| Language and literacy intention(s) | We are learning to use scientific words explaining and demonstrating what they mean. |
| Opportunities for Key competencies development |
Thinking Using Language Symbols & Texts Relating to Others Managing Self |
| Principles and values coherence |
High Expectations Inclusion Coherence Learning to Learn Values Curiosity Inquiry Respect Innovation |
Big Idea - Some materials let more light through than others
At the start of this session the teacher selects one of the silhouette pages from Foggy Foggy Forest to ask the class what clues in the silhouette support their decision as to what the object is.
Students will use the Think Pair Share strategy to generate think time and prepare their justification before sharing to the class.
The teachers introduces the words Transparent, Translucent and Opaque to the class without providing a definition before showing the Sciencedad video clip
Students get an opportunity to discuss their understanding of each of the scientific terms in pairs and between them also think of an object that meets each of the definitions of each term. They then record their definition and example on a piece of paper or a mini whiteboard
The teacher draws the class together and gets the students to form a definition for each scientific term and records the objects identified by the students to match the definition.
Once the students complete the Investigative Activity they can work on their own or in pairs to complete their Transparent, Translucent and Opaque “All Around Us” learning task.
Transparent Translucent Opaque Template (PDF 105KB)
Transparent Translucent Opaque Teacher notes (PDF 160KB)
Investigative Activity
LIGHT AND DIFFERENT MATERIALS
What You Need
What You Do
Give the students a selection of objects to place one by one between the light source and the wall. Students group the objects into 3 groups: 1.opaque (makes a solid shadow) 2. Translucent (a faint shadow) and 3. Transparent (makes no shadow)
What To Look For
Do the students understand that:
Opportunities to explore:
Try objects from your desk. Which of the three groups do they fit? Students locate, sort and explain why the items have been sorted the way they have.
Assessment opportunities by the teacher using the teaching as inquiry framework
Observation of students’ conversations and working in groups
Students’ opportunity to assess their learning
Students are able to orally explain and demonstrate their understanding of a Transparent, Translucent and Opaque by defining the properties of different materials.
Published on: 23 Jan 2011
