Clouds
Content
Topic: Clouds Grade: Kindergarten Standards: 5.8.2.D.1. How We Study the Earth: Record observations that describe the features of the natural world in their local environment.
Objectives: Students will be able to name and recognize three main types of clouds (cirrus, cumulus and stratus). Students will be able to observe and describe the different shapes of clouds.
Materials:
by: Little Cloud by:
Eric Carle look at clouds I see…” writing activity “When I look at Cloud fact sheet Cotton balls Assortment of blue and white tissue paper White or blue paint Sponges Clipboards Blue construction paper Glue Crayons Pencils
Procedures:
Interactive Read Aloud Introduce students to the book Little by: Eric Carle. Little Cloud by: o Examine the front cover. Ask students what the story might be about. o During reading, ask students to make predictions and text-to-self connections. What shape do you think Little Cloud will be next? o What cloud shapes have you seen in the sky? o At the end of the book , ask students to predict what will happen to Little Cloud Make a connection to rain and the water cycle (previous lesson). o
The Three Main Types of Clouds Explain that there are three main types t ypes of clouds called cirrus, cumulus and stratus clouds. Define each cloud Describe each with visual adjectives such as: wispy, puff y or thick. o
o
Show multiple photographs for each type of cloud.
Write the name of each cloud on chart paper. o Have students sort cloud pictures under the name of each cloud. Students must be able to explain ex plain their thinking when sorting. For example, o “ This is a cumulus cloud because it is puffy”.
* This active engagement allows students to have a movement break. Coming up to the board to sort a picture gives students with attention deficits (and (and typical students) a small brain break after sitting on the carpet for the read aloud. Using an assortment of pictures for each cloud will assist visual learners in grasping the content. Cloud Observations For this portion of the lesson, students will move outdoors in order to observe clouds. Each student will be given a clipboard and a “When I look at clouds I see…” writing activity. Students will be instructed to make observation ab out the clouds outside. What types of clouds do you see? o Do any of the clouds form a shape? o Students will also be instructed to draw a sketch of one of the clouds that they observe (space provided on the writing activity). After 10 minutes of observations, students will be brought back into the classroom for station activities.
Writing Prompt and Cloud Creation After students return to the classroom they will be randomly divided into two mixed-ability groups. Half of the students will complete the “When I look at clouds I see…” writing activity that they began to draw on outside. Students will provide a written description of the cloud that they sketched o outside including: shape, color and size.
* For students who have difficulty planning for writing, the writing activity will be modified to guide writing. The modified writing will prompt students to describe the color, shape and size of their cloud (see attached). * Students who are tactile or kinesthetic learners will benefit from using a variety of materials to make their cloud creations. Students can choose the material that they are most comfortable with.
The rest of the class will make a cloud creation This activity requires students to recreate their cloud sketch on a large o piece of construction paper.
The students will pull apart or manipulate the cotton balls and tissue paper to make their cloud creation. The students can also use sponges to paint the cloud. Students must represent at least two of the three t ypes of clouds in their o cloud creation. Students must also label each type of cloud with a marker or pencil. * Students who have working memory me mory issues or are visual learners, will be provided with the cloud fact sheet. This fact sheet provides students with the name of each cloud and a picture of its attributes. This will assist assist students in creating the three main types of clouds with cotton balls. o
Closure: All students will be brought back to the carpet for a share. o Two students will share their cloud creation with the class. After each student shares they will ask two students to share questions or o comments about the shared work. o I will explain to students that we will create a wonderful bulletin board that will display all of their cloud creations and writing.
Assessment: Students will be able to sort cloud pictures by type during class discussion individually or with the help of a classmate. This will show me that the students recognize attributes of the main three types of o f clouds. Students will be able to observe clouds and document their observations. I will assess the students’ acquisition of this skill by looking at their cloud creations. A student who made an accurate observation will have a detailed cloud creation and written description of a cloud including: color, sha pe and size. Students will be able to correctly label two out of the three main types t ypes of clouds and represent their attributes with materials provided. Students who understand the attributes of the three main types of clouds will have cirrus clouds that are represented by cotton balls or issue paper that is pulled apart into long, wispy parts. These students will also represent cumulus clouds with full-sized full-sized cotton or tissue balls. The stratus clouds should have cotton b alls or tissue paper pieces that are stretched out like a blanket.
* Adaptations to parts of the lesson or activities.
Objectives: Students will be able to name and recognize three main types of clouds (cirrus, cumulus and stratus). Students will be able to observe and describe the different shapes of clouds.
Materials:
by: Little Cloud by:
Eric Carle look at clouds I see…” writing activity “When I look at Cloud fact sheet Cotton balls Assortment of blue and white tissue paper White or blue paint Sponges Clipboards Blue construction paper Glue Crayons Pencils
Procedures:
Interactive Read Aloud Introduce students to the book Little by: Eric Carle. Little Cloud by: o Examine the front cover. Ask students what the story might be about. o During reading, ask students to make predictions and text-to-self connections. What shape do you think Little Cloud will be next? o What cloud shapes have you seen in the sky? o At the end of the book , ask students to predict what will happen to Little Cloud Make a connection to rain and the water cycle (previous lesson). o
The Three Main Types of Clouds Explain that there are three main types t ypes of clouds called cirrus, cumulus and stratus clouds. Define each cloud Describe each with visual adjectives such as: wispy, puff y or thick. o
o
Show multiple photographs for each type of cloud.
Write the name of each cloud on chart paper. o Have students sort cloud pictures under the name of each cloud. Students must be able to explain ex plain their thinking when sorting. For example, o “ This is a cumulus cloud because it is puffy”.
* This active engagement allows students to have a movement break. Coming up to the board to sort a picture gives students with attention deficits (and (and typical students) a small brain break after sitting on the carpet for the read aloud. Using an assortment of pictures for each cloud will assist visual learners in grasping the content. Cloud Observations For this portion of the lesson, students will move outdoors in order to observe clouds. Each student will be given a clipboard and a “When I look at clouds I see…” writing activity. Students will be instructed to make observation ab out the clouds outside. What types of clouds do you see? o Do any of the clouds form a shape? o Students will also be instructed to draw a sketch of one of the clouds that they observe (space provided on the writing activity). After 10 minutes of observations, students will be brought back into the classroom for station activities.
Writing Prompt and Cloud Creation After students return to the classroom they will be randomly divided into two mixed-ability groups. Half of the students will complete the “When I look at clouds I see…” writing activity that they began to draw on outside. Students will provide a written description of the cloud that they sketched o outside including: shape, color and size.
* For students who have difficulty planning for writing, the writing activity will be modified to guide writing. The modified writing will prompt students to describe the color, shape and size of their cloud (see attached). * Students who are tactile or kinesthetic learners will benefit from using a variety of materials to make their cloud creations. Students can choose the material that they are most comfortable with.
The rest of the class will make a cloud creation This activity requires students to recreate their cloud sketch on a large o piece of construction paper.
The students will pull apart or manipulate the cotton balls and tissue paper to make their cloud creation. The students can also use sponges to paint the cloud. Students must represent at least two of the three t ypes of clouds in their o cloud creation. Students must also label each type of cloud with a marker or pencil. * Students who have working memory me mory issues or are visual learners, will be provided with the cloud fact sheet. This fact sheet provides students with the name of each cloud and a picture of its attributes. This will assist assist students in creating the three main types of clouds with cotton balls. o
Closure: All students will be brought back to the carpet for a share. o Two students will share their cloud creation with the class. After each student shares they will ask two students to share questions or o comments about the shared work. o I will explain to students that we will create a wonderful bulletin board that will display all of their cloud creations and writing.
Assessment: Students will be able to sort cloud pictures by type during class discussion individually or with the help of a classmate. This will show me that the students recognize attributes of the main three types of o f clouds. Students will be able to observe clouds and document their observations. I will assess the students’ acquisition of this skill by looking at their cloud creations. A student who made an accurate observation will have a detailed cloud creation and written description of a cloud including: color, sha pe and size. Students will be able to correctly label two out of the three main types t ypes of clouds and represent their attributes with materials provided. Students who understand the attributes of the three main types of clouds will have cirrus clouds that are represented by cotton balls or issue paper that is pulled apart into long, wispy parts. These students will also represent cumulus clouds with full-sized full-sized cotton or tissue balls. The stratus clouds should have cotton b alls or tissue paper pieces that are stretched out like a blanket.
* Adaptations to parts of the lesson or activities.
