Fluffy Cloud Walk. Materials Used: Pictures of three types of clouds: cirrus, stratus, cumulus

Transcription

1 Fluffy Cloud Walk Standard Addressed: Earth Science Students know how to use simple tools (e.g. thermometer, wind vane) to measure weather conditions and record changes from day to day and across the seasons. Lesson Objective: Students will use adjectives to describe the clouds that they see in the sky. Students will match the cloud pictures with the cloud group: cumulus, cirrus, stratus. Materials Used: Pictures of three types of clouds: cirrus, stratus, cumulus Chart paper cut into the shape of a cloud 1 file folder for each student, with the frame traced on the folder for cutting 1 clip board and pencil for each student Paper to record observations on for each student. This could be a Science Notebook. Blue construction paper (1 piece per student0 Cotton balls (15 balls per student) Glue Crayons Student Talk Strategies Used: (Descriptions at end of lesson) Report to a Partner Think-Pair-Share Three Way Interview Inside-Outside Circle Classroom Management: 1. Find a spot in the school yard that allows the students an unobstructed view of the sky where the students can lean back to observe the clouds. 2. Pick a day when there are clouds in the sky. 3. Students need a partner to share with both outside and in the classroom. ENGAGE: Connect to Prior Knowledge and Experience, Create Emotionally Safe Learning Environment, Preview New Vocabulary Estimated time: 20 minutes

2 1. Teacher shows students pictures of clouds. The teacher will make a note of the students prior experience with clouds from the discussions formulated by the pictures. Teacher pairs up students Report to a partner- Each student reports his/her own answer to a peer. The students then listen to their partner s response. Both will report what partner shared when prompted. 1. What do you see in the pictures? Students Report to a Partner. 1. I see white clouds. The clouds are big. The clouds are fluffy. 2. Teacher models how to make a cloud catcher. She assists the students with making their own. 2. Can you tell me how the clouds are different? 2. These clouds are bigger. These clouds are a different color. These clouds have a different shape. 3. We are going to make a Cloud Catcher. What do you think that is? This cloud catcher will help us to catch a cloud with our eyes. 3. Something that holds the clouds. A way to catch the cloud. Students make their own cloud catcher by cutting on the fold where there is a trace mark. EXPLORE: Hands-On Learning, Contextualize Language, Use of Scaffolding (Graphic Organizers, Thinking Maps, Cooperative Learning), Use of Multiple Intelligences, Check for Understanding Estimated time: 30 minutes 1. Teacher will model for students how to use the cloud catcher to see the clouds. She will model how to draw a picture of the clouds. 2. The teacher takes the class outside for a weather walk. Students sit on the ground and 1. What am I doing with my cloud catcher? Where am I holding it? What am I doing with my eyes? My hands? What words would I tell my neighbor to describe what I see? What do the clouds look like? 2. Now you use your cloud catcher. What do you do with your hands? Your eyes? 1. I hold it over my eyes. I look thru it. I use my hands to hold it. I see white clouds. The clouds look like a dog. 2. Students will record what they see on their paper.

3 use their cloud catchers. They record what they see using pictures and words. Teacher monitors the conversations and keeps the students on task. 3. The teacher brings the students back to the classroom. The students share their pictures. The teacher records their descriptive (adjectives) words on a cloud shaped chart. Think, Pair, Share: Share with the person next to you what you are observing in the clouds and report to the class. 3. Tell me what you drew. What size is it? What shape is it? Does it have a color? That cloud is fluffy. This one looks small. There are lots of clouds. Students are to record 2-3 pictures of clouds. Think Pair Share- partners sit together and share what each other drew 3. My cloud is white. This cloud is flat. That cloud is small. That cloud is skinny. EXPLAIN: Listening, Speaking, Reading, and Writing to Communicate Conceptual Understanding Estimated time: 30 minutes 1. Teacher shows the cloud pictures. She labels each one. She will draw pictures or use printed ones. Write the description on word cards around the picture. Using arms to model the clouds, students will mimic the teacher as she models the cloud shapes. Three Way Interview: Students are in pairs. Student A asks Student B the question. Then Student B asks Student A. Student A reports what Student B says and Student B reports what Student A says. What does a cirrus cloud look like? What does a stratus cloud look like? What does a cumulus cloud look like? 1. This is a cirrus cloud. It is thin and white. It is usually high up in the sky. Sometime these clouds are seen before rain or snow. 1. Students engage in Three Way Interview and describe/model the cirrus clouds. (Arms are up high) They are high. They are thin. They are white.

4 Teacher asks the students in groups to model the clouds and use words to describe clouds from the chart. 2. This is a cumulus cloud, fluffy and white. It is seen on a nice day. 3. These are stratus clouds. They are low in the sky and look like a blanket in the sky. Sometimes these clouds become fog!! Fog is a low lying cloud. Can you touch fog? 2. Cumulus clouds are fluffy and white. (Arms make fluffy shape) 3. Stratus clouds are low. Stratus clouds can be fog. (Arms are low) EVALUATE: Thinking Maps, Summarize Lesson and Review Vocabulary, Variety of Assessment Tools, Games to Show Understanding Estimated time: 30 minutes Teacher will have the pictures of three types of clouds and the names of the clouds up in the classroom. But do not have the label with the clouds. Review orally the cloud names. Using the cotton balls and clue construction paper, students will make a model of the three types of clouds and label them. What is the name of each type of cloud? In one sentence describe each cloud. Stratus clouds are low and flat. Cirrus clouds are skinny and high up in the sky. Cumulus clouds are big and fluffy. Students then use the cotton balls to make pictures of the three types of clouds and label them. EXTEND: Group Projects, Plays, Murals, Songs, Connections to Real World, Connections to Other Curricular Areas Estimated time: 30 minutes Teacher models a bubble map for the students. Use the bubble map to make a bubble map with a partner. Choose 4 adjectives to describe your cloud. Write a describing sentence. Inside-Outside Circle: Students stand in 2 lines and 1. Students make a bubble map of their cloud. They write a complete sentence or two describing their cloud. 2. Inside Outside Circle Students will read their

5 each student facing one partner. They read their sentences to each other then on the teacher s signal, students in one line move one step to the right to create new pairs. They read their sentences to their new partner. sentences to each other. Student Talk Strategies Adapted from Avenues, Hampton Brown, Teacher Background Knowledge Cloud catcher: Use a file folder, cut a rectangle out of the middle and unfold it to make the cloud catcher.

6 Bubble Map: A Bubble Map is a tool used for brainstorming ideas and recording prior knowledge. In the center of the circle, the topic that is being defined or understood is written. The bubbles around the circle are used to write or draw adjectives that describe the topic. Web site for cloud pictures: Cirrus cloud