NAME: Raélene deArmas DATE of LESSON: 6 December 2018

DURATION of LESSON: 20-25 minutes SUBJECT: Science/Writing GRADE: Kindergarten

LESSON # 6/6 TITLE OF LESSON: How is a cloud formed?

Central Focus of Unit:
Essential Literacy Strategy Focus: Based on a previous probing worksheet about student knowledge on the
formation of clouds, students had misconceptions that clouds were made of cotton balls, were bouncy, and hard
enough to be jumped on. The experiment is designed to take simplified elements of cloud formation in order to
eliminate student misconceptions. The groups picked are students who are currently mastering writing
independently, identifying CVC words/sight words when reading, are at advanced reading levels and are close
to or on 1st grade level sight words. I wanted to challenge students to complete a worksheet where they must
write in missing sight words without any instructor spelling help which they have not attempted before.

Related Skills: Students will repeat after the instructor to ensure they retain the information as well as
identifying the different elements needed to form a cloud.

Content Focus: Students will retrieve details from a previous informative read aloud and science experiment in
order to help them extend their knowledge of cloud formation.

Standards:
NGSS Performance Expectation/s:
K-PS3-1. Make observations to determine the effect of sunlight on Earth’s surface.
K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time.
K-ESS3-3. Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other
living things in the local environment.
NGSS Disciplinary Core Idea/s:
PS3.B: Conservation of Energy and Energy Transfer
Sunlight warms Earth’s surface. (K-PS3-1), (K-PS3-2)
ESS2.D: Weather and Climate
Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular
time. People measure these conditions to describe and record the weather and to notice patterns over time. (K-
ESS2-1)
ETS1.A: Defining and Delimiting an Engineering Problem
Asking questions, making observations, and gathering information are helpful in thinking about problems.
(secondary to K-ESS3-2)
ETS1.B: Developing Possible Solutions
Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in
communicating ideas for a problem’s solutions to other people. (secondary to K-ESS3-3)
NGSS Science and Engineering Practice/s:
Analyzing and Interpreting Data
Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing
observations.
 Use observations (firsthand or from media) to describe patterns in the natural world in order to answer
scientific questions. (K-ESS2-1)
Obtaining, Evaluating, and Communicating Information
Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses
observations and texts to communicate new information.
 Read grade-appropriate texts and/or use media to obtain scientific information to describe patterns in the
natural world. (K-ESS3-2)
 Communicate solutions with others in oral and/or written forms using models and/or drawings that provide
detail about scientific ideas. (K-ESS3-3)
NGSS Crosscutting Concept/s:
Cause and Effect
 Events have causes that generate observable patterns. (K-PS3-1),(K-PS3-2)
Systems and System Models
 Systems in the natural and designed world have parts that work together. (K-ESS2-2)

Instructional Learning Objectives: Assessments:

Students will… Formal Assessment:
Recall: important events in the informative text “The Water Students will…
Cycle” by Monica Hughes - complete a pre and post worksheet during
Understand: the formation of clouds by retelling and explaining a cloud formation experiment.
the process. - trace words and write in missing sight
Illustrate: the pre and post images of the ‘cloud in a jar’ words with little to no help.
experiment - cut and paste the missing details to the
process of cloud formation.
Language Function and Demands:
Language Function: Additional Language Demands:
Students in the small group will… Students may raise their hands, place their
- listen and collaborate with one another to identify the process of thumbs to their hearts or wait until their
cloud formation. names are called to answer or ask
- observe an experiment and record observations. questions.

Resources and Materials:

Instructor will show students what each material represents in the experiment.
a. Glass jar with lid: like a fish tank so we can see what is happening on the inside.
b. Hot water: evaporates (when the sun heats up the water it evaporates, creates a water vapor
that rises to the sky)
c. Ice cubes: create cold temperature
- When the cold and hot temperature mix, the water vapor/droplets come together and a
cloud starts to form.
d. Hairspray: this is like smoke/dust. The smoke/dust and the water vapor condense together to form a cloud.

Student Prior Knowledge:

In previous weeks, students listened to a read aloud about the water cycle with a section about water vapor and
the formation of clouds. Recently the weather has been rainy and many students were able to implement the
knowledge of the water cycle to the recent events. Students were given a probing worksheet with 2 questions to
help the instructor identify the student’s knowledge of cloud formation as well as any misconceptions they
might have.

Academic Language Requirements:

Specialized Vocabulary and/or Tier 2 Words Condensation- the conversion of a vapor or gas to a liquid
Water vapor- water that is in the form of a vapor, or gas
Text Types/Structures (and related vocabulary) Experiment, sight words
Language Frames/Supports (and linking words) Water evaporates to…
Water vapor will…
The liquid drops…
The drops make…

Formal and Informal Assessments:

Students will…
- complete a pre and post experiment worksheet during the cloud formation experiment.
- trace words and write in missing sight words with little to no help.
- cut and paste the missing details to the process of cloud formation.
Procedure-Instructional Strategies and Learning Tasks to Support Student Learning:
INTRODUCTION/ANTICIPATORY SET:
Okay kiddos who remembers when we learned about the water cycle? Great, now who can tell me something
they remember about the water cycle? (Students are expected to say: evaporation, rain, clouds, water flows
down). Awesome great job friends. Today we are going to do a science experiment! I know how exciting.
Guess what we are going to make? A cloud! Let’s get started.

I DO:
• Explicit/Direct Instruction
• Reintroduce “The Water Cycle” by Monica Hughes.
• Pause at designated pages about clouds and the cloud formation process to show students the key details,
vocabulary and facts I would like them to remember in order to complete their worksheet.
• Students will be called by small group to watch an experiment.
• Model for students how to conduct and analyze a science experiment.
WE ALL DO:
• Students and instructor will review how clouds are made based on the read aloud and prior knowledge.
• Students will fill out a pre-experiment worksheet.
• Instructor will show students what each material represents in the experiment.
a. glass jar with lid: like a fish tank so we could see what’s happening on the inside.
b. hot water: evaporates (when the sun heats up the water it evaporates, creates a water vapor
that rises to the sky)
c. ice cubes: create cold temperature
- When the cold and hot temperature mix, the water vapor/droplets come together and a
cloud starts to form.
d. hairspray: this is like the dust. The dust and the water vapor mix together to make a cloud.
• Students will watch as the instructor puts the experiment together.
Main 1: Students will fill out the post-experiment worksheet.
Main 3: Students will fill out the post-experiment worksheet.
YOU DO TOGETHER:
• Main 1: Students will fill out the post experiment worksheet; students will both trace and write key missing
sight words describing the cloud formation process. Students will cut and paste the ending phrase to complete
the sentences.
• Main 3: Students will fill out the post experiment worksheet; students will both trace and write key missing
sight words describing the cloud formation process. Students will cut and paste the ending phrase to complete
the sentences.
• Discuss the process of cloud formation multiple times to ensure understanding.
YOU DO ALONE:
Instructor will…
• observe students as they complete the worksheet.
• guide students along as they complete the worksheet to make sure the students are on task as well as placing
the correct answers in the correct box.

Differentiated Instruction
Higher Level Students (not classified as GATE):
- I decided to differentiate for the Main 1 and 3 groups as I had a few students absent and decided to
combine the groups. Main group 1 are students who are working hard to accomplish better sight word
recollection to meet their end of the year goal, writing independently and identifying CVC words/sight
words when reading. Main group 3 are students at advanced reading levels, are close to or on 1st grade
level sight words, writing independently (a topic sentence with 1 or 2 supporting facts) and are model
students both behaviorally and academically.
 - As it is only the 2nd quarter, there are not many opportunities for the Main groups to receive
differentiation as there is a lot of focus on narrowing down simple kindergarten level tasks for all
students. I wanted to provide a time where students would be exposed to science through
experimentation and observation, as well as a chance to challenge them.

CLOSURE:
Great job kiddos! When I let the cloud go where did it go? That’s right up in the air! Remember when we
touched it? Was is fluffy and hard? Could I jump on it? No that’s right! We learned that it is made
of…WATER! That’s right water, which means that you can’t touch or jump on it because it is just…Water. I
hope you had so much fun making and learning about clouds! Thank you.

REFLECTION:
After the lesson was over, and if I had more time to work on science with them (trying to fit it in to their already
busy schedule) I realized what I would like to do next. I would like to have had them continue the lesson while
focusing on informative writing. Students are currently working on constructing informative writing. They have
currently mastered the topic sentence with correct capitalization and punctuation. After the experiment, I would
like to have had them write 2 facts about the process of cloud formation. They would use the topic sentence
‘Let me tell you about clouds.’ Their facts would be focused on sight word spelling, using resources available
to them (fact web organization chart, sight word wall) and brave spelling (students sound out and write words
phonetically instead of instructor spelling the words for them): ‘Clouds have...Clouds are made by…’. I would
like to challenge them and see if they could accomplish this goal.