1Maggie Noctor                                       Clouds Lesson PlanIntroduction Lesson Topic: Investigate and understa...
22. Label the cloud paper large enough for the class to see3. Repeat with other three pictures of the cloudsTeaching and L...
3 •   Draw on the board a picture of each cloud that the students will create (cirrus, stratus,     cumulus, and cumulo-ni...
4   •   Hand out Homework worksheet   •   Go over instructions for homework worksheetHomework: Complete Types of Clouds Ch...
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Clouds lesson

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Clouds lesson

  1. 1. 1Maggie Noctor Clouds Lesson PlanIntroduction Lesson Topic: Investigate and understand weather phenomena (clouds). Length of Lesson: 40 mins SOL: 4.6 The student will investigate and understand how weather conditions and phenomenaoccur and can be predicted. Key concepts include b) Weather phenomena (fronts, clouds, and storms).Cognitive Objectives Students Will:Identify and name the four types of clouds (cirrus, stratus, cumulus, and cumulo-nimbus clouds).Differentiate between cirrus, stratus, cumulus, and cumulo-nimbus cloud typesMaterials/Technology and Advanced Preparation Materials:The Book of Clouds by John A. Day24 pieces of blue construction paper (one per student)White and grey crayonsCloud PowerPoint PresentationGlueAdvanced Preparation:1. Glue one picture of the different types of clouds to a colored piece of construction paper
  2. 2. 22. Label the cloud paper large enough for the class to see3. Repeat with other three pictures of the cloudsTeaching and Learning Sequence Introduction/Anticipatory Set: • Ask students “What is the weather was like today?” “What was the difference in weather today and yesterday?” • Take The Book of Clouds book from the front desk • Read The Book of Clouds by John A. Day • Ask students about the different clouds mentioned and pictured in the book “What were some of the clouds shown in the book?” • Make sure that students recall all four types of clouds (cirrus, stratus, cumulus, and cumulo-nimbus clouds) • If a cloud is not mentioned help students by flipping to a page that shows the picture of that cloud and ask, what cloud is on that page • Have students take out notebooks Lesson Development: • Show the students the Cloud PowerPoint presentation. • Show one cloud at a time, stopping on that slide to tell the students information about the cloud. • Repeat with the rest of the powerpoint presentation. • Pass out one piece of construction paper per student • Explain to the students that they will be drawing their own clouds on construction paper
  3. 3. 3 • Draw on the board a picture of each cloud that the students will create (cirrus, stratus, cumulus, and cumulo-nimbus clouds) • Instruct the students to hotdog fold, then hamburger fold their piece of paper • Tell the students to now unfold their paper so that they have their paper divided by fourths • Instruct the students that they should draw the picture of each cloud and color it in. • Instruct the students to draw the four different types of clouds and to label them • Walk around the classroom to check for correct cloud formations and incase students need help • When students have completed drawing their clouds, have the students write a sentence about each cloud formation.Closure: • When finished creating clouds, have a couple of students stand and share their cloud formations • Have class line up quietly • Walk class outside • Explain to class that they should use their knowledge about cloud types and look at the sky • Have students identify cloud types in the sky today • Line class up and quietly walk back inside • Ask class “What types of clouds did you see outside today?” • After students respond ask class “What do these types of clouds mean for possible weather?”
  4. 4. 4 • Hand out Homework worksheet • Go over instructions for homework worksheetHomework: Complete Types of Clouds ChartAssessment: Formative: • Listen to answers given when asked what clouds were in the sky today and what that means for the weather. Are the students naming cloud forms that correspond with the right type of weather? • Watch while students create their cloud model; are they using the correct forms of clouds? Do they look confused or wait to form the clouds after seeing their classmates? Summative: • Look at the cloud formations that students made, are the formations correct? Are the formations labeled correctly? Does the sentence the student wrote reveal correct information? • Collect the homework assignment and correct incorrect answers, review homework together so that students may get a better understand of clouds if there was some confusion among the different types of cloud formations.References:T-4 Jordan School District. (2010). Fourth Grade Science; Clouds.http://t4.jordan.k12.ut.us/t4/content/view/183/32/.

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