Clouds

Chase Kennedy
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Last Updated: December 4 Shared: Individual (2)
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About This Lesson

DESCRIPTION

This lesson is designated for a middle school CALS classroom. Within this classroom there are
six students, all diagnosed with Autism and hyperactivity disorders. To account for this,
practices focusing on engagement and variability will be incorporated into the lesson. Prompts
may be given as a way to lead students thinking. This is a skills/science lesson teaching about
the three main types of clouds. Each student varies in their levels of comprehension and
therefore have individual strengths and weaknesses. Most, if not all of the students have
problems maintaining attention and the use of manipulative's and other engaging devices will be
used to capture and sustain attention.Otherwise these students are cooperative, kind to others,
and eager to learn.

PREREQUISITES

-Students should understand what a cloud is.

(Students will be introduced to types of clouds before this lesson with the special education
teacher.)

ESTIMATED TIME

1 hour

Potential Use
PURPOSE:

Classroom Instruction

GRADES:

K-3

CONTENT AREAS:

Science, Other

COMMON CORE:

College and Career Readiness: Anchor Standards

Speaking and Listening
Comprehension and Collaboration
CCSS.ELA-Literacy.CCRA.SL.1 Prepare for and participate effectively in a
range of conversations and collaborations with diverse partners, building on
others ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.CCRA.SL.2 Integrate and evaluate information presented
in diverse media and formats, including visually, quantitatively, and orally.

Goals
INSTRUCTIONAL GOALS

-Students will learn about the three main types of clouds (what they look like and how they are
formed/ what effect they produce).
-Students will help conduct a cloud expiriment.

OBJECTIVES

Students will identify the three main types of clouds.

VARIABILITY

-Promethean software to engage students

-Video for engagement
- Color coded clouds

- Prompts to guide students thinking

- Interactive questions to foster engagement
- Choice of work-sheet or interactive cloud questions for UDL independent practice

Assessments
FORMATIVE ASSESSMENTS

Fill in the blank and multiple choice questions will be posed throughout the course of the
lesson. If students need assistance, the teacher may prompt or model a way to solve the
problem.

SUMMATIVE ASSESSMENTS

Students will complete a summative assessment at the end of the lesson. Students will
complete a worksheet that asks clarifying questions through the use of multiple choice, fill in the
blank, or matching. Students will have the choice to complete the worksheet or to participate in
the interactive cloud questions where I will use models of cirrus, cumulus, and stratus clouds to
ask questions of students.

Instructional Methods
OPENING
Hook
First I will discuss weather, quickly referencing clouds.I will bring up pieces from other lessons
such as hot and cold, temperature, and what to wear depending on the weather. I will then show
the children a video introducing the concept of clouds.
Anticipatory Set
I will then show children the objective and explain that we will be learning about clouds.
Introduction
I will begin by introducing the three main types of clouds; cirrus clouds, cumulus clouds, and
stratus clouds. It is here that I will bring up where clouds are located and call on individuals to
tell me where they can find a cloud.

DURING
Introduce New knowledge
After the video, I will go over it with a slide that explains the process of making clouds. I will use
real world examples, such as steam rising from water on the stove as a way to get students to
identify with the information and activate pro. I will go over each of the clouds individually,
explaining how each cloud looks as well as what they produce; be it rain, snow, or

both. Throughout this part of the lesson, I will read or have the students read each information
slide, point out the pictures to clarify the text, and then discuss the information, relating it to their
lives and clarifying the information to heighten understanding. Expressive language will be used
to foster engagement and keep students on task. I will make a big show with each type of cloud
explaining their characteristics as another means of engagement. While I am introducing each
type of new cloud, I will go around the room and have students touch a model of the cloud
explaining its characteristics further as I do so as a way to give each type of cloud some form of
saliance. After each information slide, there will be a question slide that will be used as a form of
assessment. I will have students read each of these slides first and then ask them to solve the
problem, either by moving the answer to a blank space or by circleing a multiple choice
answer. Expressive language will be used to foster engagement and keep students on task.
Guided Practice
Throughout the course of the lesson, questions will be posed where students must come up to
the board and circle the answer or fill in the blank. Prompts will be given to help students
achieve the answer. During the end of the lesson, students will conduct an experiment that will
further explain the procees of cloud production. I will first go over safety procedures, making
sure that students know that they must use safe hands. I will model this and then move into the
materials list. I will have each student read a material from the list and ask them if we have that
material. If students agree that we have all the materials, then we will move on to the directions
and conduct the experiment. I will have certain students read each direction and then have
them come up and help me carry it out (excluding dropping the matches into the jar for safety
reasons). I will have each student pull on the glove that creates the cloud in the jar and as each
student does so, I will explain what they are seeing and relate it back to the lesson.
Independent Practice
Students will be given a worksheet that will ask them to circle the correct answer or fill in the
blank on questions about the three types of clouds. Students will have the choice to complete
the worksheet or to answer questions I pose using models of the clouds. If students are unable
to complete the assessment at the end of the lesson due to time constraints, they will take it
instead the period after the experiment is completed.

CLOSING
Closing
I will introduce the last slide of the flip-chart telling the children what a wonderful job they did
and asking them what they learned today. I will go around the room and ask children this
question.

Author's Reflection
Analysis: Numbers suggest that student learning was high as a result of this lesson. Data from
the formative assessment indicate that out of a class of six, students were able to demonstrate
their knowledge of the three main types of clouds to 90% accuracy. Students were able to
answer questions during instruction with some prompting to 95% accuracy. Out of 6 papers
given for the summative assessment, one a low level and one a high level assessment, answers
were completed and correct 80% of the time. Vitha completed one paper with four questions,
answering 3 questions correct and two partially correct with very little assistance. Dante

completed one paper with four questions to 70% accuracy with very little assistance. Zubair
completed one paper, consisting of three problems, to 80% accuracy, with some
assistance. Temus completed one paper consisting of three problems to 40% accuracy with little
assistance. Joe and Anjelo were taken into a group and both able to answer five questions to
90% accuracy.
Reflection: Data suggests that this lesson was a success and its implementation went very well. I
started the lesson by reading the objective. I had one teacher friendly objective on the board
in the back and a student friendly objective on the first slide that introduced the object of the
lesson. I made sure to introduce the concept of clouds by referring to previous reading lessons
on weather (hot vs. cold, cloudy vs. sunny). From there, I moved students into a very age
appropriate video on cloud formation. The point of the video was to engage students and to
introduce them further to cloud formation and cloud type. After the video, I showed a slide that
explained the video even more. I modified the slide as I was discussing it so that the students
would understand both the slide and the video even more. It was here that students seemed to
have a hard time understanding the concept of vapor so I activated their prior knowledge by
referring to their mothers cooking on the stove and watching the steam rise from the pot. I made
sure to repeat the concept and ask questions regarding vapor/steam to make sure that the
students understood the topic at hand. From there I moved into the objective of the lesson which
was to teach the children the three main cloud types; stratus, cumulus, and cirrus clouds. Each
type of cloud had an information slide as well as a question slide that followed it. I was
inconsistent having children read each slide first so if I were to do this lesson again I would have
them read each slide before I read it to them. While reading each information slide I was sure to
use expressive language and to relate the information back to the students in a way that
referenced their daily lives or concepts that they could easily understand. While I was
referencing each slide I also passed around a cotton model of each cloud that students could see
and touch in order to activate any sensory knowledge hidden away. They seemed to really enjoy
this and by this point I had each students attention. Dante had his head down and I gently
tapped him to regain his attention. When he was being too loud, I used a please be quiet
manipulative to calm him. After each information slide there was a question slide directly
related to the slide before it. These slides were interactive and I had students come up to the
board and answer the question. Most students needed very little to no prompting answering the
questions and I believe this was because they were understanding the information presented to
them. After we had gone over each of the cloud types it was time to experiment. I made sure to
go over safety procedures (safe hands/ hands at sides or on desk) and then showed the students
the materials list. I had each student read a material and answer if we had it. Once the students
were sure that we had all the materials, I started the experiment. I had a student read each color
coded direction and then had that student come up to the experiment table and carry out the
instruction. I saved the direction requiring the use of matches for the adults for safety reasons. I
made sure that each student had a hand in the experiment and that it was very student
driven. Once the experiment was over I moved into the assessment. The assessment worksheets
were differentiated and leveled. Students also had a choice to do a worksheet or to answer
questions with the cloud models in a small group with me. At the end of the lesson I told students
that they did a wonderful job and asked many of them what we learned about today as a

closing. If I were to do this lesson again, I would have phrased this question a different way for
each student to make sure they were not coping off of each other. Overall, this lesson was a
success.I modeled, praised, and prompted appropriately as well as handled any behavior
problems with ease. Students mastered the objective to a 90% accuracy. One thing Mrs. Sebring
pointed out was to lengthen my instruction portion in the lesson plan as well as to word the
objective differently. This is something to keep in mind for future lesson plans.

Materials
MATERIALS AND SUPPLIES

-promethean board
-pencils
-worksheet
-cloud models
-water
-jar
-glove
-matches

RESOURCES INCLUDED

Clouds flipchar
Other

Why it's included:

Direct Instruction
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Last Updated: November 16 Shared: Individual (2)

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Independent worksheet
Why it's included:
assessment
0

Last Updated: November 16 Shared: Individual (2)

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Cloud model questions

Why it's included:
What type of cloud is this?
What clouds can produce rain?
Which cloud is big and puffy like cotton?
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Last Updated: November 16 Shared: Individual (2)

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Independent Practice High

Document

Why it's included:

assessment
0

Last Updated: December 1 Shared: Individual (2)

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Cloud Models
Why it's included:
Engagement
0

Last Updated: December 3 Shared: Individual (2)

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Author's Reflection
I. Provide Multiple Means of
Representation:
1. Provide options for perception

Your notes

1.1Offer ways of customizing the display of

information

Promethean Board, color coded clouds

1.2Offer alternatives for auditory information

Clouds
Use of Pictures for clarification, Clouds video

1.3Offer alternatives for visual information

2. Provide options for language, mathematical
expressions, and symbols

2.1Clarify vocabulary and symbols

Direct instruction teaching about types of

clouds

2.2Clarify syntax and structure

2.3Support decoding of text, and
mathematical notation, and symbols
2.4Promote understanding across language
2.5Illustrate through multiple media

Clouds video

3. Provide options for comprehension

3.1Activate or supply background knowledge Clouds in relation to life

3.2Highlight patterns, critical features, big
Experiment directions
ideas, and relationships
3.3Guide information processing,
visualization, and manipulation

Direct instruction questions, Cloud models

3.4Maximize transfer and generalization

II. Provide Multiple Means for Action and
Expression:
4. Provide options for physical action

4.1Vary the methods for response and

navigation
4.2Optimize access to tools and assistive
technologies

Your notes

Direct instruction questions

Promethean board

5. Provide options for expression and communication

5.1Use multiple media for communication

5.2Use multiple tools for construction and
composition
5.3Build fluencies with graduated labels of
support for practice and performance
6. Provide options for executive functions

6.1Guide appropriate goal setting

Written goals

6.2Support planning and strategy

development
6.3Facilitate managing information and
resources

Experiment directions/Materials list

6.4Enhance capacity for monitoring progress

Measurable objectives/leveled assessments

III. Provide Multiple Means for Engagement:

Your notes

7. Provide options for recruiting interest

7.1Optimize individual choice and autonomy

Choice in independent practice

7.2Optimize relevance, value, and

authenticity

Relation to life

7.3Minimize threats and distractions

Safe environment

8. Provide options for sustaining effort and persistence

8.1Heighten salience of goals and objectives Written goals and objectives

8.2Vary demands and resources to optimize
challenge
8.3Foster collaboration and community
8.4Increase mastery-oriented feedback
9. Provide options for self-regulation

9.1Promote expectations and beliefs that

optimize motivation

Praise

9.2Facilitate personal coping skills and

strategies
9.3Develop self-assessment and reflection

Facilitate solutions to behavioral problems if

they should arise
Measurable objectives