Cloud Formations

Materials/Equipment:
Clouds Smart Board Lesson
Science Journals
Safe Share Video: How Clouds are
Formed
Clouds Anchor Chart

Differentiated Learning:
Auditory
Logical/Math
Verbal/Linguistic
Interpersonal

Visual/Spatial

Curriculum Integration:
Science Math
Reading
Technology
Writing

Blooms Taxonomy:

Analysis Comprehension
Understand
Evaluate
Application
Create

Art

TEKS Achieved:
4.3C Represent the natural world using models
4.8A Measure and record changes in the weather
and make predictions using weather symbols/maps
4.8B Describe and illustrate the water cycle and the
Sun as a major source of energy

Classroom Strategies:

Technology
Independent Activities Simulation
Charts/Graphs/Maps Lecture
Problem Solving
Wholegroup

Submitted by: Melanie J. DeBord

Grade Level: __4___

Subject/Topic: _Science__________________

Rationale: Students learn about cloud formations and what type of weather is generally associated with cloud types.

Objectives:

TSW Represent the natural world using models and identify their limitations including accuracy
and size
TSW Measure and record changes in the weather and make predictions using weather
symbols/maps
TSW Describe and illustrate the water cycle and the Sun as a major source of energy

Lesson Plan:

Introduction (Anticipatory Set/Motivation):

Ask students if they have ever looked up at the clouds and talked about familiar likenesses. Pull up a
few cloud shapes on the smart board and ask students to identify them. Allow any guesses, there
are no incorrect answers when looking at the clouds.
You can decide for yourself what the cloud may resemble but different clouds take unique shapes
for a reason and that is what we will learn about today.
Process:

Information Giving:
Clouds form when water vapor in the atmosphere condenses and changes to tiny
droplets of liquid water. The droplets clump together to form the cloud. If the air
is cold enough, the droplets freeze to form ice crystals.
If you look up at the sky on different days, you will see different types of clouds.
How do clouds look depending on the weather? Each type of cloud tends to go with
different weather. Each type gives a clue about the weather that might be coming.
Clouds are named in two ways. One word is used to describe the shape.

o Cirrus means, feathery

o Stratus means, layers
o Cumulus means, piled up
Other words tell what the cloud may produce:
o Nimbus means, rain cloud
o Cumulonimbus is a piled up rain cloud
o Nimbostratus is a layered rain cloud
What is fog?

Modeling:
Safe share video shows how a cloud is formed. (water cycle)
Check for Understanding: Class discussion using anchor chart and cloud descriptions.
Guided Practice: Students will use their science notebooks to take notes throughout the
lecture/discussion.
Independent Practice: Students will create a scientific drawing in their science notebook
illustrating a cloud formation of their choice. This drawing must be labeled.
Enrichment/Extension: If a student finishes their work early, they can create a scientific
drawing of the cloud formation on construction paper of their choosing and label it. Once it
is drawn, they can write a description of the cloud and explain the weather patterns that
is associated with it. If time allows, they can share their work with the class.
Accommodations:
1.

2.

For a child with special needs, cards will be made available for them to glue into their science notebook so they will
not have to write as much.
For an ELL student, they will be provided a cloud chart at their desk as a reference during the lecture/discussion

Assessment/Evaluation (Students):
Have the students draw their observations in their science notebooks. Students should
complete the following writing frame:

This demonstration was similar to real life because ________________. The

limitations of this demonstration were___________________. Clouds are
important in making weather predictions because
__________________________. Clouds are a critical component of the water
cycle because__________________.