Lesson Plan

Teacher Candidate: Skyler Ramp Date: 2/12/24

Group Size: Whole Class Allotted Time: 30 minutes Grade Level: 2nd
Subject or Topic: Science Unit weather- Clouds day 1
Common Core/PA Standard(s)

S.K-2.D.2.1.1 Identify weather variables (i.e., temperature, wind speed, wind direction, and
precipitation).

S.K-2.D.2.1.2 Identify how weather conditions affect daily life.

Standard - 3.1.2.C2 Explain that living things can only survive if their needs are being met.

Standard - 3.3.2.A4- Explore and describe that water exists in solid (ice) and liquid
(water)form. Explain and illustrate evaporation and condensation.

4.5 2.A Identify the natural resources used to make various products.

D. 2.1. 1 Identify basic cloud types (i.e., cirrus, cumulus, stratus, and cumulonimbus) and
make connections to basic elements of weather

Learning Targets/Objectives
● Students will be able to identify the four main types of clouds
● Students will be able to identify the difference between the different clouds
● Students will be able to identify how to see the different types of clouds in the sky
Formative Assessment Approaches Evidence observation or method of collection
1. Students will watch a brainpop and 1. Students will learn about clouds and
answer questions as the video goes to answer the quiz questions about the
make sure they are following along clouds and how they are created
2. Students will write in their weather 2. Students will write in their journal
journal the different clouds and their about the different clouds we'll be
names learning about it and can reference
back to them when continuing to learn
about clouds the next couple of days
Assessment Scale for any of the assessments above if needed

Summative if applicable N/A

Subject Matter/Content to be taught in the lesson

Prerequisites
Weather is the different conditions that happen every day

New Key Vocabulary

Cirrus cloud:Cirrus clouds are short, detached, hair-like clouds found at high altitudes.
These delicate clouds are wispy, with a silky sheen, or look like tufts of hair.
Cumulus: Cumulus clouds are clouds that have flat bases and are often described as puffy,
cotton-like, or fluffy in appearance.
Stratus: Stratus clouds are low-level layers with a fairly uniform gray or white color.
Cumulonimbus: Cumulonimbus clouds are storm clouds and normally associate with lightning
and thunder

Content/Facts
Students will watch brainpop video and answer questions to comprehend the video
Teacher will read Cloudy with a chance of Meatballs by Judi Barrett
Students will record the weather in their weather journals as well as the different types of
clouds
Class will read page D50 in their Harcourt Science textbook about the different types of clouds

Introduction/Activating/Launch Strategies
Students will fill out their weather journal with the weather of the day
Teacher will then call students up to the carpet
As a class we will start with the brainpop video
Before we start teacher will ask the student if they know anything about clouds before we get
started

Development/Teaching Approaches
1. Teacher will start brainpop video about clouds
2. As the video goes on it will stop for questions and the teacher will take volunteers who
raise their hand to answer it
3. Once the video is over the teacher will start reading Cloudy with the chance of
Meatballs
4. After reading, the teacher will ask students if they had a cloud where anything came
out what would they want it to be?
5. All students will raise their hands sharing their ideas
6. Teacher will go around and every student will have the chance to answer if they choose
7. Then students will head back to their seats and get out their science textbooks
8. Teacher will pick volunteers to read
9. Once finished reading the book students will write in their weather journals the
different types of clouds and their names
Closure/Summarizing Strategies

1. Once students are done copying the clouds in their journal

2. Teacher will say “Okay now put them in a safe place because we need them for
tomorrow!”
3. Teacher will then say “in the brainpop today it talked about how clouds are like cotton
balls. Tomorrow we are going to create a cloud project with cotton balls.”
4. “Now it is time to get your handwriting books out.”

Accommodations/Differentiation

- Follow all IEPs and 504 plans

- Chunking material
- Preferential seating
- Repetition of directions
- Allow extra time if needed
- Write on the smart board what the students should be writing in their weather journals
about clouds

Materials and Resources:

- Weather Journal
- Harcourt Science textbook
- Cloudy With a Chance of Meatballs by Judi Barrett
- Clouds Brainpop
https://www.youtube.com/watch?v=CCwmyvvQO90
Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts