Lesson Plan Guide

Teacher Candidate: Susanna House Date: 6.06.14

Grade and Topic: Third Grade Science Length of Lesson: 60-
75 minutes
Mentor Teacher: Dr. Carmen Weaver School: University of Memphis
UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:
This lesson plan is part of a larger unit on the physical characteristics of the atmosphere that influence life
on Earth.

LESSON OBJECTIVE:
Given different graphic images of major cloud types, the student will match them to specific
atmospheric conditions, with 100% accuracy.
Given a computer and word processing software, TLW create a document of each major cloud type,
including the given images for each, as well as a description of each clouds atmospheric condition.

Student Participation: The goal of this lesson is for students to be able to identify major cloud types and the different
weather conditions they are related to.

TN STATE STANDARDS ADDRESSED:
TN SCIENCE - SPI 0307.8.2
Match major cloud types with
specific atmospheric conditions
ISTE STANDARD
Creativity and innovation
Students demonstrate creative thinking, construct
knowledge, and develop innovative products and
processes using technology.
a. Apply existing knowledge to generate new
ideas, products, or processes
b. Create original works as a means of personal
or group expression
c. Use models and simulations to explore complex
systems and issues
d. Identify trends and forecast possibilities
MATERIALS:
Materials used:
1. Computer
2. Internet access to Microsoft Word
3. Internet access to Weatherwizkids.com
4. Pen to sign name on project
5. Smart board
6. Internet access to Brainpop.com

BACKGROUND and RATIONALE:
Students will demonstrate a clear recognition of the four major cloud types and the atmospheric
conditions associated with each.
The students have learned about clouds, how they are formed, and what they are made of. This is
a fun way for the students to demonstrate that they are able to identify the different major types
using technology.
The students will begin listing in their daily journals the type of clouds each day as a means of
demonstrating their knowledge and relating it to the current weather conditions.
This lesson will lead into a discussion on tools used to measure weather.
Students will demonstrate use of cut and paste options from one website to their own Microsoft
Document.
PROCEDURES AND TIMELINE:
Introduction: (20 minutes)
We will gather on the carpet and begin by discussing what the children remember seeing on their way to school
this morning, as far as clouds and current weather conditions.
We will discuss as a group how todays clouds and weather conditions might affect our recess time and if it will
be indoors or outdoors today.
We will all put our focus to the windows and give ourselves a few minutes to be either excited or bummed about
the days recess plans.
Return to the carpet and ask key questions. For example: What are clouds made of? Why do they look different?
Can we predict weather by looking at clouds?
At this point, I will allow students to discuss answers to these questions with their neighbors.
The teacher will be monitoring these discussions as well as volume control.
The teacher will ask direct questions to those students not participating.
I will present an example on the Smart board of three images of clouds. (Example displayed below)
I will ask the students what type of cloud each image is and the corresponding weather for that cloud.
The teacher will type in the information that is given by the children so it will be displayed on the Smart board.

Procedures:

We will all go to computer lab as this is a whole group activity. (5 minutes)
Students will be seated at computers, log in and open weatherwizkids.com.
Students will minimize that and open a new Microsoft Word Document.
Students will be reminded of the presentation on the Smartboard and instructed to copy and paste images
form weatherwizkids.com to their new documents.(5 minutes)
Using information from weatherwizkids.com, the students will create descriptions of each cloud image.
(15 minutes)
Students will label the corresponding weather conditions to each image. (5 minutes)
Students will save the document to their flash drives. (2 minutes)
Students will print their document on the lab printer. (3-5 minutes)
-As students finish, they will be instructed to watch Brainpop.com and begin exploring weather tools and other
elements associated with clouds and weather.

Closure:
We will all return to classroom, neatly print our names in bottom right hand corner of document.
Two students will be asked to collect projects as they will be displayed in a class book.
Turn to a neighbor, teacher will name a cloud: one partner will name the weather that goes with that
cloud. The other partner will give physical description of the cloud.




ASSESSMENT EVIDENCE:
Teacher will assess each students printed document.
Eventually, students will be formally assessed with a similar quiz using matching.


MODIFICATIONS:
Extra time will be allotted for one on one with the teacher.
Students will write in their daily journal and talk about cloud heights and can draw and label their own
pictures.

















Cirrus
The students will help fill in descriptions

Stratus



Cumulus