Lesson Plan Guide

Teacher Candidate: Nibia Velazquez Ordonez Date: November 25, 2019

Grade and Topic: Grade 3, Science Length of Lesson: 45 minutes for 2 days

Mentor Teacher: Marla Phillips and Peggy Murdock School: IDT 3600

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

● For this lesson plan, the unit objective is about the Earth’s sytems

LESSON OBJECTIVE:
 Given a handout on the types of clouds, the student will be able to match the types of clouds with its
description with a three out of four on the rubric
 Given a computer with an access to an online diagram creator, the Student will be able to create a
graphic organizer, list four descriptions about the clouds, and include at least one picture with at least a
three out of four on the rubric.


STANDARDS ADDRESSED:
● State Standard(s):
● 3.ESS2.2- Associate major cloud types (cumulus, cumulonimbus, cirrus, stratus, nimbostratus)
with weather conditions.
● ISTE Standards:
● 5. Designer-Educators design authentic, learner-driven activities and environments that recognize and
accommodate learner variability. Educators:
● a. Use technology to create, adapt and personalize learning experiences that foster independent
learning and accommodate learner differences and needs.
● b. Design authentic learning activities that align with content area standards and use digital tools
and resources to maximize active, deep learning.
● 7. Analyst – Educator understand and use data to drive their instruction and support students in
achieving their learning goals. Educators:
● b. Use technology to design and implement a variety of formative and summative assessments
that accommodate learner needs, provide timely feedback to students and inform instruction.

MATERIALS:
● Pencil
● Types of clouds handout
● Computer
● Printer
● Printing Paper
● Internet access to the following links:
○ Brainpop: https://www.brainpop.com/science/weather/clouds/
 ○Creately: https://creately.com
○Images: Unsplash: https://unsplash.com
Technology Integration:
● The Students will use many different websites online to successfully complete the lesson on Clouds and
its conditions and descriptions. The students will have access to Brainpop video about clouds which is a small
animated movie that will teach the students about clouds and catch their attention. Students love animated video
and Brainpop is a great website tool to use. Also, students will have access to both Creately and Unsplash.
Creately will be used for students to create their graphic organizers and Unsplash will be used to look for
images to place on their graphic organizers.

BACKGROUND and RATIONALE:

● Students will demonstrate a clear understanding of the material o clouds of the Earth’s; system.
● Academic language is not addressed in IDT 3600.
● This lesson plan is a continuations of the Earth’s system lesson 3.ESS2.1 (1) Explain the cycle of water on
Earth.
● Since this lesson plan is part of the Earth’s system, I will continue on with the rest of the 3.ESS2 standards.
● Differentiated assignments and lesson planning is very important because not every student has the same
learning styles. It is very important to make each lesson entertaining and engaging as much as possible.

PROCEDURES AND TIMELINE:

● Introduction:
● To begin the lesson I will ask them questions about the weather. For example, “How is the
weather today.” “Is it sunny, rainy, gloomy, cloudy..”
● Provide a brief information about clouds and how each cloud determines the type of weather it will be
outside.
● Procedures:

Prior to Computer (15 Minutes):

Teacher procedure
● After the Introduction, distribute the world continents and oceans to briefly describe a possible picture, image,
or feature that would illustrate each continent and ocean and list key search words.
● Watch the Brainpop video as a class.
● Teacher will assign computers/tablets to students
Student procedure
●
At the computer ( 45 minutes)
Teacher Procedures:

1. Give students the name of all exact clouds to research

2. Have students open both Createy and Unsplash
3. Direct students to the unsplash website
4. Direct students to the Creately website
5. Monitor and assist as needed
Student Procedures:

1. Open Creately and Unsplash

2. Go to Unsplash website.
3. Go to Createy and create a map
4. Add the title on it align it to be in the center text.
5. Create 5 bubble circle/square attaching to the center circle/square
 6. Add the following names: Cirrus clouds, cumulimbus, stratus, cirrus, and nimostratus
7. Cut and paste each geography name into the map.
8. Use key words to describe and identify the clouds and its weather.
9. Copy and paste the picture from Unsplash onto the Creately website
10. Paste the Picture
11. Write a 4 key features and desciptions of each cloud by adding an extra cloud map.
12. Save work
13. Repeat items for all cloud types given
14. When all the boxes are finished, correct any spelling errors
15. Print a copy

After computer 30 minutes

Teacher Procedure
1. Place students in groups of 3 to 4 students per group
2. Ask students to pass their cloud map to a student next to them. .
3. Students are to quietly review the work and take notes of the key similarities and differences, then
pass the paper to the next person until students have reviewed all the papers in the group.
4. Give students 5 to 10 minutes to discuss the differences.

Student Procedure
● While in a group, students review each other’s work and note differences and similarities
between final documents.
● Students discuss the different papers. Students write One or two paragraphs describing how
each of the oceans and continent done on the worksheet will be important when studying about the
Earth System.

● Closure: What do you have planned to close the lesson?

● Students will volunteer to share their map and ways to remember the difference between all of the clouds.

● Students will complete the Students handout as a formative assessment.

ASSESSMENT EVIDENCE:

Criteria 1 2 3 4
Graphic images Very few or none of Only a few of the Almost all of the All of the chosen
represent each the chosen chosen graphics chosen graphics graphics very
continent and ocean. graphics represent clearly or clearly represent clearly represent
the cloud types somewhat clearly the concepts of each the concepts of
represent the cloud types
cloud type. of each cloud type

Rationale for The rationale for The rationale for The rationale for The rationale for all
using the very few or none of some of the almost all of the of the chosen
graphics the chosen chosen graphics chosen graphics graphics very
 graphics demonstrates a clearly clearly
demonstrates an fairly appropriate demonstrates why demonstrates why
appropriate representation of the image is an the images were an
representation of the concept. appropriate appropriate
the concept. representation representation of
the concepts.

Handout The Handout does The reflection The reflection The reflection
not demonstrate an demonstrates a demonstrates a demonstrates a
understanding of somewhat vague somewhat clear clear understanding
the identifying the understanding each understanding each of each feature will
description of clouds with
feature will feature will have in have in the studying
its cloud type. have in the studying the studying of the of the Earth’s
of Earth’s system Earth’s syste,m. system.

MODIFICATIONS:
If students finish early I will allow them to complete exra practices and games on learning the types clouds. I
will also have them provide for a short way or acronym they could use to remember the clouds easily
If students are struggling, I will provide with extra help and have students who finished early help them out as
well.

Student Sample
Name_______________________

Match the correct cloud name with its description by drawing a line to it.

1.CUMULUS A. very tall clouds; can produce thunderstornms

2.STRATUS B. Cotton candy like cloud; warm, sunny days

3. CIRRUS. C. Low level clouds; gray and white color clouds

4.CUMULONIMBUS. D. Covers sun and moon; thick; gloomy days

5. NIMBOSTRATUS E. Thin and wispy; points the way of the wind.