Developmental Lesson Plan

Teacher Candidate: Courtney O’Rourke, Rebecca Cariola, Shantell Boyer, Hannah Snyder
Date: 3/4/2020

Group Size: 20 Allotted Time 45 mins Grade Level 2nd Grade

Subject
CommonorCore/PA
Topic: Standard(s):
Clouds
Anchor Descriptor - S4.D.2.1 Identify basic weather conditions and how they are measured.
 Eligible Content - S4.D.2.1.1 Identify basic cloud types (i.e., cirrus, cumulus, stratus, and
cumulonimbus) and make connections to basic elements of weather (e.g., changes in
temperature, precipitation).

Learning Targets/Objectives:
 After learning about the four types of clouds students will be able to identify cirrus, cumulus,
stratus, and cumulonimbus by correctly creating and labeling clouds made from cotton balls.

Assessment Approaches: Evidence:

1. Paint Card Check 1. Creating the cloud in a jar experiment
2. thumbs up, thumbs down 2. Recording sheet, showing student
3. Green and red cards for each student to observation Thumbs recorded on a
hold up and show if they are struggling or checklist
on track 3. Students share thoughts and information
that they learned with the class responses
with cards to questions
Assessment Scale:
Student Recording Sheet
 Student uses cloud names and characteristics to understand and describe experiment -Proficient
 Student describes clouds in their own words, but still correctly names clouds- Basic
 Student does not describe clouds or identify clouds- Below Basic

Cotton ball cloud assessment

 Students label and create cotton ball clouds correctly all four times- Proficient
 Students label and create cotton ball clouds correctly three out of four times- Basic
 Students label and create cotton ball clouds correctly less than three out of four times- Below
Basic
Subject Matter/Content:
Prerequisites:
 Basic understanding of what clouds are
 Basic understanding of what and where the sky is
 Know what characteristics mean
 Basic understanding of weather
Key Vocabulary:
 Clouds- a group of tiny drops of water or pieces of ice hanging in the air
 Cirrus- a high cloud that forms thin, white bands
  Cumulus- a cloud that is found at all heights in the sky and forms white puffs
 Stratus- a type of low cloud that usually forms gray layers
 Cumulonimbus- a cloud that can rise to great heights and bring storms
Content/Facts:
 What is a cloud?
Clouds are tiny drops of water or pieces of ice hanging in the air
 What are high, low, and vertical level clouds?
High- clouds that are higher than 20,000 ft. Because they are so high and it is cold, these clouds are
usually made of ice crystals
Low- clouds that form below 6,500 ft. They are formed of mostly water droplets
Vertical- clouds that are tall and can span different levels of clouds
 What are the different types of clouds?
Cirrus, cumulus, stratus, and cumulonimbus
 What characteristics make a cirrus cloud?
Thin and wispy high clouds that occur during good weather
 What characteristics make a cumulus cloud?
Big, white puffy clouds that are vertical clouds
 What characteristics make stratus clouds?
Low level clouds that span the sky, they are usually dark and may produce light rain or drizzle
 What characteristics make cumulonimbus clouds?
Very tall, vertical clouds that can cause violent thunderstorms with heavy rain, hail, or even
tornadoes

Introduction/Activating/Launch Strategies
 Ask students “Raise your hand if you ever looked up into the sky and tried to make shapes out
of the clouds.”
 “Turn and talk to a partner about what you have seen in the sky!
 “Yes, me too! Today we are going to learn a lot more about those clouds.”
 “First we will be reading this story called Crazy About Clouds! While I am reading the story,
try to look out for the different types of clouds!”
 * Read story- stop every three pages and ask “What types of clouds have you seen so far?”
 “Wow that was a lot of information, who is excited to learn more about these clouds!”
Development/Teaching Approaches
 “What are some of the different types of clouds you heard in the book?” While students are
answering, pass out the graphic organizer to each student.
 When a student identifies a type of cloud, bring attention to them on the graphic organizer
(cirrus, stratus, cumulonimbus, cumulus)
 “Clouds are made of tiny droplets or frozen crystals or water”
 “How do you think clouds form?”
o Allow 2-3 students answer.
 “Clouds form when warm air rises in the atmosphere and cools down”
 “When we look up in the sky, are some clouds are higher than others?”
o Students will raise their hands and share what they think with the class
 “Some clouds are higher or lower than others in the sky”
 “Now that we know that clouds are at different levels, we will go over high, low and vertical
clouds!”
 “The first cloud we will discuss is the cirrus cloud which is a high-level cloud. High level
clouds are usually more than 20,000 feet high.”
 “When clouds are higher up, it is colder, so these clouds have more ice crystals”
  “Cirrus clouds are thin and wispy and appear during good weather.”
 “Here’s a picture of a cirrus cloud.” Show picture on powerpoint.
 “The next cloud is stratus cloud which is a low cloud”
 “Low clouds form below 6,500ft and are composed of mostly water drops”
 “Stratus clouds are flat and tend to cover most of the sky. They are gray in color and may
produce light rain or drizzle”
 “Here’s a picture of a stratus cloud.” Show picture on board in a powerpoint.
 “The last two types of clouds are vertical and are called cumulus and cumulonimbus.”
 “These clouds are very tall and span many of the cloud levels. So that means, it will start low
and go to a higher level.”
 “Cumulus clouds are low to middle and are big white and fluffy. They usually mean good
weather.”
 “Here’s a picture of a cumulus cloud.” Show picture on board
 “The last cloud is cumulonimbus. They are very tall clouds that span from low level to high
level. They can cause violent thunderstorms with heavy rain, hail and even tornados.”
 “Here’s a picture of a cumulonimbus cloud.” Show picture on board
 “Now we are going to make clouds in a jar! I am passing out the inquiry sheets for you to fill
out when creating this experiment.
 “First, I need to fill up my jar halfway with hot water. I will be filling everyone’s up for you.”
 “After I fill up the jar halfway, I am going to bring the jar back to your table. Then you put
practice wrap over the top of the jar, securing it with a rubber band. If you need help raise your
hand and I will be around.”
 “Then you can place three ice cubes on top of the plastic wrap and wait.
 “While you are waiting for the cloud to develop, I want you to look at your inquiry sheet that I
have provided for you and answer the first page. You may work on this sheet as a table, raise
your hand if you need help.”
 Students will share answers with the class
 When the cloud has formed for each group, ask them to fill out the back of the worksheet.
Teacher will be walking around groups prompting questions if the group is stuck.
 Read each question and ask each group to participate in reading their answers.
 “Leave your jars in the center of your desks, I will be around in a few minutes to collect them.”
 Have students put away all notes and give them a piece of construction paper and a handful of
cotton balls.
 Put the four types of clouds up on the board for spelling, no pictures just to have students
looking at the types.
 “Okay now we will be creating these four types of clouds with cotton balls. First fold your
pieces of construction paper into four sections. You pull apart the cotton balls and glue them to
the page, and label which one looks like which type of cloud. You should have all four on your
sheet. Hand in your paper at the front of the room. I will be looking over these, so try your
best!”

Closure/Summarizing Strategies:
 After everyone has turned in their papers, say “During different times of the year you will see
different clouds. T
 “everyone look up in the sky when you leave and try to determine which type of cloud you see!
I will be asking tomorrow so write it down if you have to!”

Accommodations/Differentiation:
 Due to student X having fine motor disabilities labeled in their IEP, this student will be
working with a partner during the cloud making activity. The partner will be notified before the
activity begins that they will be partnered and assisting their friend. The teacher will check in
with student X, a minimum of three times during the activity.

Materials/Resources:
 Cloud in a jar activity
o Glass jars
o Warm tap water
o Plastic wrap
o Rubber bands
o Ice cubes
o https://www.ducksters.com/science/earth_science/clouds.php

 Korb, R. B., & Reibeling, B. (2008). Crazy about clouds. Magic Wagon.
 Computer
 Projector
 Screen
 Powerpoint
 Colored Construction Paper
 Cotton Balls
 Glue

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

 Were the students engaged the whole time, or were they distracted at times?
 Do you think students fully understand the different cloud types? How do you know?
Additional reflection/thoughts