Kelly Bacak ELED 3221-090 March 2014 edTPA Indirect Instruction Lesson Plan Template Cloud Formations _____________________________________________________________________________

Central Focus/Big Idea: Earth Systems, Structures, and Processes Subject of this lesson: Types of Clouds and their descriptions Grade Level: 2nd NC Essential Standard(s): 2. E.1 Understand patterns of weather and factors that affect weather. Next Generation Science Standard(s): What K-5 performance expectation is addressed? Please list the full code (i.e. K-PS2-1) and the statement. The NGSS are located here: http://www.nextgenscience.org/next-generation-science-standards. 21st Century Skills: Communication 4th Grade outcome: Students prepare and interpret a variety of methods for demonstrating understanding and explaining the results of investigations including charts and graphs, diagrams and illustrations, photographic images, and informational and procedural text. Students will learn how to investigate and interpret the weather from cloud types. Academic Language Demand Language Function: Students must describe the cloud types they see, then interpret what the type of weather should be. The students should be able to explain their choice and categorize the weather it is. Analyze Interpret Argue Predict Categorize Question Compare/contrast Describe Retell Summarize Explain

Scientific Vocabulary: Cirrocumulus, Cirrus, Altocumulus, Altostratus, Cumulonimbus, Stratocumulus, stratus, Cumulus

Instructional Objective: Students will be able to show their knowledge of each type of cloud by creating a foldable with visuals of each cloud type. Students will interpret the different cloud types they see and label them according to the visual on the board. Students will be able to identify and categorize the clouds. Prior Knowledge (student): Students should already know what comes from clouds.

Content Knowledge (teacher): The teacher should already know the cloud types and what type of weather each cloud type brings with it. Accommodations for special needs (individual and/or small group): For students who need special accommodations, they can sit on the floor closest to the board to be able to see how to spell each cloud type and what it looks like. Some of the students will already have their papers folded so they can focus on knowing the clouds and not necessarily how well their paper is sectioned off. Materials and Technology requirements:
Each student will need a long sheet of paper (11x15) Bag of cotton balls per table Each student needs a glue stick/glue bottle Pencils Cloud Poster Visual The Cloud Book by Tommy Depaola

Total Estimated Time: 40 minutes Source of lesson: Cooperating Teacher provided an outline Safety considerations: Students will cut with safety scissors.

Content and Strategies (Procedure) In your procedure, be sure to include all of the following 5 Es. Your procedure should be detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube video), describe your back up plan thoroughly. Imagine your most novice colleague needing to teach from your plan. Dont just answer the questions. Additionally, I expect you to include possible questions you could ask for each section. This needs to include higher-order questions. Engage: To begin, we start with checking the weather in Harrisburg and in Berlin, Germany and the students will write the weather down in their science packet. The students will transition into singing Tools to Predict the Weather song, which helps them remember the tools they have been learning to predict the weather. These two activities help transition into learning more about science. Explore: We will all be sitting on the carpet in front of the rocking chair (teacher in rocking chair) We just sang about all the different tools we use to predict the weather. Who can remind me what the rain gauge is used for? (to measure how much rain has fallen) Where does all the rain come from? (the clouds) Exactly! All the rain comes from the clouds and I think my friend Tommy DePaola can better explain all the different clouds in his book The Cloud Book. Lets pay close attention to each of the different types of clouds and what they look like. After we read, we will move back to our desks and create a foldable that will describe each cloud and help us to see the different types. After our time on the carpet, students will return to their desks after saying the magic word of the week compassion. After reading our book, we are going to create a foldable that has each of the cloud types on it so that we can be great meteorologists and know the types of weather that each cloud brings. In order to create this, I need everyone to pay attention to directions and only do as instructed. If you do not feel like you can handle this, then you may just draw each cloud type in your notebook rather than make each cloud type with cotton balls. Im going to pass out to each person a folded piece of paper and the whole table will share a bag of cotton balls. Please get a glue stick or glue bottle and do not touch the cotton balls until instructed. I will be completing one with you all, so you can look at my example on the board to make sure that your cloud looks like my cloud. We will go through these cloud types: cumulus, stratus, cirrus, stratocumulus, altocumulus, altostratus, cirrocumulus, and cumulonimbus. Each cloud will be created by the cotton balls. I will ask them what they remember from the book about the cloud descriptions. Explanation: In order to have the students use their knowledge they have learned about clouds, we will go cloud gazing. Students will walk outside and take note of the clouds. What do the clouds look like right now? What type of weather do you think will come from these clouds? Based on what you have told me, what type of cloud do you think they are?

Evaluate: The students will turn in their foldable of clouds for a grae. This will be a summative assessment based on how accurate the cloud types look. To be complete after the lesson is taught as appropriate Assessment Results of all objectives/skills: Reflection on lesson: CT signature/confirmation: _________________________________ Date: ________________