The

Devastations
Note: Type in the gray areas. Click on any descriptive text, then type your own.

Author Information
First and Last Name:

Lacson, Melvin S.
Layao, Mario Jr.
Quisido, Carl Vincent G.
Solaber, Brytha

Email Address:

melvzlacson@gmail.com
brytha2723@gmail.com
carl_quisido@yahoo.com
mariolayao@yahoo.com

Name of School:

Cebu Normal University

Division:

Cebu City

Municipality/City, Province, Region:

Cebu

Country:

Philippines

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Unit Overview
Unit Plan Title:
Weather and Clouds
Curriculum-Framing Questions

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Why do change is the only constant thing in the world?

Essential Question

Unit Questions

Content Questions

What are clouds?

How clouds are formed?
What is wind?
Why clouds are white?
What are clouds made of?
What causes wind to blow?
Why do clouds move?
Why do clouds form at different heights in the atmosphere?
Why they return to gray?
What are the different types of clouds?
Why do clouds float? E:word

Unit Summary:
Clouds are one of the most reliable predictors of weather when you are out backpacking. There
are 10 types of clouds that you should be able to recognize, but if you get their names
confused, just remember that the higher the clouds, the better the weather will be. E:Picture
Being able to predict the weather by observing cloud formations is a skill that is somewhat lost
on us modern humans. Most of us can easily look at a cloud and see the unicorn or ice cream
cones, but very few of us can look at clouds and see the approaching cold front.
The characteristics of clouds are dictated by the elements available, including the amount of
water vapor, the temperatures at that height, the wind, and the interplay of other air
masses...\power point
All air contains water, but near the ground it is usually in the form of an invisible gas called
water vapor. When warm air rises, it expands and cools. Cool air can't hold as much water
vapor as warm air, so some of the vapor condenses onto tiny pieces of dust that are floating in
the air and forms a tiny droplet around each dust particle. When billions of these droplets come
together they become a visible cloud.
Clouds are made up of tiny water droplets or ice crystals, usually a mixture of both. The water
and ice scatter all light, making clouds appear white. If the clouds get thick enough or high
enough all the light above does not make it through, hence the gray or dark look. Also, if there
are lots of other clouds around, their shadow can add to the gray or multicolored gray
appearance.
Subject Area(s): Click box(es) of the subject(s) that your Unit targets

Business Education

Drama

Other: English

Engineering

Foreign Language

Other: Filipino

Home Economics

Industrial Technology

Other: Makabayan

Language Arts

Mathematics

Music

Physical Education

School to Career

Science

Social Studies

Technology

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Grade Level: Click box(es) of the grade level(s) that your Unit targets

Kindergarten
Grade 1 -3
Grade 4 - 6
st

1 Year High School

2nd Year High School

Gifted and Talented

rd

Resource

th

Other

3 Year High School

4 Year High School
English as a Second
Language

Targeted Philippine Basic Education Curriculum Competencies

The students with 75% accuracy must have:
Student Objectives/Learning Outcomes:
a. Identify the different types of clouds
b. Predict different weather situations through clouds properly
c. Draw the different cloud types and weather situations
Procedures:
Teacher will ask several questions regarding clouds and cloud formation, assessing for
students prior knowledge of clouds and for misconceptions through informal discussion of
clouds. E:\word The teacher will guide the informal discussion with the following questions
and create a KWL chart, filling out the K (what we know) based on students responses to
discussion questions and then fill out the W (what you want to know) based on students
interest: E: Excel
What are clouds?
The teacher will listen to student responses to check for prior knowledge.
Teacher will explain that clouds are a large collection of very tiny droplets of water or ice
crystals. The droplets are so small and light that they can float in the air.
How are clouds formed?
The teacher will explain that all air contains water, but near the ground it is usually in the form
of an invisible gas called water vapor. When warm air rises, it expands and cools. Cool air
can't hold as much water vapor as warm air, so some of the vapor condenses onto tiny pieces
of dust that are floating in the air and forms a tiny droplet around each dust particle. When
billions of these droplets come together they become a visible cloud.
Why are clouds white?
The teacher will explain that clouds are white because they reflect the light of the sun. Light is
made up of colors of the rainbow and when you add them all together you get white. The sun
appears a yellow color because it sends out more yellow light than any other color. Clouds
reflect all the colors the exact same amount so they look white.
Why do clouds turn gray?
The teacher will explain that clouds are made up of tiny water droplets or ice crystals, usually
a mixture of both. The water and ice scatter all light, making clouds appear white. If the clouds
get thick enough or high enough all the light above does not make it through, hence the gray or
dark look. Also, if there are lots of other clouds around, their shadow can add to the gray or
multicolored gray appearance
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The teacher will introduce 4 main types of clouds using visuals and posting the cloud types
and pictures on the science world wall for students to access throughout this lesson/unit:
nimbus cloud, cirrus cloud, cumulus cloud, and stratus cloud.
In their reading circle, the teacher will read The Cloud Book by Tomie de Paola to the
students. Again, the teacher will assess for misconceptions during the reading discussion of
this book.
C. Check for Understanding
Students will make to cloud mobile. The model will help them to identify the different types of
clouds by just looking up. This science activity turns meteorology into art and brings outdoor
learning inside. The teacher will assess the students as they create their cloud mobile to make
sure they are creating the correct model to accurately represent each cloud type.
D. Grouping (we do)
Teacher will prepare and cut the shapes of each kind of cloud out of cardstock paper. Students
will glue cotton balls to both sides of each shape to make it look more like the cloud it
represents. Students should make each cloud look like as close to their standard description.
Tips: For a cumulus cloud, have students bunch up lots of cotton balls to make it fluffy. For a
cirrus cloud, have students stretch out the cotton balls to make them thin and wispy. Students
can use a little gray paint (just mix a little black into white) to make some of the clouds gray.
When all the clouds are assembled and the glue is dry, the teacher will make a small hole in
the top of each shape. Teacher will tie a piece of string through each hole. Teacher will explain
to the students that stratus clouds should have the longest string, since they're closest to Earth,
and that cirrus clouds should have the shortest string, since they're the highest clouds. Students
will tie each piece of string to a dowel rod. Teacher will help students to tie a piece of string
around the middle of the dowel, and use it to hang their mobile.
Students will say the names of the clouds with the teacher. The teacher will assess to see if
students are able to recall the names on their own after going through the index of the story.
Teacher will assess students descriptions of the clouds to see if they match the name of the
cloud. The teacher will write students descriptions on the board or on chart paper for students
to examine. Teacher will examine the mobiles to check that their cotton pictures correspond
with the correct name and description. The teacher will assess if students have depicted the
cloud type creatively and made it resemble the descriptions in the story.
Students will now explore wind. Teacher will assess for misconceptions by asking the
following questions in an informal discussion.
What is wind?
Wind is air in motion. It is produced by the uneven heating of the earths surface by the sun.
Since the earths surface is made of various land and water formations, it absorbs the suns
radiation unevenly. Two factors are necessary to specify wind: speed and direction.
What causes the wind to blow?
As the sun warms the Earth's surface, the atmosphere warms too. Some parts of the Earth
receive direct rays from the sun all year and are always warm. Other places receive indirect
rays, so the climate is colder. The warm air, which weighs less than cold air, rises. Then cool
air moves in and replaces the rising warm air. This movement of air is what makes the wind
blow.

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E. Independent Practice (I do)

The teacher will show a video of the devastations of typhoon Yolanda. The students will then
be instructed to have a brainstorming on the wrath of the said weather situation...\Movies
Teacher will have group students into groups of 4, for safety purposes. However, each student
will be responsible to complete their own observation sheet. But before starting the activity,
the teacher will give an energizer. E: \Music. Each group will number their socks in number
order beginning from 1 to the last number. Teacher will now choose the skip counting
grouping that needs to be addressed: two, fives, tens, etc. The group will use their marker to
write their skip counting number on their sock. The socks labeled in ones will be hung in the
classroom. The socks with the skip counting numbers will be hung outdoors on the two
posts/string using clothespins.
The teacher will give the students sample flyers and tell them how well the weather on that day
will be. Publisher
Teacher will take students outdoors each day and observe cloud formations and weather
conditions, either in the morning or in the afternoon for 10 school days. The students will
observe in what direction the socks are blowing during the outdoor excursion: North, East,
South, or West. Students will note the position of the clouds: high, medium, low. The teacher
will also read the temperature outdoors each time the class goes outdoors to observe the color
of the sky, shapes of the clouds, weather conditions such as windy, cold, rain, or hot.
Approximate Time Needed:
Should be done in 4 consecutive sessions with 1:30 minutes each. In a 2 weeks duration.
Prerequisite Skills:
They should be knowledgeable in using camera and printer as their main tools in documenting
the observation.
Materials and Resources Required For Unit
Technology Hardware: (Click boxes of all equipment needed)
Camera

Laser Disk

VCR

Computer(s)

Printer

Video Camera

Digital Camera

Projection System

DVD Player

Scanner

Video Conferencing
Equipment.

Internet Connection

Television

Other:

Technology Software: (Click boxes of all software needed.)

Database/Spreadsheet

Multimedia

Web Browser

Web Page Development

E-mail Software

Desktop Publishing

Image Processing

Word Processing

Other:

Encyclopedia on CD-ROM

Printed Materials:
Supplies:

Textbooks and laboratory manuals

Weather apparatus

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http://www.weatherwizkids.com/weather-clouds.htm
http://teachers.net/lessons/posts/4707.html
Others:
Actual outside experimentation and observation
Accommodations for Differentiated Instruction
They will describe the clouds they saw and explain their
predictions. Students will work in groups to make a bar graph
Resource Student:
of which cloud type was observed the most during the 5 days,
least visible, etc.
CLOUD IN A BOTTLE
Internet Resources:

Gifted Student:

Student Assessment:

MATERIALS:
2-liter clear plastic pop bottle
matches (children will need adult assistance to light matches)
warm water
PROCESS:
Fill the clear plastic 2-liter bottle one-third full of warm water
and place the cap on. As warm water evaporates, it adds water
vapor to the air inside the bottle. This is the first ingredient to
make a cloud.
Squeeze and release the bottle and observe what happens.
Youll notice that nothing happens. Why? The squeeze
represents the warming that occurs in the atmosphere. The
release represents the cooling that occurs in the atmosphere. If
the inside of the bottle becomes cover with condensation or
water droplets, just shake the bottle to get rid of them.
Take the cap off the bottle. Carefully light a match and hold
the match near the opening of the bottle.
Then drop the match in the bottle and quickly put on the cap,
trapping the smoke inside. Dust, smoke or other particles in
the air is the second ingredient to make a cloud.
Once again, slowly squeeze the bottle hard and release. What
happens? A cloud appears when you release and disappears
when you squeeze. The third ingredient in clouds is a drop in
air pressure.
The students will create a miniature cloud to test how much
they have understood about the concept of a cloud.
Water vapor, water in its invisible gaseous state, can be made
to condense into the form of small cloud droplets. By adding
particles such as the smoke enhances the process of water
condensation and by squeezing the bottle causes the air
pressure to drop. This creates a cloud!

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Key Word Search:

Weather
Fog
Clouds
Light wind
Moistures

INTEL TEACH TO THE FUTURE

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