instructional Plan: Following this, every student will receive a

flashlight and the students will have to go on a scavenger hunt looking
for the fifteen objects from the activity sheet. The students will
determine if the objects are opaque, translucent, or transparent by
shining their flashlight on the object and observing how much light
passes through. They will record their observations and findings on the
activity sheet.
Afterwards, each student will remain at their desks and be given pieces
of translucent tissue paper squares along with a black construction
paper kite with contact paper underneath. The students will place their
tissue paper on the kite, creating their own stained glass kite, which
will be displayed on the window.
Classroom Management: Students will be given instructions when to
move from their desk to the carpet. If the students are being disruptive
the teacher will stop and ring the chime. The teacher will silently wait
until everyone in the room is silent and paying attention. The teacher
will ask them how second graders should be acting. The teacher will
also ask the students the principle usually says when he wants their
attention.
Transitions: The students will be called to the carpet by tables and
back to their desks the same way.
Closure: Students will compare their results with their predictions and
then as a class, the teacher and students will discuss the students
findings. The students will also record their findings in their science
journals.