Day 1

1. Teacher will build background or review each type with students.

2. Students will become scientists and go on a hunt for items that fit each classification. Using the flashlight, students will test objects and determine how they should be classified: transparent, translucent, opaque, or reflective. Look at whether the object allows all light, partial light, blocks all light, or reflects the light.

**Flashlight safety reminder**: Keep the flashlight angled down or off at all times to keep the flashlight from damaging anyone's eyes.

3. After giving student instructions on boundaries, release students to hunt or begin the tour around the school.

4. Students will then, in their group, classify each object with the classification sheet or chart in their science notebooks. Label each section with the item that fits in each group.

5. Early finishers can brainstorm other items they think would fit in each category based on their understanding of each type.

6. When all students are finished, come together as a group. Evaluate each item classified by the students. Reinforce their thinking where accurate, and, for inaccuracies, allow students to determine why their thinking may be inaccurate. Encourage students to use related vocabulary words.

7. Label each item on the anchor chart and hang in the classroom.

Day 2:

1. Review previous day with students. Write a hypothesis or prediction for each group of results for today's experiment. Other options are to tally ideas on board or use a website like answergarden.ch to record predictions.

2. Students need: 4 foam plates, 4 ice cubes, 1 of each item type classified the previous lesson.

3. Students will go to the area designated by the teacher (see day 2 teacher prep).

4. Place 4 plates in sun. Put ice cube in center of plate. Cover the ice cube with one of the objects of each type found on Day 1. Complete for all four plates.

5. Begin timer.

6. Record the time at which each ice cube melts.

7. When finished have students record in notebook what happened to each piece of ice.

8. Come together as a group to share results and evaluate possible reasons for the results.

Closing:

Real world application: Use exit slip for students to apply learning with this question. What type of cup would be best to use on a sunny day? Why did you choose that answer?

Day 1

1. Teacher will build background or review each type with students.

2. Students will become scientists and go on a hunt for items that fit each classification. Using the flashlight, students will test objects and determine how they should be classified: transparent, translucent, opaque, or reflective. Look at whether the object allows all light, partial light, blocks all light, or reflects the light.

**Flashlight safety reminder**: Keep the flashlight angled down or off at all times to keep the flashlight from damaging anyone's eyes.

3. After giving student instructions on boundaries, release students to hunt or begin the tour around the school.

4. Students will then, in their group, classify each object with the classification sheet or chart in their science notebooks. Label each section with the item that fits in each group.

5. Early finishers can brainstorm other items they think would fit in each category based on their understanding of each type.

6. When all students are finished, come together as a group. Evaluate each item classified by the students. Reinforce their thinking where accurate, and, for inaccuracies, allow students to determine why their thinking may be inaccurate. Encourage students to use related vocabulary words.

7. Label each item on the anchor chart and hang in the classroom.

Day 2:

1. Review previous day with students. Write a hypothesis or prediction for each group of results for today's experiment. Other options are to tally ideas on board or use a website like answergarden.ch to record predictions.

2. Students need: 4 foam plates, 4 ice cubes, 1 of each item type classified the previous lesson.

3. Students will go to the area designated by the teacher (see day 2 teacher prep).

4. Place 4 plates in sun. Put ice cube in center of plate. Cover the ice cube with one of the objects of each type found on Day 1. Complete for all four plates.

5. Begin timer.

6. Record the time at which each ice cube melts.

7. When finished have students record in notebook what happened to each piece of ice.

8. Come together as a group to share results and evaluate possible reasons for the results.

Closing:

Real world application: Use exit slip for students to apply learning with this question. What type of cup would be best to use on a sunny day? Why did you choose that answer?