Lesson Title: Opaque Objects

Date: Tuesday, November 24, 2020 Course: Science – Creating Colours Unit (Topic A,
Grade 1)

Curricular Objective:
- Students will be able to identify what opaque is
- Students will be able to recognize whether or not an object is opaque.
Specific Learning Objective:
- Number 6 - Distinguish colours that are transparent from those that are not. Students
should recognize that some coloured liquids and gels can be seen through and are thus
transparent and that other colours are opaque.
I can statement:
- Recognize what the term opaque is.
- Determine whether or not an object is opaque.
Learner Considerations (how will I differentiate my lesson):
- I will both explain what opaque is as well as show the students through the use of a solid
bag.
Materials/Resources:
- An opaque bag
- An item to put in the bag
- Student’s Colour Booklet
- Worksheet of pictures of transparent and opaque items.

Procedure Teaching and Learning Activities Time Formative

Assessment
Launching - As Science is right after recess, I will hand out the Colour
the Task Booklets during this period so that I do not have to waste
time during the lesson to pass them out.
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- To begin the lesson, I will tell the students that I grabbed minutes
the right bag this time for our game.
- I will then pull out an opaque bag and ask them if
they can see the item this time. We will quickly
finish the game of guess what is in the bag.
Task - I will ask if they know why they couldn’t see the item in the
Investigation bag this time: because the bag was not see-through this
time.

- I will say that because there was a science word for when
something is see-through, there must also be a word for
something that is not see-through. I will ask the students if
they know what the word for something that is not see-
through is.
- Leaving wait time for the students to answer, I will
then tell them, if they did not get it, that the word for
something not see-through is OPAQUE, getting 15 minutes
them to repeat after me a couple of times.
- I will tell them that the word sounds kind of funny
and it is also spelt kind of funny as well. I will then
write the word on the board for the students to see.

- I will ask them if any of them remember the hint that I gave
them yesterday when trying to decide whether or not
something is transparent: if I put my hand on the other side
of this item, will I be able to see my hand? If so, raise your
 hand and tell me please.

- I will ask them if they remember how I asked them to look

around the classroom yesterday for transparent items, and
then ask them what they think I want them to look for this
time: opaque.
- I will allow the students a couple of minutes to look
around and then I will pick students to name items
and write them on the board under the word
Opaque.

- I will then ask if they can think of any other objects that
would qualify as being opaque. Just like with transparency, I
will a few hints ready if the students are not sure.
Hints that I will use:
- What do you walk through to get into different
rooms? Doors
- What is the playground outside made out of? Metal
- What did you have for lunch today?

- After we have finished listing opaque items, I will ask the

students to open their booklets to the page that talks about
opaque., on the line, write an item that is opaque. Then I
want them to draw the item on the page and I will walk
around with duct tape and cover the picture. This way, they
can see what Opaque is.
Summarizing - To finish off the discussion about transparency and
Discussion opaque items, I will hand out a worksheet that I have
created filled with transparent and opaque items and ask
the students to circle the ones that they think are
transparent with the colour red and the items that they think
are opaque with blue. If they are having trouble, I will
remind them to think ‘If I look at this item, will I be able to
see the other side?’
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- I will be walking around as the students are working to minutes
help them out if they are having any troubles. I will not tell
them the answer, but I will give them hints and assistance.

- I will ask my students to grab their Colour Booklets and

the worksheet and hand them to me as I walk by.
- As I am doing this, I will ask them what transparent
things they found in their house. I will call on
students as they raise their hands and let them
answer.
- Then I will ask the students to do the same thing
with opaque. To go home and look around their
house for objects that are opaque and come back
the next day and tell me.

Reflection on achievement of Curricular Outcome (what needs to happen tomorrow):

- I felt much better teaching this lesson than I did the day before. I didn’t feel like I rushed through my lesson and
I made sure to take a deep breathe when I began the lesson so that I was collected and could calm the
students down easier. I felt like I was in more control of the class and confident in my own abilities.

- The students remembered the lesson that we had done the day prior and could make the connection between
transparent and opaque. They had a solid understanding of what opaque objects looked like. The only thing
that wasn’t great was the worksheet that I had the students do. I thought that I explained the sheet pretty well
but a lot of the students got the colours mixed up and weren’t circling the right objects. Next time, I will make
this worksheet easier to understand and with easier objects on the sheet.
What I will do next time:
- Make the worksheet easier to understand.