LESSON PLAN

JMU Elementary Education Program

A. Becoming Cloud Masterminds

B. CONTEXT OF LESSON AND UNWRAPPING OF THE STANDARD
It is important for me to preassess any prior knowledge they have about the
different cloud types. Do they already know them from past grades, do they know a
bare minimum, or are they somewhere in between? If they have learned about cloud
types and how they are formed, is their prior knowledge correct? By opening with
discussion questions and filling in the know and want to know sections of a KWL
chart, I will be able to gauge what they know, and if it is correct.
This lesson will be appropriate for the students at this time because they will
have just started a weather unit. In regards to earlier grades, this is the first time that
cloud types will be covered. Cloud types are one of the more basic concepts covered
in SOL 4.6 so it is important to properly lay this foundational information. This
knowledge will then be built upon when they go into more complicated weather
phenomena that is also addressed later in this SOL such as types of storms, types of
precipitation, and weather patterns.
According to Piagets Theory of Cognitive Development, the fourth grade
students would be in the Concrete Operational Stage. Students in this stage usually
range from age seven to eleven. My lesson will fit into this stage of development
because it will provide them with the more hands-on activities they need since the
information is new to them. It will also fit into this stage of development because it
will give them multiple opportunities to work with the new cloud knowledge. By
allowing them to work in groups, they will be able to verbalize the new knowledge
which will help them work with the information in an additional way. This repetition
of the same knowledge is helpful to students in the Concrete Operational stage because
they need new knowledge to be recurring in order to understand and remember it.
https://www.ecetp.pdp.albany.edu/downloadfiles/vcresources/Science_and_Young_Ch
ildren.pdf
C. UNWRAPPING THE VIRGINIA STANDARDS OF LEARNING and the NEXT
GENERATION SCIENCE STANDARDS (NATIONAL STANDARDS)
4.6 The student will investigate and understand how weather conditions and
phenomena occur and can be predicted. Key concepts include
a) weather phenomena;
b) weather measurements and meteorological tools; and
c) use of weather measurements and weather phenomena to make weather
predictions.

Thermometer
Temperatures
Period of time x 2
Changes x 2
air pressure
barometer
weather patterns
high pressures
low pressures
map
types of weather
high pressure air mass
low pressure air mass
warm front
cold front
cloud types
cirrus
stratus
cumulus
cumulo-nimbus
associated weather

Concepts: Know

formation of precipitation
rain
snow
sleet
hail
storm types
weather conditions
thunderstorms
hurricanes
tornadoes
information
precipitation x 2
rain gauge
wind speed
anemometer
rain gauge
weather data
meteorological tools
weather predictions

3.Differentiation
Between the
Types

4.Associated
Weather

Cloud Types
Cirrus
Stratus
Cumulus

5. Types of
Precipitation

2.UsesWeather Data &

Weather Predictions

Cumulo-nimbus
Tools

Precipitation

Temperature Thermometer

Rain

Air Pressure Barometer

Snow

Precipitation - Rain
Gauge

Sleet

Sol 4.6

Hail

Weather

6. Formation of
Different Types
of Precipitation

7. Storm Types

8. Associated
Weather

Wind Speed Anenometer

1. Tool Types
and Uses

Storms

Patterns

Thunderstorms

Types of Weather

Hurricanes

High & Low Pressure

Tornadoes

Air Masses

Information

Warm & Cold Fronts

9. Maps

10. Types of
Weather Over
Time Periods

Skills: Be able to do
Design x 2
Compare x 2
Analyze x 2
Predict
Illustrate x 2
Label x 2
Differentiate x 2
Contrast x 2
Recognize
Describe
Explain
Report
Measure x 2
Chart

Blooms Taxonomy Level

Level 5
Level 4
Level 4
Level 5
Level 4
Level 1
Level 4
Level 4
Level 1
Level 1
Level 2
Level 1
Level 3
Level 3

There is a mix of scuba diving and snorkeling verbs depending on the specific area of the SOL.
Overall, there are more higher level thinking verbs in this SOL. (15 verbs leveled 4-6 vs. 6 verbs
leveled 1-3) For my specific area within the SOL, cloud types, they are expected to be able to
differentaite between the different cloud types which is a level 4 in Blooms Taxonomy and would be
considered a higher level skill.

D. LEARNING OBJECTIVES
Understand what are the
Know what are the facts,
broad generalizations the
rules, specific data the
students should begin to
students will gain through
develop? (These are
this lesson? (These
typically difficult to assess
knows must be assessed
in one lesson.)
in your lesson.)
The students will:
The students will:
Understand cirrus, stratus,
Know cumulus clouds are
cumulus, and cumulofluffy and white with flat
nimbus clouds are
bottoms and they usually
associated with certain
indicate fair weather.
weather conditions.
Know cumulo-nimbus
clouds form when cumulus
clouds get larger and
darker on the bottom.
Know cumulo-nimbus
clouds can produce
thunderstorms.
Know stratus clouds are
smooth, gray clouds that
cover the whole sky and
block out sunlight.
Know light rain and drizzle
are usually associated with

Do what are the specific

thinking behaviors students
will be able to do through
this lesson? (These will
also be assessed in your
lesson.)
The students will:
Differentiate between
cloud types (i.e., cirrus,
stratus, cumulus, and
cumulo-nimbus clouds)
and the associated weather.

stratus clouds.
Know cirrus clouds are
feathery clouds.
Know cirrus clouds are
associated with fair
weather.

E. ASSESSING LEARNING
Objective

Understand cirrus, stratus,

cumulus, and cumulonimbus clouds are
associated with certain
weather conditions.

Know cumulus clouds are

fluffy and white with flat
bottoms and they usually
indicate fair weather.

Know cumulo-nimbus
clouds form when cumulus
clouds get larger and
darker on the bottom.

Know cumulo-nimbus
clouds can produce
thunderstorms.

Assessment
What documentation will you
have for each student?

Through their cloud sort game

they place in their interactive
journals, I will be able to see if the
students have an understanding of
the types of weather associated
with each of the cloud types.
Through the cloud sort game and
classroom discussion, I will be
able to note who understands and
does not understand what the
cloud looks like.
Through the cloud sort game and
classroom discussion, I will be
able to note who understands and
does not understand what the
cloud looks like.

Through the cloud sort game and

classroom discussion, I will be
able to note who understands and
does not understand the weather
associated with the cloud.
Through the cloud sort game and
Know stratus clouds are
classroom discussion, I will be
smooth, gray clouds that
able to note who understands and
cover the whole sky and
does not understand what the
block out sunlight.
cloud looks like.
Know light rain and drizzle Through the cloud sort game and
are usually associated with classroom discussion, I will be
able to note who understands and
stratus clouds.
does not understand the weather
associated with the cloud.
Through the cloud sort game and
Know cirrus clouds are
classroom discussion, I will be
feathery clouds.
able to note who understands and
does not understand what the

Data Collected
What will your students do and
say, specifically, that indicate
each student has achieved your
objectives?
The student will be able to
verbalize the weather associated
with their cloud type and correctly
organize the associated weather
and cloud types in the physical
sort they put in their notebooks.
The student will put fluffy and
white with flat bottoms under the
cumulus category and
communicate this in discussion.
The student will put cumulus
clouds that get larger and darker
on the bottom under the cumulus
category and communicate this in
discussion.
The student will put associated
with thunderstorms under the
cumulo-nimbus category and
communicate this in discussion.
The student will put smooth, gray
clouds that cover the whole sky
under the stratus category and
communicate this in discussion.
The student will put associated
with light rain and drizzle under
the stratus category and
communicate this in discussion.
The student will put feathery
clouds under the cirrus category
and communicate this in
discussion.

cloud looks like.

Through the cloud sort game and
Know cirrus clouds are
classroom discussion, I will be
associated with fair
able to note who understands and
weather.
does not understand the weather
associated with the cloud.
I will be able to see if students can
Differentiate between
differentiate between the cloud
cloud types (i.e., cirrus,
types through their ability or
stratus, cumulus, and
inability to correctly organize
cumulo-nimbus clouds)
and the associated weather. cloud types with their
characteristics.

The student will put associated

with fair weather under the cirrus
category and communicate this in
discussion.
The student will be able to
verbalize the weather associated
with their cloud type and correctly
organize the associated weather
and cloud types in the physical
sort they put in their notebooks.

F. MATERIALS NEEDED
I will be responsible for securing all of these materials:
Video Link - http://www.youtube.com/watch?v=32uFVssBs6E or
http://www.untamedscience.com/blog/cloud-types/
Posters
Information Cards (attached)
Discussion Role Cards (attached)
Deck of Cards
Matching Activity card to sort & put in their notebooks (attached)
I will use these materials from my teachers classroom:
Markers
Glue
scissors

G. MISCONCEPTIONS or ALTERNATIVE CONCEPTIONS

I know that throughout my education, I loved learning about weather, but
differentiating between cloud types and committing that into memory was always a
challenge. I believe the students may have misconceptions about why different clouds
form and the weather associated with them. Another misconception may be that
students do not understand how the different combinations of prefixes and root words
work. If they do not understand that and cloud type with nimbo- is associated with
rain, they might not get that commonality among different cloud types. With this, the
students may have misconceptions on how different altitudes of clouds determine their
names. This could cause false conclusions to be made on cloud types such as stratus
versus altostratus. They may understand they are similar in some way, but not
comprehend the differences between the two and how the classification system can
help them in their own cloud differentiation. I can assist kids in combating these
confusions by creating a lesson where they have to dig deeper into cloud types instead
of just skimming over them. By making the process an investigative one, the children
are much more likely to remember the cloud types correctly. As a wrap up, we will
address some of the same questions we had in our opening discussion and fill in the L
part of our KWL chart to see how the misconceptions were changed by the lesson.
H. PROCEDURE

(Include a DETAILED description of each step. Write what you will SAY and
DO.)
Activity Element
Preparation of the
Learning Environment

Introduction of the Lesson

Engaging Students

Procedures and management

Step-by step procedures including questions and main points
For my lesson, there are several aspects that will need to be prepared
beforehand.
First, I will need to have my video clip pulled up on the SMART Board. This
will ensure it is in working order and will prevent delays when starting my
lesson.
I will also need to have the markers, glue, posters, and scissors readily
available. This will prevent down time for the students by having the
materials readily available when we reach that part of the lesson.
I will need to have a deck of cards sorted to use as group dividers. I will pull
out the following: four 10s, four jacks, four queens, four kings, and one ace
since there are 17 students. They will group according to the card they
choose and the student who draws the ace will get to choose his or her
group.
I will cut out informational cards and Discussion Role Cards beforehand.
I will make copies of Cloud Sort Game.
We will begin the lesson with a Know-Want to Know-Learned Chart. This
will help me see what ideas students have about cloud types and the
weather associated with them. By opening with discussion questions and
filling in the Know and Want to Know sections of a KWL chart, I will be able
to gauge what they know, and if it is correct.
During this, I will ask them what they know about clouds.
How do clouds look?
What can clouds tell us?
What do you want to learn about clouds that you do not already know?
I will then explain that anytime throughout the rest of the lesson that the
following words are said, we will do the accompanying hand motion.
o Stratus hands down low
o Cumulus- scrunch hands by opening and closing them
o Cirrus wisp hands above head
o Cumulonimbus- 70s disco move to mimic lightening
I will then play the introductory video clip for them and ask them to write
down 3 new ideas in their interactive notebooks. This will be a way of
presenting visual information and using a tool of engagement that pushes
them to pull out information they find important. I will also remind them
to listen for their key words and motions.

http://www.youtube.com/watch?v=32uFVssBs6E

Implementation of the
Lesson

http://www.untamedscience.com/blog/cloud-types/

While the video is playing, I will pass out the playing cards.
Once it is finished, I will ask them to turn to a partner and discuss the three
things they learned from the video.
I will then tell the students to get into groups based on the card face on
their desk. The person with the ace gets to choose which group they want
to join.
Once in the groups, I will pass out the Discussion Role Cards and
Informational Cards.

Closure

Clean-Up

I will explain that each of the four groups will investigate and complete a
poster on one cloud type to present to the class:
o Stratus
o Cumulus
o Cumulonimbus
o Cirrus
In their groups, each person will play a given role based off the card they
are given. I will explain each role.
o Discussion Director come up with ideas for what should go on
their poster.
o Literacy Luminary You will highlight the important parts of
the text I give you.
o Illustrator You will draw a picture of the cloud type on the
poster.
o Speaker You will present your groups poster to the class.
This will guarantee that all members are engaged and clear of their
individual expectations.
The students will work together to complete their posters. This will give
them another outlet to work with information because they will have to
communicate their information verbally and visually.
The students will be given 10 minutes to complete this task and I will use
a SMART Board timer to keep them aware of their time.
Once they are finished, the designated speakers of the group will present
their groups cloud type and information on that cloud through their
poster visual.
Once all groups present, I will pass out the cloud sort game for them to do
individually. This will provide a kinesthetic aspect to the lesson. They will
compare answers with a partner before we go over this as a class.
This will then be glued into their interactive notebooks.
We will revisit our KWL chart and complete the Learned portion with
answering questions such as:
How do clouds look?
What types of clouds are there?
What can clouds tell us?
Hopefully, the students will all better understand clouds and the weather
associated with them.
Put away markers, scissors, and glue. Throw away any paper scraps.

I. DIFFERENTIATION
Content

Interest

I could let them choose a

cloud type they are
interested in to created
their posters instead of
assigning it to them.

Process
I could use flexible
grouping to highlight
strengths of each
child. (This would
allow the student who
is a good writer to

Product
I could create a choice
board where students
could choose the format
of their final product that
would still meet the same
learning goal. (videos,

narrate, the creative

one to illustrate, etc.)

Readiness

For the students who show

understanding of all cloud
types through
preassessment, I would
compact this information
and provide them with
more complex information
cards.

I could create tiered

assignments that
would meet the needs
of each childs
readiness. This could
include alterations
such as vocabulary
sheets or fill in the
blank organizers.
These would be great
alterations to use for
ELLs and students
with intellectual or
learning disabilities
because it gives them
more guidance.

posters, or song, etc.)

The students could work
at multiple difficulty
leveled centers to produce
a piece of work that is
different, but works
towards the
understanding of a
concept. One center
could have the sort, one
could have more in depth
research activities, and
one could allow students
to create a video of
themselves explaining the
information. This would
be especially useful for
students who may not be
confident with their
writing.

J. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO
ABOUT IT?
There are always things that could go wrong in any lesson no matter how much
you plan ahead. It is important to think about some of these things before had so you
can plan on how to combat them. In my lesson there are several aspects that could
need tweaking if they dont go smoothly. First there could be individual conflicts
between the students I randomly group together. I am not as aware as the teacher
would be to the daily conflicts and disruptions that take place. If this was noted, I
would first use proximity control to see if they refocus their energy. If that did not
resolve the issue, I would make sure the conflict is not carried over into the second
half of the lesson by regrouping accordingly. While students are working
independently to complete their sort, I will again use proximity control to make sure
they stay on task. Students sometimes are uninterested in a topic and will wait until it
is time to meet with their partner to then copy their answers. Through the use of
constant movement, I will be able to combat the inattentiveness to the think part of
the think-pair-share sorting activity. Thirdly, it is important to think about how to
bring the attention back to me if they become distracted during the whole-group
discussion. I will make use of hand motions for each cloud type that I will do each
time the specific cloud word is said and the students will mirror me. This will create
an environment where the students are more intrigued to listen because their
participation is needed.