KUTZTOWN UNIVERSITY ELEMENTARY EDUCATION DEPARTMENT LESSON PLAN FORMAT

Teacher Candidate: Cooperating Teacher:

Ms. Steinmann

Date: Coop. Initials 2

Group Size: Whole Class (24) Allotted Time 60 minutes Grade Level

Subject or Topic:

Weather (Clouds)

Section

STANDARD: S3.D.2.1.1: Recognize that clouds have different characteristics that relate to different weather conditions. S3.A.2.1.2: Make predictions based on observations.

I. Performance Objectives (Learning Outcomes): A. The students will demonstrate the knowledge of the different characteristics of clouds and the related weather conditions by observing a picture of a cloud and stating what they think the weather is in the picture, the teacher will record the information given to check for understanding. B. The students will make predictions on the weather by observing a picture of a cloud and stating what they think the weather is in the picture.

II. Instructional Materials

A. It Looked Like Split Milk by Charles G. Shaw B. Prezi Presentation on clouds http://prezi.com/kol8jn4ml5vu/edit/ C. Guided notes D. Construction paper E. Cotton balls F. Glue G. Marker to label the clouds H. Check list for the teacher I. Smart board http://exchange.smarttech.com/details.html?id=a6e953b4-00124820-a8d2-6384e1810f6f J. Computer with internet access http://www.weather.com/weather/tenday/10001 III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea) A. Prerequisite skills How to follow directions How to be respectful listeners and speakers B. Key vocabulary Cumulus Clouds- are puffy and have flat bottoms they sit low in the sky and usually mean fair weather. If they grow they can become thunderheads.

 Cirrus Clouds- are the highest clouds, usually mean fair weather and look white and feathery. Stratus Clouds-are low clouds, like fog, they can be at ground level and look like gray blankets that can bring rain or snow. C. Big Ideas There are different types of clouds Different clouds have different weather associated with them. D. Content Differences between cloud types of cirrus, cumulus, and stratus clouds Where the clouds are in the sky. IV. Implementation A. Introduction Bring back out It Looked Like Spilt Milk by Charles G. Shaw. Show the students the pictures again and ask them what they think it is showing, if it is not spilt milk. Gather some answers and then start reading the book. As you read ask the class what they think is going to come next. After reading the entire story, ask the students what they think the topic for today is. (Clouds) When they have guessed it have the students return to their desk.

B. Development

 Pass out the guided notes for the Prezi presentation and have the students fill it out as they go. (Attached) Present the Prezi, (Attached) and answer any questions after the presentation. After presenting the lesson have the students make the different clouds using cotton balls and construction paper Have the students section off the paper into three parts and form the different clouds. ( Stratus- black, Cumulus- puffy and Cirrusfeather-like) Once the students have made the different types of clouds out of the cotton balls, and glued them down on their papers have them label the clouds with which type they are, checking for comprehension. The teacher can walk around and ask each student what clouds they are making at that moment and ask what weather that cloud would make, using the check list to record the answers.(check list attached) Once the students have labeled the cotton ball clouds, gather the students attention move on to the Clouds SMART exchange activity and have students predict the weather that goes with the clouds. After reviewing with the smart exchange activity check for understanding with the following questions 1. Ask if the students know which cloud has rain and snow as part of it. (Answer Stratus)

2. Ask them which cloud is puffy and can grow into thunderheads and bring rain (Answer Cumulus) 3. Finally ask the students what cloud is the highest, and looks like a feather. ( answer Cirrus) a. Have the students point to the answers on their cloud sheets, as they answer. b. These questions can help you gather data too if you are still in need of it. After the answers have been given tell the student to make sure their name is on the clouds sheet and turn it in for credit. ( Performance Assessment)

C. Closure Show the students the 10 day forecast for the town you are in and ask them what they think the numbers mean. (Temperature) when they figure it out or get guided to the answer ask how they think the temperature is figured out. Take a few answers but dont give the students the true answer till tomorrow. Have them go home and think on it.

D. Accommodations/Differentiation For any student having difficulties with the concept of clouds I will have an after school review session and go back over the information

about, and answer any questions that these students still have. If they are still having difficulty I will pair them with a student that really understands the information for a peer teacher. For Johnny, a visually impaired student in the class, I will make sure that I verbalize everything that he needs to know from the Prezi, and other visual information. I would also wiki stick the pictures in the It Looked Like Spilt Milk as well as a printed out version of the Prezi book so that Johnny could feel the picture and imagine the clouds.

E. Assessment/Evaluation Plan 1. Formativea. Check sheet gathered from information during the lesson 2. Summativea. No Summative for this lesson 3. Performance Assessmenta. The cloud page from each student i. Rubric Attached

V. Reflective Response A. Report of Students Performance in Terms of Stated Objectives (after lesson is taught)

Remediation Plan

B. Personal Reflection How can this lesson be improved? 1.

Did the students seem to have an understanding of the clouds at the end of the lesson? 1.

Was this lesson able to be adapted well enough for Johnny to understand the concept? 1.

VI. Resources

A. Meyerhorn, A. (n.d.). In Wonders in Weather. Retrieved April 10, 2014, from http://www.cityofportsmouth.com/school/dondero/msm/weather/cumulus.htm l B. Shaw, C. G. (1947). It Looked Like Spilt Milk (pp. 1-34). New York, NY: Harper & Row Publishers. C. Clouds (n.d.). In SMART Exchange. Retrieved April 10, 2014, from http://exchange.smarttech.com/details.html?id=a6e953b4-0012-4820-a8d26384e1810f6f D. 10 Day Forecast (n.d.). In Weather.com. Retrieved April 10, 2014, from http://www.weather.com/weather/tenday/10001