This five-day unit plan teaches second grade students about clouds. Day 1 introduces clouds by reading a book and watching a video. Day 2 covers types of clouds through a song. Day 3 discusses determining weather from clouds using pictures. Day 4 teaches cloud location by creating posters. Each day assesses student understanding through discussion, songs, or activities. The goal is for students to understand clouds with 95% accuracy.

1. Five Day Unit Plan on Clouds
By: Lindsey McSweeney

2. West Virginia 21st Century Science for Second Grade
Content Standard And Objectives
SC.O.2.1.08 design and conduct simple investigations; observe, collect and record
information using a variety of classification systems; describe trends of data; and make
predictions based on that data (e.g., seasonal changes and plants or temperature and
weather).
SC.O.2.3.02 use models as representations of real things.
SC.O.2.1.01 interpret science as the human’s search for an understanding of the world
by asking questions about themselves and their world.
SC.O.2.1.04 demonstrate curiosity, initiative and creativity by observing, classifying,
comparing and analyzing natural objects in the environment.

3. West Virginia 21st Century Skills and Tools
21C.O.PK-2.1.LS.1 Student uses text, people and electronic resources (e.g. interactive books,
educational software, CD-ROMs, elementary multimedia encyclopedias and search engines) to
locate information for classroom assignments and is able to identify the author and purpose for
each source located.
21C.O.PK-2.1.LS.2 Student can accurately interpret and create simple visuals (e.g. charts, maps,
graphs and models) and use this information to solve problems and communicate information.
21C.O.PK-2.1.LS.3 Student articulates thoughts and ideas, representative of real and imaginary
experiences, clearly and effectively through oral, written or multimedia communication.
21C.O.PK-2.1.TT.7 Student, working in a teacher-led whole group project, uses presentation
software to illustrate concepts and communicate ideas
21C.O.PK-2.3.LS.5 Student uses clearly defined teacher directions and interpersonal skills to
move others toward the goal.

4. Day 1: What Is A Cloud?

5. A Analyze Learners General Characteristics: Second Grade, Classroom: 20 students, 9 boys, 11
girls: 90% White, 10% African American.
Specific Entry Competencies: One student has ADHD.
Learning Style: Students know of clouds, but have no prior knowledge.
S State Objectives Students will learn about what a cloud is with 95% accuracy by watching a
YouTube video and listen to Cloudy With A Chance of Meatballs be read.
S Select Methods, Media, and Materials Available Materials: Books for students to read, group interaction with students
and teacher.
Modify Existing Materials: Watch YouTube video on clouds.
Design New Materials: Group discussion
U Utilize Media and Materials Preview Materials: Make sure YouTube site works and play video. Read book
prior to reading to students.
Prepare Materials and Environment: Have YouTube video ready to watch on
SmartBoard.
Prepare the learner: Start with reading the book Cloudy With A Chance of
Meatballs and then ask students questions about what clouds are.
Provide the learning experience: Once students have brainstormed what they
believe clouds are, students will watch a YouTube video about what clouds are.
Students will then discuss with teacher about what clouds really are.

6. R Require Learner Participation In-Class and Follow-Up Activities So Learners Can Process the
Information: In-class activities to process the information would be the
YouTube video. The follow-up activity will be the group discussion on what
clouds are.
E Evaluate and Revise Before, During, and After Instruction: Before instruction, students will know
about clouds but no prior knowledge. During instruction, students will begin to
know what a cloud is. After instruction, students will demonstrate their
knowledge through discussion.
Assess Learner, Media, and Methods: I will assess the learner through group
discussion.

7. Day 2: Types of Clouds

8. A Analyze Learners General Characteristics: Second Grade, Classroom: 20 students, 9 boys, 11
girls: 90% White, 10% African American.
Specific Entry Competencies: One student has ADHD.
Learning Style: Students know of clouds, but have no prior knowledge.
S State Objectives Students will demonstrate their knowledge of the types of clouds through singing
a song about clouds with 95% accuracy.
S Select Methods, Media, and Materials Available Materials: SmartBoard, computer, group interaction, paper, crayons,
colored pencils, and markers.
Modify Existing Materials: Sing about clouds.
Design New Materials: Create a song about clouds.
U Utilize Media and Materials Preview Materials: Make sure Smartboard is on and working. Read through
The Cloud Song.
Prepare Materials and Environment: Have all materials out and readily
available for students to create their own cloud song.
Prepare the learner: To start lesson, we will go over what we did the previous
day. We will then start talking about the three types of clouds we will be
studying.
Provide the learning experience: As a class we will talk about cirrus, alto, and
stratus clouds. We will discuss and write on the SmartBoard about each cloud
and give descriptions of each. I will show students various pictures of each cloud
for reference. Once students have completed this, we will sing The Cloud Song.
After this, students will then create their own cloud song using the knowledge
they obtained in the lesson. Students will go over their songs in class.

9. R Require Learner Participation In-Class and Follow-Up Activities So Learners Can Process the
Information: In-class activities that process the information is when students
are learning on the SmartBoard about the three different clouds. Follow-up
activity would be the songs that the students come up with.
E Evaluate and Revise Before, During, and After Instruction: Before instruction, students will know
what clouds are, but not know the types of clouds. During instruction, students
will learn about the three types of clouds: cirrus, alto, and stratus clouds. After
instruction, students will demonstrate their knowledge by writing their own song
about the three clouds.
Assess Learner, Media, and Methods: Students knowledge will be assessed
through the song they create.

10. Day 3: Determining the Weather
Based on Clouds

11. A Analyze Learners General Characteristics: Second Grade, Classroom: 20 students, 9 boys, 11
girls: 90% White, 10% African American.
Specific Entry Competencies: One student has ADHD.
Learning Style: Students know of clouds, but have no prior knowledge.
S State Objectives Students will demonstrate their knowledge on determining the weather based on
clouds with 95% accuracy through group discussions.
S Select Methods, Media, and Materials Available Materials: Internet, computer, group interaction.
Modify Existing Materials: Using Facebook.
Design New Materials: Make a web diagram on the SmartBoard.
U Utilize Media and Materials Preview Materials: Check The Weather Channel Facebook account for
appropriate pictures. Have materials ready to use on the SmartBoard.
Prepare Materials and Environment: Have The Weather Channel pulled up on
the SmartBoard. Create the skeleton of the web diagram.
Prepare the learner: Start by discussing what we have learned previously about
clouds. Ask students if they can determine the weather just by looking at clouds.
Give examples and have students brainstorm ideas.
Provide the learning experience: After the group discussion, we will go to The
Weather Channel Facebook account and browse through the many cloud pictures
on this site. When we get to certain clouds, I will ask students if they can tell me
what type of weather they may expect when they see these clouds. If we are
looking at a cirrus cloud, I would let them know that you would most likely see
these on a pleasant day. If they are seen in the summer mornings, then expect a
rain shower in the afternoon. If we are looking at alto clouds, I will tell them that
a storm may be approaching later on. If there are stratus clouds, then most likely
a storm is already there or will be there very soon. Once we have went over
multiple pictures and placed examples with each, we will then start on a web
diagram for each cloud on the SmartBoard. Each cloud will have branches of the
type of weather, what they look like. When you would see them, etc.

12. R Require Learner Participation In-Class and Follow-Up Activities So Learners Can Process the
Information: In-class activities to process the information is by exploring all of
the various pictures of clouds and discussing each of them. The follow-up
activity is using the web diagram on the SmartBoard for each cloud.
E Evaluate and Revise Before, During, and After Instruction: Before instruction, students will know
about clouds, and may even know a little about how they determine weather.
During instruction, students will grasp the concept of how they can determine
the weather accurately by looking at clouds. After instruction, students can
apply the knowledge they have learned.
Assess Learner, Media, and Methods: Students will be assessed by using the
discussion while looking at clouds, and class participation with the web diagram.

13. Day 4: Location of Clouds

14. A Analyze Learners General Characteristics: Second Grade, Classroom: 20 students, 9 boys, 11
girls: 90% White, 10% African American.
Specific Entry Competencies: One student has ADHD.
Learning Style: Students know of clouds, but have no prior knowledge.
S State Objectives Students will demonstrate their knowledge of cloud location with 95% accuracy
by creating a poster of clouds.
S Select Methods, Media, and Materials Available Materials: Construction paper, markers, crayons, glue, cotton balls,
group participation with other students and teacher.
Modify Existing Materials: Relate altitude with our heights.
Design New Materials: Construct a picture of the different clouds.
U Utilize Media and Materials Preview Materials: Make sure activity will be suitable for students.
Prepare Materials and Environment: Have each station for the cloud picture
activity ready and accessible for all students.
Prepare the learner: Start by discussing altitude. Relate altitude to an object in
relation to the Earth. The closer an object is to Earth; the lower it is in relation to
altitude. Show examples using objects and the ground.
Provide the learning experience: After I have given the example of altitude, we
will then compare our heights to altitude. The taller someone is, the higher up
they are in relation to altitude, and the shorter the person, the lower they are in
relation to altitude. After we have done this short activity, students will go back
to their seats where they will begin to work on a picture showing the different
clouds in their altitudes.

15. R Require Learner Participation In-Class and Follow-Up Activities So Learners Can Process the
Information: In-class activity that will help student’s process information will
be going the group height activity. The follow-up activity will be constructing
their picture of clouds based on the location they are in the sky.
E Evaluate and Revise Before, During, and After Instruction: Before instruction, students will know
about clouds: how they are made, how to determine the weather based on
clouds, and know about the three main clouds, cirrus, alto, and stratus. During
instruction, students will learn the location of clouds in the sky; low, middle, and
high clouds. After instruction, students will demonstrate their knowledge by
constructing a picture of cloud locations in the sky.
Assess Learner, Media, and Methods: To assess students knowledge, I will
use the picture that they construct on cloud location and group participation in
our height activity.

16. Day 5: Cloud Observation and
Discussion

17. A Analyze Learners General Characteristics: Second Grade, Classroom: 20 students, 9 boys, 11
girls: 90% White, 10% African American.
Specific Entry Competencies: One student has ADHD.
Learning Style: Students know of clouds, but have no prior knowledge.
S State Objectives Students will demonstrate their knowledge of identifying clouds with 95%
accuracy by doing cloud observation and discussion.
S Select Methods, Media, and Materials Available Materials: Pictures of clouds, construction paper, popsicle sticks,
glue, outdoors, group participation with students and teacher.
Modify Existing Materials: Exploring clouds outdoors.
Design New Materials: Create cloud observation identifiers.
U Utilize Media and Materials Preview Materials: Make sure weather is appropriate to do observations.
Prepare Materials and Environment: Have pictures of clouds out and ready
for students to use. Have glue, popsicle sticks, and construction paper out for
students to use. Make sure that the weather is pleasant to go cloud exploring.
Prepare the learner: Discuss everything that they have learned about clouds.
Provide the learning experience: After group discussion, students will get to
create their own cloud observation identifier. They will cut out an open rectangle
and glue to a popsicle stick. They will then choose various cloud pictures and
glue to their construction paper. After everyone has completed their identifier,
we will go outside and start observing all the clouds. After about 10-15 minutes,
we will come back inside and discuss what we clouds were visible.

18. R Require Learner Participation In-Class and Follow-Up Activities So Learners Can Process the
Information: In-class activity to process information is group discussion on
everything we have learned about clouds the past four days. Follow-up activity
is going outside to observe the clouds and having a group discussion about what
clouds were visible.
E Evaluate and Revise Before, During, and After Instruction: Before instruction, students will know
what clouds are, the types that we have been studying, the location of each
cloud, and how to determine the weather. During instruction, students will have
hands on experience on looking at clouds outside. After instruction, students
will be able to have a better understanding of the types of clouds in the sky.
Assess Learner, Media, and Methods: To assess the learner. I will use the
participation in the cloud observation and discussion to assess the students
knowledge on clouds.