EdTPA Indirect Instruction Lesson Plan Template

Types of Clouds
Central Focus/Big Idea: Students will learn about the 3 different types of clouds, as a
part of the weather cycle.
Subject of this lesson: Stratus, Cumulus, Nimbus, Cirrus clouds.
Grade Level: Second Grade.
NC Essential Standard(s):
2.E.1.2 Summarize weather conditions using qualitative and quantitative measures to
describe: Temperature Wind direction Wind speed Precipitation
Next Generation Science Standard(s): Science investigations begin with a question.
Scientist use different ways to study the world.
21 Century Skills:
Environmental Literacy: Demonstrate knowledge and understanding of the environment
and the circumstances and conditions affecting it, particularly as relates to air, climate,
land, food, energy, water and ecosystems.
st

Academic Language Demand

Language Function: In the table below highlight the one most important language
function for your lesson. Explain why you chose this.
Analyze

Argue

Interpret Predict

Categorize Compare/contrast
Question

Retell

Describe

Explain

Summarize

I chose describe because after the lesson students should be able to describe the
differentiating attributes of the different types of clouds, according to their height and
weather.

Scientific Vocabulary: What are the key scientific terms that your students will learn
through this lesson? Students will learn the following terms: cumulus, nimbus, cirrus,
clouds.
Instructional Objective: Students will be able to describe the process in which clouds
form, focusing on the conditions needed. Additionally, they will be able to apply that
knowledge to label their pinwheel and answer comprehensive questions.
Prior Knowledge (student): Students should know the steps within the water cycle.
Content Knowledge (teacher): Teacher should know the water cycle, and have an
understanding of how the temperature plays a part in cloud formation. The teacher should
also know the different four different categories in which clouds can be found based on
the weather conditions.

Accommodations for special needs: Exit ticket questions can be repeated so that
students know what is being asked. Also, additional time can be allocated to for students
to label pinwheels and draw experiment.
Materials and Technology requirements:
FOR STUDENTS:
20 pieces of notebook paper, one per student
20 brads, one per student
20 pairs of scissors, one per student
FOR LESSON:
1 clear jar
1 One plate
1 lighter
FOR ME:
2 printed lesson plans ( Me & Mrs. Knight)
1 teacher assessment ( for Mrs. Knight)
Total Estimated Time: 30 minutes.
Source of lesson:
Lesson/worksheet: http://www.uen.org/Lessonplan/preview?LPid=21487
Fun Facts: http://easyscienceforkids.com/all-about-clouds/
Safety considerations: Students should be monitored while cutting with scissors and
helped to insert paper fastener.

Content and Strategies (Procedure)

Engage:
Good Afternoon class! So far in science, Ms. Knight has been teaching you a lot about
weather. Can anyone share with me some of the things you have learned so far about
weather, and the water cycle? (Allow students to share for 2 to 3 minutes about all they
know about weather and the water cycle). Group think, lets write down what we saw.
Then let share some ideas of why we think the clouds formed inside of the jar. What are
your ideas? Today we are all going to be scientists, because we are going to learn about
the mystery behind clouds. To start off the lesson today I am going to conduct an
experiment. Does anyone know what an experiment is? Experiments allow us to
understand the world around us. The two questions I want to answer today are: do clouds
form, and why it is that there are different clouds on different days depending on the
weather . The materials I have are a clear glass, a cup of warm water, a match , and a

plate. The warm water is the earth. The earth has heat coming from the core, therefore it
is always warm. The high up you go on the earth, the colder it is. Why? You are going
away from the core. Like being on top of the mountain, verses being on the earth. The
temperature is important, because it plays a big role in why clouds develop. Also, we
need to make sure that our experiment is realistic. Okay, so the plate will hole the ice
which is representing the atmosphere, and the jar will hold the warm water representing
the warm earth. Now, I need something for the Sun, which produces heat. I will use my
match to represent the heat from the sun. Last, I am going to place the plate over the
heated jar. Watch what happens!
Conduct experiment : First, I am going to pour my warm water in the jar and I am going
to swirl it around. I chose a clear jar so that we can all see what happens.While the plate
cools down, like out artmosphere, I am going to light the match. I will then hold the
match over the jar so that it can heat the air in the jar, like the Sun heats the earth.
Perfect! Now I am going to place my ice onto the plate.
Explore:
In your science journal write draw what you observed. Make sure to label each part of
your picture. (ice plate/atmosphere, fire/the sun, Warm water/ earth) . (Give students 710 minutes to first draw, then talk about the experiment. )Then turn and talk about why
you think it is that the temperatures of the water created clouds.

Explanation:
Teacher: Remember when I talked about the temperature of the water. How did I
describe the temperature of the water in the jar? (warm). How did I describe the
temperature of the ice on the place? (cold, frozen). What temperature did the fire make
the air inside the jar? (Warm/ hot). ***use a lighter! When I put the ice plate on top, how
would describe the air close to the plate? (Cold). There you go! When tiny little water
droplets get heated up, they rise causing them to cool down. They combine with other
water droplets, causing them to form clouds. So when we heated the warm water, then
put the cold plate on top tiny water droplets began to rise to form clouds. Clouds form
when cold air meets warm or hot air. Now you know why clouds form! And today we are
going to learn about the different kinds of clouds that for.
Types of Clouds:
Teacher: Have you ever looked up and seen very light, wispy clouds in the sky?
Sometime you can just barely tell that they are clouds. These are called cirrus clouds.
These can also be called Good weather clouds. They are the highest in the atmosphere
and are curly and wispy. They can mean good weather, but can also be the very first sign
of coming beginning of bad weather.
Sometimes, when we see clouds on a sunny day they are a bit poofier. These clouds are
called cumulus. These clouds look like cotton balls and are always moving. These can
also be called fair weather clouds because they seem to get bigger and taller as the day
goes on.

Rain clouds lie low. The weather can be described as over cast, and usually you can see
either a light drizzle,light rain or flurries. The clouds that form rain clouds are called
stratus clouds.
Last but not least, storm clouds! These giant clouds tower over the earth. These clouds
are called nimbus clouds and they tell us that thunder, heavy rain, hail, winds, and
lightning might be on the way!
Elaborate:
Teacher: So now we are going to create a cloud wheel. Walk through each of the
descriptions and have students label the clouds based on the types of indicated. Based on
our descriptions, I want you to label the type of cloud. For example, what kind of cloud is
the highest in the sky and is curly? (allow students to label each type of cloud based on
their weather). Then, students can cut out each triangle on the pinwheel and come around
to insert the paper fastener for students.
Evaluate:
On the same piece of paper that you drew the experiment on I want you to write either
true or false to the following statements. You can use your pinwheel or your picture to
help you answer, but you cannot use another persons help! First statement: Clouds form
when water droplets rise and combine with other water droplets. Write true or write false.
Second: Cirrus clouds are dark and tall, and usually bring heavy rain and lightning.
Third: All clouds mean there is a storm coming.
Great job everyone! Thanks for helping me answer my hypothesis, which was how
clouds form and what weather we see when they form. You can keep you pinwheel to
help you remember. Next time you are outside, pay attention to what clouds are in the
sky!
To be complete after the lesson is taught as appropriate
Assessment Results of all objectives/skills: