Lesson Planning

Waynesburg University

Writing the lesson plan:

Translating thoughts into a plan of action
_____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement)

 S4.A.3.2.3: Use appropriate, simple modeling tools and techniques to describe or illustrate a system (e.g., two cans and
string to model a communications system, terrarium to model an ecosystem).

 S4.D.2.1.1: Identify basic cloud types (i.e., cirrus, cumulus, stratus, and cumulonimbus) and make connections to basic
elements of weather (e.g., changes in temperature, precipitation).

 S4.A.2.1.3: Observe a natural phenomenon (e.g., weather changes, length of daylight/night, movement of shadows,
animal migrations, growth of plants), record observations, and then make a prediction based on those observations.

 S4.A.1.1.1: Distinguish between a scientific fact and an opinion, providing clear explanations that connect observations
and results (e.g., a scientific fact can be supported by making observations).

Lesson Objective(s)
(Stated in observable and measurable terms)
The students will be able to correctly identify the three major cloud types through a written worksheet.
The students will be able to correctly explain the meaning of the words “alto” and “nimbo”.
The students will differentiate between the three types of clouds and the weather that they produce.
The students will be able to correctly design a virtual poster through the use of the program Glogster, identifying the major cloud
types.
The students will successfully provide helpful criticism to their peers at the conclusion of the virtual poster project.

Assessment Plan
(What will be done to determine if lesson objectives have been met?)

 Assess the connection between clouds and the weather commonly associated with them through the Cloud Identification
Worksheet and photos. Provide feedback throughout the completion of both to direct students. A rubric will be used to
assess the final product of the cloud type Glogster. Observation and a question and answer discussion will provide
information on student comprehension of the topic.

Materials:
paper
cloud pictures
chalkboard
computers
computer lab
pencil
Glogster account
Peer Evaluation Form
Cloud Identification Worksheet
Cloudy with a Chance of Meatballs by Judi Barrett.

Inclusion Techniques for Students with Special Needs:

Enrichment Techniques:
 Have students create their own crazy weather story like the story they heard from the book Cloudy with a Chance of
 Meatballs. Write the story in their journals and then share if there is extra time.

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able
to participate in the lesson):
Simplify the wording on the worksheet for students with a learning disability. Chunk the steps of the Glogster poster for the
students with ADHD, using a note card with directions.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:

 To introduce the lesson on clouds, read to the students, Cloudy with a Chance of Meatballs by Judi Barrett. Have the
students discuss what they already know about clouds.
 Discuss what they know about size, shape, color, and different types of weather that might come from different types of
clouds.

Detailed Teaching Sequence:

(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred)
 Tell the students that today they will be learning the major types of clouds. Begin by placing a photo of a cumulus cloud
on the board. Ask students to write down in a notebook what this cloud looks like. Tell the students that a cumulus cloud
is a white, puffy cloud that sometimes looks like cotton.
 Next, put a picture of a cirrus cloud on the board. Have students describe in their notebook what this cloud looks like. Tell
them that a cirrus cloud is a high and wispy cloud.
 Put the last picture on the board and have the students describe this cloud in their notebooks. Explain that this is a
picture of a stratus cloud. Stratus clouds are grayish clouds that form a blanket over the sky.
 Take some time to compare and contrast the different pictures and cloud types.
 Explain to the students that there are more than three cloud types. The words “alto” and “nimbo” can be added to the
name of a cloud to describe the cloud even more. Alto means high in the sky. Clouds that have alto in their name are very
high clouds. For example, altostratus clouds are high, clouds that cover the entire sky. The word nimbo means rain
bearing. Cloud names with “nimbo” are rain clouds. For example, cumulonimbus clouds are puffy, rain clouds.

 Present students with the Cloud Identification Worksheet and have them complete the assignment with a partner. Assign
the partners for them. When students are done go over the answers for understanding.

 Once the students have completed the worksheet, they will be designing a virtual poster on clouds using Glogster.
Students will be informed on the assignment before going over to the computer lab. Once in the computer lab, the
teacher will be walking around to assist any students who may need help or who have questions. Older students from the
8th grade will be coming in to assist as well. *Students will already be familiar with the process of creating a Glog. A video
will have been shown that demonstrates the process of creating and editing the poster.
 Students must include at least three different colors in their poster, along with a video that goes along with cloud types.

Guided Practice/Independent Practice/Assessment Activities

 Assessment of the Glog will be done using a rubric. Students will be assessed on both creativity, information on the
topic, and accurate use of the application.
 Assess the understanding of the cloud types and weather patterns using the Weather Identification worksheet.
 Assess the ability to differentiate the cloud types using a question and answer discussion.
Closure:
 To end the lesson, students will publish their Glog and then rotate around the room from computer to computer to view
each other Glog. They will use a peer evaluation form to give friendly critiques to each other. We will discuss the
assignment as a whole class back in the regular classroom.