KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM

Teacher Candidate: Nikki Hozella Date Taught: 10/12/2022

Cooperating Teacher:Brittany Guyeski Group Size: 18

Allotted Time: 9:30am - 10:00am Grade Level: 1st

Subject or Topic: Science Section: Air & Weather Unit Lesson 3

STANDARDS: (PA Common Core):

3.3.1.A5: Become familiar with weather instruments.

CC.1.5.1.F: Add drawings or other visual displays when sharing aloud to clarify ideas, thoughts,
and feelings

I. Performance Objectives (Learning Outcomes)

A. There are different types of clouds.
B. Stratus, cumulus and cirrus are three different types of clouds.

II. Assessment/Evaluation plan

A. Formative
1. Creating a cloud craft
a) Students will show their understanding of the three different cloud
types using cotton balls
III. Instructional Materials
A. BrainPOP: Clouds
1. https://www.brainpop.com/science/weather/clouds/?panel=login,
%2Fscience%2Fweather%2Fclouds%2Fmovie%2F
B. Google Slides Powerpoint
1. https://docs.google.com/presentation/d/
1X2jBPebNXALBDbYrTtQpH6Zy_WTsdBCLCThbongT2dY/edit?
usp=sharing
C. A bag of cotton balls (140 count)
D. Blue Construction Paper (20)

IV. Subject Matter/ Content (prerequisite skills, key vocabulary, new content)
A. Prerequisite Skills
1. Ability to discuss their ideas
2. Ability to use a glue stick
3. Writing
 B. Key Vocabulary
1. Thermometer:
2. Cumulus clouds
3. Stratus clouds
4. Cirrus clouds
V. Implementation
A. Introduction
1. Review what they learned yesterday
a) Review of the Water Cycle slides
b) Precipitation comes from clouds
2. “Today we are going to be talking about the three main different types of
clouds!”
VI. Development
A. BrainPOP Video
1. https://www.brainpop.com/science/weather/clouds/?panel=login,
%2Fscience%2Fweather%2Fclouds%2Fmovie%2F
2. Throughout the video, pause to explain further & ask questions.
B. Use Powerpoint slides
C. “How can we observe and measure weather?”
1. Thermometer: used to describe the temperature of the air
2. Flutterfly craft = anemometer = direction of the wind = wind vane
3. How do we see clouds?
a) With our eyes
D. Cumulus Clouds
1. Have class repeat the word
2. Looks like puffs of cotton
3. Types of clouds we can make shapes out of
4. Can turn into thunderstorms
5. Looks like you can grab them
E. Stratus Clouds
1. Have class repeat the word
2. Flat sheets of clouds
3. Explain overcast
a) Gray dull clouds that cover a large part of the sky
F. Cirrus Clouds
1. Have class repeat the word
2. Very high up in the sky
3. Made of ice particles
G. Cloud Craft
1. Pull up slide that has the cloud craft that students can use as a reference.
2. Ask students to take out a glue stick. If there are those who do not have
one, they may borrow one from the classroom borrowing station.
3. Pass out a blue sheet of construction paper to each student.
4. Pass out a cluster of cotton balls to each group.
5. On the board, write ‘Cirrus’
 6. Have students copy the word at the top of their paper.
7. Ask students to show you using their cotton balls what a cirrus cloud what
look like.
8. Walk around to see what students are creating.
9. Point out to the whole class which one on the slide is the correct cloud.
10. Model how to mold the cotton balls to look like a cirrus cloud and ask the
class to glue the cotton balls down.
a) Make sure to explain that the glue should go on the construction
paper, NOT the cotton ball.
11. Repeat this process for stratus and cumulus clouds.
VII. Closure
A. Does anyone have any questions?
B. What was one thing you learned today that you found interesting?
VIII. Accomodations / Differentiation -
A. Students with Individual Educational Plans (IEPS)
1. Each IEPS student will be accommodated according to their individual
needs and I will monitor if they need additional help during the
assessment.
B. Students with behavioral or other exhibited needs
1. I will monitor students who may need more assistance during the lesson.
2. If necessary, students with behavioral challenges may be guided through
the lesson by a support teacher.
C. Students who finish early or need to be challenged
1. Discuss their responses quietly with others who are finished at their table.
IX. Reflective Response
X. Resources (APA Format)