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Topic or Theme: The Atmosphere

Grade Level: Second Grade

Time Required:

Time For Preparation: 15 minutes

Time For Activity: 40 minutes on 2 separate days

Day 1: Steps 1-3

Day 2: Steps 4

Summary: Students will learn about different types of clouds. We will read a book about clouds. If the weather allows us, we will go outside to see what kinds of clouds are in the sky. We will also discuss what specific clouds tell us about the weather.

Objectives:

Ohio Academic Content Standard 4 Observe and describe that some weather changes occur throughout the day and some changes occur in repeating seasonal patterns

Ohio Academic Content Benchmark A Observe constant and changing patterns of objects in day and night sky

Ohio Academic Content Benchmark C Observe, describe and measure changes in the weather, both long term and short term

Materials:

Pictures of clouds, including in books and printed pictures

The Man Who Named the Clouds, written by Julie Hannah and John Holub

Cloud wheel handout for each student (included)

Fastener for each student

One piece of blue construction paper for each student

One cotton ball for each student

Picture of clouds, one for each student (laminated)

Paper plate for each student

Glue for each student

Activity:

Place pictures of different types of clouds around carpet, where students can sit on them. Instruct students to sit on a picture of a cloud that matches their mood. Ask students why they chose to sit where they did. Ask students to share what they know about one or all clouds. Ask the students if they know anything about the clouds they are sitting on. Read parts of the book, The Man Who Named the Clouds to the students.

Teach students about the different types of clouds. Refer to the notes of Mrs. Gillespie for guidance.

If the weather is nice, take the students outside with their science journals or pieces of paper and writing utensils. Ask the students what kind of clouds are currently in the sky. Ask the students if they can make any weather predictions based on the clouds in the sky. Instruct students to draw in their science journal/paper the clouds in the sky and to record what type of cloud they think it is. (Note: If this lesson is part of a unit on weather, this may be an activity you want the students to do every day to keep track of the clouds from day to day.)

When you return to the classroom with the students, instruct the students to make a cloud wheel to identify the different clouds in the sky. Give each student both pages of the handout (included). Instruct students to cut out the Cloud Key Wheel and the two window parts of the wheel. Next, instruct the students to cut out the Cloud Finder circle. Instruct students to glue the Cloud Finder to a paper plate (not necessary, but optional for stability). Give each student a fastener and instruct them to use it to fasten the two circle together with the plate/Cloud Finder on the bottom and the Cloud Key Wheel on top. Instruct students to use this when they record the types of clouds they see in the sky each day in their science/weather journal.

Evaluation:

Give each student a piece of blue construction paper and one large cotton ball. Instruct students to make the different cloud types on their blue paper using only one cotton ball and glue. Instruct students to place the clouds in order from high-level clouds to surface clouds.

During the students’ writing time, instruct the students to make a cloud poem about the clouds they made. Instruct the students that the title for their poem will be the name of the cloud. For the first line of the poem, instruct the students to write three adjectives that describe the cloud they chose to write about. Next, instruct the students to write three verbs that relate to the cloud on the second line. On the third line, instruct the students to write a phrase that tells about the cloud and on the last line tell the students to write the name of the cloud or a synonym for the cloud. Encourage students to make up a name for their cloud that will help them to remember something about their cloud.

Reflection: When I found this lesson plan, I really liked it. I felt that it has some good hands on activities for the students to do to learn about clouds. I also liked how it integrated other subjects, like language arts, into the lesson.

This lesson is very straightforward and largely based upon direct observation. It is for this reason that the chances of misconceptions forming are relatively low. However, students could develop misconceptions by using cotton balls to make clouds. Some younger students could make the connection that cotton balls come from clouds, or clouds are made of cotton balls since they can’t actually touch a cloud to de-bunk their misconception.

Multimedia Resources:

Plymouth State Meteorology Program. “ Mpeg Video Loop.” Accessed on 12 March, 2012.

Stellamaris37 (screen name). “Cloud Types.” Accessed on 12 March, 2012.

Feed288 (screen name). “The Magic School Bus-Clouds and Drizzle.” Accessed on 12 March, 2012.

Bittersweetexistence (screen name). “Sid the Science Kid Rain Cloud Song.” Accessed on 12 March, 2012. .

References:

Bauer, Marion Dane. Clouds. New York: Aladdin Paperbacks, 2004.

dePaola, Tomie. The Cloud Book. : Holiday House, 1984.

Hannah, Julie and Holub, John. The Man Who Named the Clouds. Merton Grove, IL: Albert Whitman & Co., 2006.

O'Hare, Ted. Clouds. Florida: Rourke Publishing, 2003.

Rodgers, Alan and Streluk, Angella. Cloud Cover (Measuring the Weather). : Heinemann-Raintree, 2007.

Staub, Frank. The Kids' Book of Clouds and Sky. : Sterling, 2005.

Utah Education Network. “High in the Clouds.” Accessed on 12 March, 2012. .

Mrs. Gillespie’s Notes:

Cumulus: fair weather clouds, made of tiny water droplets, tall, puffy, and bright white in color with sun shining on it

⋄means “heap” in Latin

⋄dark and gray, low-level clouds forming at 2,000-4,000 feet

Cirrus: rain clouds, water collects to form the curves, no clear shape, looks like curls of hair or string, high in the sky, most water droplets turn to tiny ice drops

⋄means “curl” in Latin

⋄high-level clouds forming above 20,000 feet

⋄primarily formed of ice crystals

Stratus: weak rain clouds, lumpy layered clouds, holds little water moisture, and produces weak rain storms

⋄means “layer” in Latin

⋄low-level clouds forming up to 6,500 feet and are a low, lumpy layer that can produce weak precipitation

Cumulonimbus: thunder storm clouds, can’t hold all water droplets, tall, puffy and gray, rain, hail, and snow fall when heavy in the cloud

⋄means “curl” in Latin

⋄mid-level clouds forming at 1,600-39,000 feet

⋄large, vertical storm clouds

⋄tops can reach 39,000 feet

⋄can develop into large, powerful thunderstorms

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