Stetson University Department of Education Daily Lesson Plan

Name: Lauren Hobbs Date: 10/24/22 Time: 9:25-10:10 Lesson #1

Big Idea/Topic Cloud Types Grade/ Subject: 5th grade Science

CPALMS/ Resource link https://www.cpalms.org/PreviewStandard/Preview/1722
Lesson Structure: EL: ☒Integrated & ESOL Strategy: PowerPoint, pair share
Whole Group work
☐ Individualized/Grouped Modification
Standards: (CCSS/NGSSS/NGSS)

SC.5.E.7.4 Distinguish among the various forms of precipitation (rain, snow, sleet, and hail), making connections to the
weather in a particular place and time.

ESE Access Points. Access points serve students with severe cognitive difficulties. Access points are used only if specified on
IEP. http://www.cpalms.org/Standards/AccesspointSearch.aspx

SC.5.E.7.In.4 Describe types of precipitation, including rain, snow, and hail

SC.5.E.7.Su.4 Identify different types of precipitation, including rain and snow.
SC.5.E.7.Pa.4 Recognize examples of severe weather conditions

Instructional outcomes/objectives(s): (Clear objectives written in the form of student learning)

Students will be able to explain how cumulus, cirrus, stratus, and cumulonimbus clouds relate to weather.
Students will be able to create a 3-D model of cumulus, cirrus, stratus, and cumulonimbus clouds.

Language Objective(s): (ELA only: Oral language, listening, reading, writing-must include both productive and receptive)
N/A
Vocabulary : (academic-procedural & content-defined in kid Instructional Materials/Resources/Technology
friendly terms). Pre-teach!! (include hyperlinks to videos & websites)

Cirrus Clouds: form at high levels in the atmosphere Computers

Cumulonimbus Clouds: tall clouds that can exist from low to Nearpod link:
high https://app.nearpod.com/?pin=76AE7F9F8837DF347AC8445
Cumulus Clouds: low to mid-level clouds E33373870-1
Stratus Clouds: low level clouds Exit Worksheet
3-D Model worksheet
Cotton balls
4 types of clouds and the weather – guided notes worksheet

High Order Thinking Skills. Bloom’s Taxonomy:http://www.edpsycinteractive.org/topics/cognition/bloom.html

- Can you look at the clouds and predict which direction the change in weather may be coming from?
- If you hear thunder does that mean, there is always lightning?
- Do you ever look at the clouds and create different objects out of them?

Graphic Organizer/Thinking Map: http://www.enchantedlearning.com/graphicorganizers/

4 types of clouds and the weather – guided notes worksheet

4 Types of Clouds and the Atmosphere Model

I can:
❑ Create a 3-D model of cumulus, cirrus, stratus and cumulonimbus clouds

Cirrus Clouds Cumulonimbus

(high-level clouds) (large, tall clouds that can reach
from high to low-levels)

4 Types of Clouds and Cumulus

the Atmosphere (mid to low-level clouds)

The atmosphere can be

separated into layers.
Different types of clouds
form in different layers of
the atmosphere. Some
clouds can exist in multiple
layers of the atmosphere at
once.

Stratus
(low-level clouds)

Diagnostic Data: (ELA only-WIDA, Lexile, Readability, I-Ready)

N/A
ESOL Accommodations
☐ Flexible environment ☐ Flexible Scheduling ☒ Bilingual assistance ☒Approved dictionary/glossary
☒Flexible seating ☒Reading text out-loud
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Stetson University Department of Education Daily Lesson Plan

Lesson Portions: Pacing

Ø How will you introduce the lesson, assess or activate prior knowledge, motivate students to learn?
Ø How will the lesson develop or proceed? What steps will you follow? What are the students expected to do?
Ø Highlight & label differentiated strategies (content, process, product)
Ø Underline higher order/high quality questions in lesson.
Ø Write ‘F.A’. to denote where & how you will monitor progress toward learning objective/student understanding.
Use the assessment’s name and explain if needed.
Vocabulary Speedy Pre-teach (as needed). Use examples and non-examples.
N/A

Introduction/Building Background: (Link to Prior Knowledge)

5 mins
Hello class! Today we will be learning about the 4 different cloud types and how they relate to weather and
then at the end you guys will be creating a 3-D model of the 4 clouds: cumulus, cirrus, stratus, and
cumulonimbus clouds. I will present our lesson with Nearpod. The lesson will incorporate interactive videos, a
PowerPoint, and games.

Get out your computers and log onto Nearpod. Use the class code up on the screen to access the lesson.

Instructional Steps:

*Pass out the 4 types of clouds and the weather – guided notes worksheet

*Load NearPod slides and activity –

https://app.nearpod.com/?pin=76AE7F9F8837DF347AC8445E33373870-1

Okay class, please follow along with the slides as I move your screen to work on the activities within the
lesson
Also don’t forget to fill out your worksheet

We are going to start with an interactive video, so please pay attention and within the video there are stopping
questions for you to fill out.
I want you to listen for the 4 cloud types! Pay attention to that!
*Play video
*8 mins for the video and questions
Let student use her iPad for words and definitions in Spanish
*Go to slide 4

The 4 types of Clouds and the Weather – Guided Notes FA

Clouds are large collections of very tiny droplets of water or ice crystals. The droplets are so small and light
that they overcome gravity and float in the air. Even though all clouds are made of basically the same thing,
they can look different from each other. Sometimes the differences in the appearance of clouds can help us
predict the weather.

*Go to slide 5
The first type of cloud we are going to talk about is Cirrus
• Made mostly of ice crystals because temperatures are so low at this level of the atmosphere
• Appear thin, delicate and feathery
• Cirro- means wisp of hair or fringe
• Usually white and predict fair weather
• Usually indicate that a change in weather will occur in the next 24 hours
• The movement of cirrus clouds can tell you from which direction the weather is approaching

Rev. Spring 2021

Stetson University Department of Education Daily Lesson Plan

*point to the pictures and refer to them and ask the students:
I want you all to think: Can you look at the clouds on the left and predict which direction the change in weather
may be coming from?
*Possible answers: yes, to the right, to the left, no

Make sure you are filling out your guided notes!!!!!!!! 39 mins
Let student use her iPad for words and definitions in Spanish

*Go to slide 6
The second type of cloud is the Cumulonimbus
• Often referred to as thunderstorm clouds
Now let me ask you all this, if you hear thunder does that mean, there is always lightning?

• Usually appear to be dark

• These clouds are large and heavy.
• Cumulo – means heap or pile
• Nimbo- or –nimbus means to bring rain
• Associated with heavy rain, snow, hail, lightning and even tornadoes.
• High winds can flatten these clouds into an anvil like shape (see below). The anvil “horn” usually
points in the direction that the storm is moving.

*Go to slide 7

The third type of cloud is Cumulus

• Appear as white, puffy clouds that look like floating pieces of cotton.
• Cumulo – means heap or pile
• Often called “fair -weather” clouds
• Fair weather means there is no precipitation, the skies are mostly clear, and there are no extreme
temperatures or winds.
• These clouds can become cumulonimbus clouds when if they clump together becoming heavy and
dark.

*Go to slide 8

The last type of cloud is Stratus

• Grey clouds that appear to cover the sky like a blanket
• Stratus- means layer
• Look like fog that hasn’t reached the ground
• indicate rain or snow is on the way

*Go to slide 9: The matching pair game FA

Try your best and match the cloud names with the example images of the clouds.

*Wait for students to finish and go over them

Great job class! Good work!

*Go to slide 10 4 types of clouds model and the atmosphere

à The appearance of clouds can help us predict the weather.

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Stetson University Department of Education Daily Lesson Plan

à There are many types of clouds, but you will explore the following 4 types:
• Cumulous
• Cumulonimbus
• Stratus
• Cirrus
à Scientists often create models when things are too big, too small, or too difficult to study the real thing.
Today you will make a model to represent the four cloud types listed above.

*Go to slide 11 4 types of clouds model and the atmosphere continued

The atmosphere can be separated into layers. Different types of clouds form in different layers of the
atmosphere. Some clouds can exist in multiple layers of the atmosphere at once.

Do you ever look at the clouds and create different objects out of them? Turn and talk to your shoulder partners

Before we get into making our 3-D models, we are going to take a virtual field trip to Grimsel Switzerland. You
guys have the freedom on your computers to drag your laptop touchpad around to look around and you can also
zoom in and out. While you guys are taking these couple minutes to do so, I want you guys to pay attention to
the clouds and turn to your groups. Talk about what kind of clouds you see and what about the clouds you see?
What kind of weather would you say is this?
*Go to slide 12

*Give the students 5 mins to do this and walk around*

*Go to slide 13

Class that was awesome! I heard some of the great discussions. We are now going to make our 3-D models of
cumulus, cirrus, stratus, and cumulonimbus clouds. I am going to pass out cotton balls and the worksheet for
you to place your cloud models on. FA

*Pass out cotton balls and worksheet

So, let’s look at the brief description of cirrus clouds together.
*Read description:
-form at high levels in atmosphere
-thin, delicate and feathery
- white in color
*Point
we see that they are high in the sky at 40,000 ft to 23,000 ft in the air. That’s good
Thin, delicate and feathery….. I would pull a cotton ball apart and make it thin, feathery and white
And because they are white this means its predicted to have fair weather.

Now I want you all to read the descriptions of the 3 other cloud types, cumulonimbus, cumulus, and stratus and
use your cotton balls to make your clouds.
Also, use your guided notes to help make them as well.
You can work with your table mates to help you

I want you all to get creative with them, you can use colors and break them apart or put them together.

*Give the students 10 mins*

*Go to slide 14

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Stetson University Department of Education Daily Lesson Plan

Here is an example

Closures Pacing
Content: (teacher talk-restate the main take-aways from the lesson)
Thank you all for following along and paying attention. Just a couple things I want you all to take away with 1 min
you after this lesson Cumulous, Cumulonimbus, Stratus, and Cirrus are the 4 types of clouds and each cloud can
be used to predict the weather.

Also, class when we all go out to recess, I want you to look up at the clouds and think about what kind of
clouds you see and what kind of weather is happening and let me know when you see me around!

Procedural: Please clear off your desks, we will work on the Exit Ticket after ELA Intervention and I am
going to turn in back over to Mrs. Zinzi

Assessment of Student Learning: (congruent with instructional objectives- do not restate objectives)

Objective 1: Students will fill in the guided notes to show and explain how to four types of clouds relate to weather.

Objective 2: Students will complete the matching game to show they can describe the four types of clouds

Post Lesson Analysis

Lesson Adjustment: (How are you re-teaching objectives for mastery based on formative assessment? Include evidence.)

Reflection on Teaching: (Analyze and evaluate your lesson and class management.)

Addressing Pre-PGP: INTEGRATED BLOCK ONLY

(Using the three Pre-PGP goals completed in EDUC 393, describe how you progressed, or not, toward improving your practice
within those Domains. Include a statement on how your efforts impacted, or not, students’ learning experiences.) Complete this
box after the 2nd social studies lesson, the 2nd math lesson, the 2nd reading lesson, and one lesson within the science unit.
1.
2.
3.

Response to Feedback: INTEGRATED BLOCK ONLY

To be completed after post-observation meeting: Review and consider provided feedback. Describe how you will implement
next steps going forward. Explain how these next steps will impact students’ learning experiences.

Learning trajectory: Review the state or national standards to learn what similar or related content students have worked with
prior to the lesson. Preview what standard will compliment this lesson’s standards as students’ progress in their schooling.
(Think, what did they learn about last year & what will they learn about next year?)

Rev. Spring 2021

Stetson University Department of Education Daily Lesson Plan

Previous Standard: Write code and full text: SC.5.E.7.3 Recognize how air temperature, barometric pressure, humidity, wind speed
and direction, and precipitation determine the weather in a particular place and time.

Current Standard: Write code and full text: SC.5.E.7.4 Distinguish among the various forms of precipitation (rain, snow, sleet, and
hail), making connections to the weather in a particular place and time.

Next Standard: Write code and full text: SC.5.E.7.5 Recognize that some of the weather-related differences, such as
temperature and humidity, are found among different environments, such as swamps, deserts, and mountains.

Include each standard for grade levels below & one above from CPALMS, the VCS curriculum maps, Next Generation Science
Standards, or another standard- based resource.

Rev. Spring 2021