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Lesson Plan: Clouds

Teacher________Aja Harvey________________ Grade


Level_____1st________

I. Content and Standards:


a. K.MD.A.1. Describe measurable attributes of objects, such as length or
weight. Describe several measurable attributes of a single object. Science
example: Describe a beaker of water as being heavy and cold.

b. CCR Reading Anchor #2: Determine central ideas or themes of a text and
analyze their development; summarize the key supporting details and
ideas

c. CCR Writing Anchor #2: Write informative/explanatory texts to examine


and convey complex ideas and information clearly and accurately through
the effective selection, organization, and analysis of content.

II. Prerequisites:

a. CCR Reading Anchor #1: Read closely to determine what the text says
explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the
text.

III. Essential Questions (provide a framework)

a. What are clouds?

b. What do they tell us?

c. How do they help us?

IV. Instructional Objective:


a. Students will be able to identify the different types of clouds and the
weather that is associated with them.

V. Instructional Procedures:

Day 1

a. Entrance- Review the types of clouds as students were introduced to them


as part of a previous morning meeting activity and song that they will sing
each morning.
i. Cumulus are seen on sunny days

ii. Stratus cover the sky making it grey and cloudy

iii. Cirrus are seen in nice weather, but bring bad weather after

iv. Cumulonimbus bring dangerous storms

v. Nimbostratus bring rain

b. Students fill in the weather associated with each cloud on page 44-45 of
their science journal.

c. Explain to class that we will be observing and recording the clouds in our
sky for 3 days.

d. Exit ticket- quiz students on the type of clouds associated with certain
weather events.

i. Rain

ii. Snow

iii. Thunderstorm

iv. Sunny
v. Cloudy

vi. Hurricane

vii. Sleet

Day 2

e. The weather person will observe the clouds in the morning when they
check the temperature and in the afternoon at the beginning of science.
f. The weather person will share their observations for students to record in
their journals on page 47.

i. Students will be directed to look out the window to see for


themselves if possible.

g. Discuss what clouds are

i. Tiny drops of water

ii. As they grow larger, drops become too heavy and fall

h. Discuss how clouds help us

i. Need rain

ii. Helps to predict weather

i. Students will complete the four-square for clouds using the information
page before in the weather journal.

j. Exit- “What is your favorite kind of cloud and why? What weather does it
bring?

VI. Materials and Equipment:


Weather and sky journal

VII. Assessment/Evaluation:
a. Four-square

b. Exit tickets

VIII. VII. Differentiation: N/A

IX. Technology: N/A

X. Self-Assessment: Student engagement throughout the lesson, student


understanding represented through their responses, journal work and exit
tickets will help to evaluate the efficacy of the lesson.