Teacher: Laura Morton

Lesson Title and Grade Level: Cloudy With a Chance, 3rd Grade
Unit Theme: Weather
Lesson Topic: Clouds
Context for Learning

Complete the chart below to include demographic information including learning needs, number of
students and supports and accommodations pertinent to the IEP goals. Consider the variety of
learners in your class who may require different strategies/supports or
accommodations/modifications to instruction or assessment (e.g. students with IEPs or 504 plans,
English language learners, struggling readers underperforming students or those with gaps in
academic knowledge, and/or gifted students needing greater support or challenge).
Learning Needs Category

Central Focus

Content
Standards/Objectives

Number of Students

Supports, Accommodations,
Modifications, and/or
Pertinent IEP Goals
Student with IEP
1
Pre-printed definitions and
descriptions, modified activity,
vocab flip book
ELL Student
1
Vocab flip book, written and
spoken instructions
The central focus of the entire unit is to learn about weather including the water cycle, humidity,
precipitation, clouds, extreme weather, wind and climate.
Common Core Content Standard

Learning Objective

2.1a Weather is the condition of the outside air at a

particular moment.

Given the definition of cloud and precipitation,

students will write both definitions in their
science vocabulary flip books.

2.1b Weather can be described and measured by:

-form and amount of precipitation
2.1a Weather is the condition of the outside air at a
particular moment.
2.1b Weather can be described and measured by:
-form and amount of precipitation
-general sky conditions(cloudy, sunny, partly cloudy)
2.1a Weather is the condition of the outside air at a
particular moment.
2.1b Weather can be described and measured by:
-general sky conditions(cloudy, sunny, partly cloudy)

Using their science journals, students will write

the descriptions for all four cloud types exactly
as they are shown on the projector.

Given a handout with the four cloud types,

students will create a flap book by cutting out
the four pictures and gluing each picture over
it's matching cloud description.

2.1c Water is recycled by natural processes on Earth.

evaporation: changing of water (liquid) into water vapor
(gas)
condensation: changing of water vapor (gas) into water
(liquid)
precipitation: rain, sleet, snow, hail
2.1a Weather is the condition of the outside air at a
particular moment.
2.1b Weather can be described and measured by:
-general sky conditions(cloudy, sunny, partly cloudy)

Given construction paper, glue, markers and

cotton balls, students will create a diagram to
show what each of the four clouds looks like with
correct shape and location in the sky

2.1c Water is recycled by natural processes on Earth.

evaporation: changing of water (liquid) into water vapor
(gas)
condensation: changing of water vapor (gas) into water
(liquid)
precipitation: rain, sleet, snow, hail
Students will make works of art that explore different kinds
of subject matter, topics, themes, and metaphors. Students
will understand and use sensory elements, organizational
principles, and expressive images to communicate their own
ideas in works of art. Students will use a variety of art
materials, processes, mediums, and techniques, and use
appropriate technologies for creating and exhibiting visual
art works.
2.1a Weather is the condition of the outside air at a
particular moment.
2.1b Weather can be described and measured by:
-general sky conditions(cloudy, sunny, partly cloudy)
2.1c Water is recycled by natural processes on Earth.
evaporation: changing of water (liquid) into water vapor
(gas)
condensation: changing of water vapor (gas) into water
(liquid)
precipitation: rain, sleet, snow, hail

Using their science journals, students will write a

short reflection stating three things they learned
during the lesson using at least four complete
sentences.

Vocabulary/Concepts/Langu
age
Rationale

Essential Questions
(Formative Questions)

Cloud, precipitation, cirrus, alto, stratus, cumulus

According to the Common Core State Standards, students should be able to understand that many of
the phenomena that we observe on Earth involve interactions among components of air, water, and
land. As students mature, they should be able to recognize cycles and identify the processes and
natural events which are causing the changes they are observing.
What is the definition of a cloud?
What is precipitation?
What are the four types of clouds and what do they look like?

Assessments:
Formative

Question: What
changed in the
weather in the video
clip we just watched?

This question is asked to assess

students knowledge of clouds as they
relate to weather.
2.1b Weather can be described and measured by:
-general sky conditions(cloudy, sunny, partly cloudy)

Formative

Question: Where does

the food appear to be
coming from?

This question is asked to determine if

students understand that the food is
coming from the clouds.
2.1b Weather can be described and measured by:
-general sky conditions(cloudy, sunny, partly cloudy)

Formative

Question: How would

you describe the
clouds that you are
saw in the video clip?

This is to assess prior knowledge of

clouds.
2.1a Weather is the condition of the outside air at a
particular moment.
2.1b Weather can be described and measured by:
-general sky conditions(cloudy, sunny, partly cloudy)

Formative

Journal Task: Draw

pictures of the types of
clouds you have seen.

This is to assess prior knowledge of

the types of clouds the students have
seen.

2.1a Weather is the condition of the outside air at a

particular moment.
2.1b Weather can be described and measured by:
-general sky conditions(cloudy, sunny, partly cloudy)

Formative

Flap Book: Divide a

page of your science
journal into four
sections and write the
descriptions of each
cloud type

Student with IEP will be given

printed descriptions that they
will cut out and paste into their
science journal

This is to determine if students can

copy information into their journals
about each of the four types of
clouds.
2.1a Weather is the condition of the outside air at a
particular moment.
2.1b Weather can be described and measured by:
-general sky conditions(cloudy, sunny, partly cloudy)
2.1c Water is recycled by natural processes on Earth.
evaporation: changing of water (liquid) into water
vapor (gas)
condensation: changing of water vapor (gas) into water
(liquid)
precipitation: rain, sleet, snow, hail

Formative

Flap Book: Cut out the

four pictures of clouds
and match them to
their proper
description and then
glue them

This is to determine if students can

match the pictures of the clouds to
their descriptions.
2.1a Weather is the condition of the outside air at a
particular moment.
2.1b Weather can be described and measured by:
-general sky conditions(cloudy, sunny, partly cloudy)
2.1c Water is recycled by natural processes on Earth.
evaporation: changing of water (liquid) into water
vapor (gas)
condensation: changing of water vapor (gas) into water
(liquid)
precipitation: rain, sleet, snow, hail

Summative

Activity: Using the flap

books, make visual
representations of
each of the four clouds

Student with IEP will be given a

modified objective to represent
two of the four clouds of their
choosing on their construction

This is to determine if students can

use the flap book pictures and
descriptions to create correct visual
representations of each of the four

using correct shape

and location in the sky

paper

cloud types.
2.1a Weather is the condition of the outside air at a
particular moment.
2.1b Weather can be described and measured by:
-general sky conditions(cloudy, sunny, partly cloudy)
2.1c Water is recycled by natural processes on Earth.
evaporation: changing of water (liquid) into water
vapor (gas)
condensation: changing of water vapor (gas) into water
(liquid)
precipitation: rain, sleet, snow, hail
Students will make works of art that explore different
kinds of subject matter, topics, themes, and metaphors.
Students will understand and use sensory elements,
organizational principles, and expressive images to
communicate their own ideas in works of art. Students
will use a variety of art materials, processes, mediums,
and techniques, and use appropriate technologies for
creating and exhibiting visual art works.

Summative

Journal Reflection:
Write three things you
have learned during
the lesson using at
least four complete
sentences

Student with IEP will give a

verbal reflection

This is to determine what students

have taken away from the lesson.
2.1a Weather is the condition of the outside air at a
particular moment.
2.1b Weather can be described and measured by:
-general sky conditions(cloudy, sunny, partly cloudy)
2.1c Water is recycled by natural processes on Earth.
evaporation: changing of water (liquid) into water
vapor (gas)
condensation: changing of water vapor (gas) into water
(liquid)
precipitation: rain, sleet, snow, hail

Instructional Strategies and Learning Tasks

Procedure
Anticipatory Set
__5___ minutes

Brainstorming, Assessing Prior

Knowledge, Do Now, Question
of the day, literature,
think/pair/share, group
activity, visual or video

Teacher will:

Learning Tasks and

Instructional
Strategies
__20___ minutes
Demonstration, Guided
Practice,
Journals, Critique, Activity,
Work Time (for example)
This section should be
separated into individual rows

Show the students a clip

from the movie version
of Cloudy with A
Chance of Meatballs
After watching the clip,
the teacher will ask the
students what is
changing in the weather
as they are watching the
clip
Ask the students where
the food appears to be
coming from?
Ask the students how
they would describe the
clouds they are seeing
in the movie clip.
Ask the students to turn
to a clean page in their
science journals and
draw some pictures of
different clouds that
they have seen
Ask a few students to
share their pictures and
describe the clouds they
have drawn
Read the book How
Do Clouds Form as a
read aloud and show
students a presentation
on the four types of
clouds and precipitation
Instruct the students to
write the definition of

Students will:

Watch the video clip

that is being shown to
them

Volunteer to state that

clouds are appearing
and burgers are starting
to fall from the sky

Determine that the

burgers are falling from
the clouds
Volunteer to describe
the clouds they see in
the video clip

Draw pictures of any

clouds they have seen

Share their pictures and

describe the clouds they
have seen

Modifications (RTI/UDL
Strategies)

Information will be shown on the

slides as well as spoken to support
the learning process of the ELL
student

Write the definition of

cloud in their science
vocab flip books

Vocabulary flip books to support

student with IEP and ELL student

as needed.
Consider transitions: supply
distribution and clean up.

cloud in their science

vocabulary flip books
Go back to the
powerpoint to explain
precipitation
Instruct the students to
copy down the
definition of
precipitation in their
vocabulary flip books
Remind the students
that in the book, they
don't get normal
weather like we do
Explain that in the
video clip we watched,
the burgers were acting
like the precipitation
that we get. When the
cloud collected enough
burgers, they became
heavy enough to fall
from the sky. The same
thing happens when our
clouds collect enough
water, we receive
precipitation
Hand out a sheet
divided into four
sections with a picture
and label of each of the
four clouds
Instruct students to turn
to another fresh sheet in
their science journals
and divide the page into
four sections
In each section of their

Write the definition of

precipitation in their
science vocabulary flip
books

Divide a page in their

science journal into four
sections

In each section they will

write down the
description and

Student with IEP will be given

vocabulary definitions that have been
printed out for them so they can cut
out the definitions and paste them in
their vocabulary flip books

diagram, they will write

the name and
characteristics of each
of the four clouds as
they are being shown on
the projector making
sure to leave about
inch of space on the
right and left side of the
page
After they have written
about each of the four
clouds, students will be
given scissors and glue
sticks.
Instruct the students to
cut out the four pictures
of the clouds
Instruct the students to
glue the edges of the
pictures in their science
journals in such a way
to create a flap book
page
3 minute brain brain:
Students will be
instructed to stand up
by their desks
Teacher will tell the
students to start shaking
and wiggling all around
while the teacher calls
out words relating to
weather, but when they
hear one of the four
cloud names they must
freeze in their exact
position

characteristics of each
cloud as they are shown
on the projector while
leaving inch of space
on each side of the page
Student with IEP will be given printed
descriptions of each cloud type that
they will cut out and paste into their
science journal

Cut out the four cloud

pictures

Glue the pictures into

their science journals to
create a flap book page

Participate in the 3
minute brain break

Quietly sit back in their

seats when they hear the

Descriptions on the projector will be

written in large font and read out loud
to support ELL learning process

Independent
Practice/Exploration
of Concepts
__15___ minutes
Practice/implement skills;
cooperative learning; group
work, etc.
Consider transitions: supply
distribution and clean up.

Closure
__5___ minutes
Share understanding of the

At the end of the brain

break while all of the
students are still frozen,
the teacher will instruct
that when she says the
magic word
precipitation
everyone will sit back
down in their seat and
wait quietly for the
materials that will be
passed out to them
Give the students a
piece of construction
paper, cotton balls,
markers and glue
Instruct the students to
fold their paper in order
to make four sections
and then draw lines to
separate the sections
Instruct the students to
use the glue and cotton
balls to make the four
types of clouds and
label each cloud type
Remind the students to
use their flap books to
determine the size,
shape and location of
each cloud in the sky
Will play concentration
music in the
background while they
are working
Instruct the students to
write a reflection in
their science journal

word precipitation
and wait for their
activity materials

Student with IEP will choose two of

the four cloud types to represent on
their piece of construction paper

Fold their construction

paper to make four
quarters and separate
each section with a line

Create the four types of

clouds with the cotton
balls and glue using
their flap book
definitions as a guide
Put a proper label for
each cloud picture

Write a reflection in
their science journal
according the the

Student with IEP will give a verbal

reflection to inform the teacher of
what they have learned during the

concepts (journal, verbal

share-out, exit slips, etc)

with at least 4 complete

sentences stating three
things they learned
during the lesson and
then share their
reflection with a
neighbor

instructions given by th
teacher
Share their reflection
with a neighbor

lesson

Instructional Resources, Materials and References: (Including all images used.):

https://www.youtube.com/watch?v=bbJEqSj7Wkk Cloudy With A Chance of Meatballs film clip
Cloudy With A Chance of Meatballs, by Judi Barrett
How Do Clouds Form?, by Lynn Peppas
Science journals
Powerpoint presentation on clouds and precipitation
pencils
Science vocabulary flip books
cloud handout
projector and screen
scissors
glue
construction paper
markers
cotton balls
https://www.youtube.com/watch?v=nb9x_8pgl4Q concentration music to be played during activity

Rationale and Reflection/Commentary:

1-Rationale Prior to Teaching:

Students must have prior knowledge of the water cycle from previous lessons
Students will learn the four types of clouds and their characteristics
Students will learn the definition of cloud and precipitation
Transition after drawing clouds- thumbs up if you need another minute
Brain break transition- using word of the day precipitationto get students back to their desks
Transition after activity- music stops silent hand in the air to regain focus and give next set of instructions to clean up and take
out journals