Motivator Maps for Educators©
Map for “Transparent, Translucent, or Opaque?”
READ
THINK LIKE A CHILD
About the Book - Everything is made of matter, even you! Some objects we can see
Is It Transparent
or Opaque?
(What's the
Matter?) by
Susan Hughes
Video Connection
through, like a window, which is called transparent. If we cannot see through an
object, it is opaque, like a wood door. Translucent means we can see through an
object a little, like tissue paper. All objects around us are either transparent,
translucent, or opaque, and some can even be all three! This book helps us take a
look at the world around us and see objects in new ways.
Activate the Imagination – Ask the students to look around the room and name the
first thing they see. Then tell whether the object is transparent, translucent, or
opaque. Why do we need to see through some objects? Why is it important that we
are not able to see through some objects? How do you think shadows are formed?
https://www.youtu
be.com/watch?v=
p2DS_wgrEBc
LEARN
Science of Light
Expert
David Misell
The full historical
story about the
Invention of the
Flashlight includes
Russian immigrant
Akiba Horowitz who
changed his name
to Conrad Hubert
when he came to
America. In 1902,
for a FLASHLIGHT,
Conrad Hubert
received a US
patent in 1903 ,
number 737107
issued August 26.
TELL TRUE STORIES
Take a look around your house and school. Have you even wondered why you
can see through some objects and others you cannot? Why can you see through
a window and not a wall? This is because some objects are transparent, while
others are opaque. If an object is transparent, light travels through it, allowing
you to see through it. Light does not travel through opaque objects, which means
you cannot see through them.
To tell if an object is transparent or opaque, shine a flashlight through the object
to see if you can see the light coming through from the other side. This would not
be possible, though, without the invention of the first flashlight by David Misell. It
had three D batteries placed in a tube that acted as a handle. Batteries powered
a small electric lightbulb and a simple contact switch turned the lights off and on.
They were called "flash" lights because they could not throw light for too long
before they had to be turned off to rest. Flashlights today have similar parts and
work the same way, but are generally more efficient and last longer.
Have students create a sorting chart with categories of transparent, translucent
and opaque. Using flashlights at school or one at home, have students record
findings for each category to share and build a list of objects.
NOTE: In 1897, Conrad Hubert, hired David Misell, an inventor who had
patented a portable electric lamp in 1895 and an early bicycle head lamp in
1896. Misell and Hubert assembled several tubular flashlights and gave them to
New York City policemen in different precincts. They began receiving favorable
testimonials from the policemen.
Motivator Maps for Educators©
Educators Connecting Research to the K-16 Classroom, LLC
DO the Motivator Simulator
“Transparent, Translucent, or Opaque?”
Verbal/Linguistic
Ability to use words and
language such as exhibited
by poet, journalist, writer
ADD COMPLEX THINKING
Model the activity for the students by beginning the recordings in school.
Intrapersonal
Ability to self-reflect and
be aware such as exhibited
by a scientist, philosopher
NGSS
1-PS4-2. Make
observations to
construct an
evidence-based
account that
objects can be
seen only when
illuminated.
1-PS4-3. Plan and
conduct an
investigation to
determine the
effect of placing
objects made
with different
materials in the
path of a beam of
light.
Logical/Mathematical
Ability to use reason, logic,
and numbers such as a
researcher, mathematician
1. Choose different everyday objects (examples: cardboard, plastic wrap,
tin foil, wood, wax paper, tissue paper)
2. Turn off the lights in the room and turn on the flashlight
3. Place the flashlight behind each object, one at a time, and observe if
the light shines through brightly, only a little, or not at all.
4. Record your answers on a data sheet in school and then at home.
5. The next day compile the student generated lists.
6. Video the students reading or explaining their lists and objects like
the video link.
Transparent, Translucent, or Opaque helps participants better understand
the concept of each of these terms. This activity allows students to observe
and discuss why some objects are transparent, while others are not, using
everyday objects.
2. SERIATION is the arrangement of a collection of artifacts or objects into
a chronological order. Have students study the images on the history of
flashlights page. Can they order them by dates?
SUGGESTED MATERIALS: Flashlight, cardboard, plastic wrap, tin foil, wood, wax
paper, tissue paper; resource sheets
Challenge: Ask students to come up with their own SERIATION set of 5 images.
How has an invention changed and grown in complexity over time? Cars would be
a good example. What
about phones, or
microwave ovens,
cameras or
computers? Can students
or ask their parents about
changes over time?
Amanda Newton, First Grade
Motivator Maps for Educators©
Educators Connecting Research to the K-16 Classroom, LLC
The Seriation Challenge
SERIATION
is the arrangement
of a collection of
artifacts or objects
into a chronological
order. Which
flashlight came first,
second, etc.?
The Seriation Challenge
Electric Candle 1898
SERIATION
Bicycle Flashlight 1899
is the arrangement
of a collection of
artifacts or objects
into a chronological
order. Which
flashlight came first,
second, etc.?
First Eveready Flashlight 1896
Portable Electric Lamp 1878
Iron Candle 1902
Vest Pocket Flashlight 1905