Susan Vandine

Lesson Plan

MST 202-01

Title: Cloud Centers

Lesson Essential Questions: Can we identify, describe, label and categorize the three main types of clouds? Cirrus, Cumulus and Stratus. Can students differentiate between the three main types of clouds?

Standards:

ESS2.D: Weather and Climate: Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time. (K-ESS2-1)

Learning Objectives and Assessments:

Learning Objectives Assessments SWBAT identify the three main types of clouds using various images.

Visual check of the students while completing activities in different centers.

SWBAT describe various characteristics belonging to the three main types of clouds.

Assessed by checking worksheets for correct description on clouds in words and pictures.

Materials:

“Cloud Types Song” Poem: 22 Copies

Center 1: Cloud Worksheets (See Attached)

-Types of Clouds Worksheets

-What does it look like Worksheet

Center 2: Matching Cloud Game

-Matching game with images of various clouds

-Poster board with 3 sections (Cirrus, Cumulus, Stratus) to categorize matches

Center 3: My cloud looks like a…

-Construction paper

-Cotton Balls

-Glue

Center 4: Categorization Game

-Large poster of types of clouds

-Postcards with various cloud images

Pre-lesson Assignments and/or Prior Knowledge: Students will be familiar with the three main types of clouds and their varying characteristics. They have listened to several read-alouds on clouds, observed clouds outside on several occasions, completed a cloud workbook and created cloud pamphlets.

Lesson Beginning: 5-10 minutes If the weather permits, we will begin our lesson outside. We will have the students use their cloud frames to look up at the sky and discuss what they see. We will then go inside and begin our activities. **If the weather is bad, we will begin our lesson by having the students come to the carpet** and discussing what we have learned about clouds so far as well as reviewing the three types of clouds we will be covering during our activities. We will give each child a chance to share what she/he knows. We will then explain the various centers we have planned for science. We will also use this time to set up centers and divide the students into 4 groups. Each group should have 4-5 students.

Instructional Plan: 8-10 minutes for each center

We will put each group in one of the four centers to start. We will rotate centers every 8 to 10 minutes.

Center 1: Cloud Worksheets (See Attached)

In this center students will complete two worksheets. One will ask them to use words to describe each of the three clouds as well as draw a picture to match. The other shows clouds shaped like various objects and asks the students to fill in the missing letters to identify the shapes.

Center 2: Matching Cloud Game

In this center students will play a “matching” game with clouds. Once they make a match they will announce aloud what type of cloud they have matched.

Center 3: My cloud looks like a…

In this center students will be supplied with construction paper, glue and cotton balls. They will use these supplies to make a cloud shaped like whatever they wish. They will then fill out the “I looked up in the sky and thought I saw a…” sheet to complete the activity.

Center 4: Categorization Game

In this center students will be supplies with a large poster that has a picture and name for each of the three clouds. The students will sort through a stack of postcards and place each image into the correct category.

**The teacher(s) should be walking around visually checking each groups understanding of the activities. The worksheets in center 1 will be reviewed 2 minutes before switching centers.

Differentiation:

- All students are present for science and we have designed each center to be suitable for all students. Students with special needs have aides that can assist them with writing if needed.

- There will be at least one student who is strong in science in each group so that they can help their peers.

- Teachers will be circulating the room to help any student who seems to be struggling.

-If students finish an activity early we will encourage them to discuss what they liked/dislike, learned, etc. with their group members. We will use this discussion to refine previous lessons.

Questions:

-Can you identify the cloud you see in this picture?

-Can you label this cloud?

-Can you categorize these clouds?

-Can you identify the characteristics of this cloud?

Classroom Management:

-Students will be working in small groups and completing various activities together.

-Teachers will be circulating the classroom, assessing by listening, offering help if needed and answering questions.

-Mrs. Totaro closely adheres to the “Responsive Classroom” model. Her students are very in-tuned to following instructions and scheduled activity times.

Transitions:

-Every 8-10 minutes the students will transition from one center to the next.

Closure: 5-10 minutes Once all groups have had a turn at each center we will reconvene on the carpet. We will ask the students what they thought about the various activities. We will then give each of them a copy of the “Cloud Types Song” poem and read it together. We will have the students return to their seats and put the poem in their poetry book.

Reflection:

For this lesson, Lindsey and I created a ‘cloud review’ for Mrs. Totaro’s first grade class. We began the lesson outside by looking at the clouds. We created four centers for this lesson to review the three main clouds; Cirrus, Cumulus and Stratus. The first included two worksheets; the first was a fun literacy clouds “fill-in-the-blank” worksheet and the other asked the students for a description of each clouds in words and pictures. The second center was an art activity in which the class used cotton balls to create an image that looked like a cloud. The third was a memory, sorting game. The last center was a picture sorting activity.

I think the lesson went really well. The students really seemed to enjoy spending time looking at the clouds outside. They also really liked being active and hands on while in the various centers.

Work Cited:

Cloud Type Song

http://www.teachingmaddeness.com/search/label/weather

**One worksheet is not attached here because it was a copy given to us by Mrs. Totaro**

Name:_______________

Types of CloudsCirrus clouds are ______________________________________________.

This is how they look:

Stratus clouds are _____________________________________________.This is how they look:

Cumulus clouds are ____________________________________________.This is how they look:

Oh When The Clouds Go Floating By(to the tune of “When the saints go marching in”)

Oh when the clouds go floating by Oh when the clouds go floating by I classify three types of

families Cirrus, stratus, cumulus

Oh cirrus clouds are high and thin Oh cirrus clouds are high and thin They look like commas or a

feather Often meaning fair weather

Oh stratus clouds are low and layered Oh stratus clouds are low and layered They seem to be a

blanket of gray To say it just might storm today

Oh cumulus are high and fluffy Oh cumulus are high and fluffy They look like heaps of cotton candy

Outside the sun is oh so dandy