LESSON PLAN

Co-Teaching Lesson Plan (Direct Instruction)
Teachers: Briana Lambert and Sue Frost
Subject: 2nd Grade Science
Standard:
Objective:
Students will be able to define and match a picture to each of the three
types of clouds with 80% mastery.
Key vocabulary:
Clouds: A visible mass of condensed water vapor floating in the
atmosphere, typically high above the ground
Cirrus: White, feathery, wispy curls, high in the sky (mare’s tail)
Culumus: White, puffy, billowy heaps (cauliflower)
Stratus: Low, layered, grayish-white clouds that cover the whole sky,
fog (blanket)
Materials:
Weather Watching Log
Pencil
The Cloud Book
Blue construction paper
Cotton balls
Glue stick
Instructional Input
Teacher Will:
Teacher will call students to the back carpet. Teacher will read “The
Cloud Book” aloud. She will stop after page 13. This will be the
student’s introduction into the three types of clouds. Then the teacher
will show the picture cards to the class. She will read them aloud.
Student Will:
Students will listen to the story at the back carpet quietly.
Co-Teaching Strategy/Differentiation: Stop to explain difficult words in
the story and go more in detail about the clouds. Pass around cloud
cotton ball activity for students to see and feel the different types of

clouds. Ask different questions about how the different clouds feel to
make sure they are taking in what I am teaching.
Guided Practice
Teacher Will:
Teacher will make a Tree Map using chart paper with the title being
clouds. The 3 different categories will be Cumulus, Stratus, and Cirrus.
The teacher will complete the tree map using student’s input. The
students will then go back to their seats and complete pages 19 and
20 in their weather log. (Definitions of each cloud.) Their responses will
be guided by the tree map and by my guided answer on the white
board.
Students Will: Students will contribute ideas to help the teacher
complete the tree map. Students will sit quietly and listen to their
classmates contributions. The students will record the definitions of
each cloud in their weather log on page 19 and 20.
Co-Teaching Strategy/Differentiation: During the tree map lesson, I will
check on those students to make sure they are following along. I will
walk by certain students when they are working on their weather log to
make sure they are on track. (Juan/Lili/Joey)
Independent Practice
Teacher Will:
Teacher will hand out assessment to all students. She will have
students put their office up and complete the worksheet while she
reads it aloud. Once the worksheet is completed, teacher will explain
the cloud cotton ball activity. She will demonstrate how to pull apart
the cotton balls and ask the students what each clouds cotton balls
should look like? The students will then begin working and turn their
cloud activity in on the back table.
Student Will:
Students will listen to directions and complete the assessment. When
students finish their assessment, they will work on their fun packet
until the rest of the class is finished. The students will then listen to
directions about the cloud cotton ball activity. They will write their
definitions on their divided blue paper. The students will lastly put their
cotton balls on their paper with glue stick to best represent each of the
3 clouds. When finished, the students will place their activity on the
back table.
Co-Teaching Strategy/Differentiation: I will read the assessment aloud
to all students and walk around the classroom to check on those
individual students. During the cotton ball cloud activity, I will walk

around to those students and have a discussion with them individually
about what their clouds should look like. (Juan/Lili/Joey)
Closing/Student Reflection/Real-life connections: Explain to the
students that after learning about the 3 main types of clouds they will
now be able to tell their parents what kind of clouds are outside that
day.