Cloudy Skies: The Art of Classification

Transcription

1 L7 Cloudy Skies: The Art of Classification MATERIALS SEASONS: SUBJECTS: PREP TIME: EXT. SUBJECT: LESSON TIME: For each student: pencil, paper, something hard to write on (e.g., clipboard or book), Cloud Key, miscellaneous art supplies for making model clouds (e.g., cotton balls, white paper, construction paper, chalk, etc.). Description Students differentiate among types of clouds through visual art activities. The lesson emphasizes observation and classification skills. Preparation for this lesson involves finding an appropriate outdoor location for students to spend time observing clouds, gathering art supplies for cloud models, copying the Cloud Key, and reviewing the Cloudy Skies Rubric. So students can access their prior knowledge about clouds, the lesson begins with students verbally describing and then drawing clouds from memory. Students then go outside to observe and sketch the details and nuances of actual clouds. Back in class, a Cloud Key provides students the opportunity to classify and identify clouds they observed. For a tactile experience with types of clouds, students then make a model of one cloud type. The models can be put on display according to their location in the sky. The ELA extension provides students with the opportunity to deconstruct the cloud names, examining how the prefixes and suffixes provide details about where the cloud is and what it does. Objectives Apply direct observation to detailed artwork. Classify clouds according to observable characteristics. Design cloud models and arrange them according to altitude. Background Information We often look up into the sky and imagine different shapes in the clouds, but the cloud shapes can actually convey information about our weather. Clouds consist of masses of tiny water droplets and/or ice crystals. These water molecules are constantly alternating between vapor, liquid, and solid states. Air rises and is cooled below the dew point temperature. If there is more condensation (water molecules entering a liquid state) than evaporation (water molecules leaving a liquid state), a cloud forms. The water vapor in the air condenses into droplets on microscopic dust particles in the atmosphere. L7 Cloudy Skies - Berkshire Museum: Living Landscapes 57

2 After water vapor condenses into tiny water droplets or ice crystals, two things can happen: (1) either the water droplets collide with each other and join together until they become so large that they fall to the ground as precipitation (e.g., rain or snow), or (2) they evaporate and change back into water vapor. Clouds can be classified according to their altitude, or height, in the atmosphere. High-level clouds have an altitude of at least 5 miles or 8 kilometers. Middle-level clouds have an altitude of 2 to 4 miles or 3 to 6 kilometers. Lower-level clouds have an altitude of less than a mile or 1.5 kilometers. Multilevel clouds are large enough to have an altitude spanning more than one category. In addition to using height to rank clouds, meteorologists also describe clouds according to whether they are wispy (cirrus) or puffy (cumulus). The cloud names actually reflect the cloud characteristics. 58 Cloudy Skies - Berkshire Museum: Living Landscapes L7

3 Identifying clouds helps students practice their observation and classification skills while also introducing them to weather prediction. Cumulus clouds and showers or thunderstorms may be scattered along cold fronts when a cold air mass moves into a warm air mass. Cirrus clouds might appear along a warm front when a warm air mass moves into a cold air mass and, although cirrus clouds may be followed by stratus clouds and some precipitation, when the front passes the sky clears and temperatures rise. In addition to fronts, winds, and pressure systems, clouds contribute to meteorologists understanding of what weather is coming our way. See the Cloud Key (p. 63). Procedure 1. Ask students if they noticed any clouds today when they came to school. If they did, elicit a brief description of the clouds, or ask students to describe clouds they ve seen recently. 2. Challenge students to try drawing clouds they ve seen or how they think clouds look. Remind them that the drawings are for them to see how much they already know about clouds. 3. Go over the Cloudy Skies Rubric and then lead the class outside to look for clouds (see Tips for Teaching Outdoors, p. 1). 4. While outside, students draw pictures of the clouds, describe the weather, and identify other nature journal information (place, day, time). For more information about nature journaling, see pages 3-4. TIPS AND TRICKS Identifying clouds can be tricky at first. Focus students on recording observable properties about the clouds (height, shape, color, etc.). The lesson can be extended to track clouds on a daily basis and analyze which types of clouds precede different types of weather. Older students can predict what type of weather will appear based on their cloud observations and using the Cloud Key. 5. Back in class, introduce the Cloud Key and discuss the types of clouds. Which type of clouds did the students see while outside? 6. Discuss how clouds can help us predict the weather. Clouds that are high in the sky (such as cirrus clouds) often bring good weather. Low clouds (such as stratus clouds) usually indicate that bad weather is coming. 7. Ask students to choose one type of cloud from the Cloud Key. Using the art supplies, students can make a model of the cloud and display it at the correct height on a bulletin board (or blue plastic shower curtain) with marks to indicate miles or kilometers. Early finishers can add pictures of additional objects that would be at various heights (e.g., airplanes, hot air balloons, birds, etc.). L7 Cloudy Skies - Berkshire Museum: Living Landscapes 59

4 Assessment CLOUDY SKIES RUBRIC General Information Provides detailed and thorough information about the place, day, time, and weather conditions. Provides basic information about the place, day, time, and weather conditions. Provides only some information about either the place, day, time, or weather conditions. Provides no information about the place, day, time, or weather conditions. Cloud Sketch Includes sketch(es) showing observation of realistic details that are labeled and/or described accurately. Includes sketch(es) showing some observation of details that are labeled or described accurately. Includes sketch that either isn t labeled or isn t very accurate. Doesn t include sketch. Cloud Model Creates complete model with correct characteristics according to cloud type. Includes name of cloud type. Displays model at appropriate altitude. Creates model showing with mostly correct characteristics and name of cloud type. Displays model at approximately correct altitude. Creates model. May or may not include name of cloud. Displays model but may or may not be at appropriate altitude. Does not create appropriate cloud model with name of cloud type and/or does not display model. 60 Cloudy Skies - Berkshire Museum: Living Landscapes L7

5 ELA Extension: Matching Cloud Names Give each student a cloud name card (see handout) and allow students to move around to match their part of a cloud name to another part of a cloud name. When they find two word parts that seem to go together, they can use the Name That Cloud handout to draw how they think that cloud would look. They can use the Cloud Key to see how close their drawings are to the actual cloud appearance. Resources De Paola, Tomie. The Cloud Book. New York: Scholastic Book Services, Introduces the 10 most common types of clouds, myths inspired by cloud shapes, and what clouds can tell us about the weather. Walker, Rob D. Once Upon a Cloud. New York: Blue Sky Press, Rhyming text invites the reader to muse on the origin and nature of clouds. Online Connections Visit the Berkshire Museum s Living Landscapes website at for the following online activities or resources: How to make a classroom weather station Real-time weather information More information about and pictures of clouds and weather SERVICE LEARNING CLOUDY SKIES: LETTER TO THE EDITOR A meteorologist can come speak with your students about pollution and how it affects cloud development and function. Then have the students write letters and/or a class letter to the editor of the local newspaper explaining how we can help save clouds! L7 Cloudy Skies - Berkshire Museum: Living Landscapes 61

6 MASSACHUSETTS FRAMEWORKS Science: Earth and Space Science: Weather ELA: Language: Standard 4: Vocabulary and Concept Development Pre K-2 Grades 3-5 Grades 3-4 * For Extension Grades 5-6 * For Extension 3. Describe the weather changes from day to day and over the seasons. 7. Distinguish among the various forms of precipitation (rain, snow, sleet,) and hail), making connections to the weather in a particular place and time. 1. Identify the meaning of common Greek and Latin roots to determine the meaning of unfamiliar words. 18. Determine the meaning of unfamiliar words using knowledge of common Greek and Latin roots, suffixes, and prefixes. Arts: Visual Arts: Standard 1: Methods, Materials, and Techniques Pre K-4 1. Use a variety of materials and media, for example, crayons, chalk, paint, clay, various kinds of papers, textiles, and yarns, and understand how to use them to produce different visual effects. 2. Create artwork in a variety of two-dimensional (2D) and threedimensional (3D) media, for example: 2D-drawing, painting, collage, printmaking, weaving; 3D-plastic (malleable) materials such as clay and paper, wood, or found objects for assemblage and construction. Arts: Visual Arts: Standard 3: Observation, Abstraction, Invention, and Expression Pre K-4 1. Create 2D and 3D artwork from direct observation. Arts: Visual Arts: Standard 10: Interdisciplinary Connections Pre K-4 Grades 5 1. Read, listen to, and tell stories from a variety of cultures, genres, and styles. 4. Create characters through physical movement, gesture, sound and/or speech, and facial expression. The lesson also addresses the Massachusetts Science and Technology Curriculum Framework s Science Skills of Inquiry. 62 Cloudy Skies - Berkshire Museum: Living Landscapes L7

7 LIVING LANDSCAPES L7 Cloud Key CIRRUS CLOUDS. In Latin, the word cirrus means curl. Cirrus clouds are very high in the atmosphere where the air is very cold. These clouds of ice crystals are usually associated with fair weather, but they sometimes indicate storms are on their way. High Clouds (over 20,000 feet) CIRROCUMULUS CLOUDS. Cirrocumulus clouds appear in layers that look like rippled sand or fish scales. Nicknamed mackerel sky, they are considered an omen of good weather. CIRROSTRATUS CLOUDS. Cirrostratus clouds are milky whiteveined clouds that produce a halo around the sun or moon. Often called bed-sheet clouds, if they are replaced by stratus clouds it usually means precipitation will follow. Middle Clouds (10,000-20,000 feet) ALTOCUMULUS CLOUDS. Altocumulus clouds are larger than cirrocumulus clouds. They are patterned white to gray clouds that are often rippled or appear in waves. Considered fair weather clouds, they often follow storms. ALTOSTRATUS CLOUDS. Altostratus clouds are formless gray to bluish clouds that form a thin veil over the sun and moon. If the clouds gradually darken and blot out the sun or moon, precipitation will follow. L7 Cloudy Skies - Berkshire Museum: Living Landscapes 63

8 LIVING LANDSCAPES L7 Cloud Key STRATUS CLOUDS. Stratus is the Latin word for layer or blanket. Stratus clouds form a low layer that can cover the entire sky like a blanket. Rain and drizzle often come from stratus clouds. If they lift quickly in the morning, they often indicate a fine day ahead. NIMBOSTRATUS CLOUDS. Nimbostratus clouds are dark sheets of clouds that blot out the sun and are often followed by lengthy precipitation within a few hours. STRATOCUMULUS CLOUDS. Stratocumulus clouds are a low, rolling mass of thin, lumpy gray to white clouds. They may produce light precipitation but usually dissipate by the end of the day. CUMULUS CLOUDS. Cumulus is Latin for heap. Cumulus clouds are usually associated with fair weather, but they can produce precipitation if they are very tall. When large and bunched, they can cause heavy showers, especially in warm weather. CUMULONIMBUS CLOUDS. Cumulonimbus clouds are towering storm clouds that bring rain, sleet, hail, thunder, lightning, and tornadoes. The top of the cloud is often shaped like an anvil. Note: Swelling cumulus clouds have flat bottoms and growing cauliflower-like towers. They often form in midday and precede cumulonimbus clouds. Low Clouds (under 10,000 feet) Towering Clouds (up to 60,000 feet) Graphics used by permission from Project Atmosphere Canada < Text used by permission from United States Search and Rescue Task Force < 64 Cloudy Skies - Berkshire Museum: Living Landscapes L7

9 LIVING LANDSCAPES L7 Cloud Name Cards CIRRO CUMULUS STRATUS ALTO NIMBO STRATO CUMULO NIMBUS L7 Cloudy Skies - Berkshire Museum: Living Landscapes 65

10 LIVING LANDSCAPES L7 Name That Cloud Naturalist s name: Date: Clouds are classified into a system that uses Latin words to describe the appearance of clouds as seen by an observer on the ground. Connect parts of cloud names and, based on the meaning of the word roots, try drawing how you think the cloud would look. Cumulus (or cumulo-) Has form of pile or heap Stratus (or strato-) Has horizontal layers Alto- Middle-level altitude Cirrus (or cirro-) High-level altitude, curled, wispy tendrils Nimbus (or nimbo-) Produces rain or other precipitation 1. Write the two parts of the cloud name here, and then the full name. + = (part of name) (part of name) (full cloud name) 2. Draw a picture to match the cloud name. 66 Cloudy Skies - Berkshire Museum: Living Landscapes L7