Clouds 2nd Grade
“Three Science Lessons”
Ashley Walser
Eled 312-004
Overview:
The
three lessons shown in are the first three in an interdisciplinary unit on
weather. After studying cloud types,
formations, and such the students would move on to the study of different types
of storms. Throughout the entire unit,
students will refer back to what they learned about clouds and use that
knowledge in describing weather patterns.
The activities were designed to interest the students while giving them
an opportunity to learn at the same time.
The activities completed in groups are designed with the benefits of
cooperative learning in mind so that the needs of all learners will be met. Throughout most of the unit, the students
will be actively constructing their own knowledge and working to discover
patterns in weather and such. Prior to
the teaching of this unit, proper Internet searching and groups work skills
will be taught.
Bibliography:
Haren, Debbie. “Cloud Unit, Types of Clouds”. Lesson
Plans Page. Available at http://www.lessonsplanspage.com/printables/PscienceTypesCloudsHowFormedUnit2.htm
Korem, Jim.
“PSC Meteorology Program Cloud Boutique”.
Available at http://vortex.plymouth.edu/clouds.html
Types of
Clouds, Lesson #1
2nd
Grade
Objective-
Students
will be able to describe the five types of clouds and define what a cloud is
and how it is formed. Students will use
observation techniques to define, sort, and describe the different types of
clouds.
Anticipatory Set-
I
will tell the students that today they are going to makers of weather; we are
going to make clouds.
Procedure-
1. I will give
students a KWL chart and have them work in groups to fill out the K section, then as a class we will make a KWL chart and fill out the
K section.
2. Next the
students will fill out the W section in groups and then share as a class.
3. I will ask the
students to define a cloud and we will make a class definition and then compare
it to the textbook definition. (A cloud is a visible collection of a large
number of tiny water droplets or ice particles being carried by currents of
air. Clouds are an indicator of
approaching weather. Some clouds
indicate weather that is fine and others tell of approaching storms.
4. Next I will
ask students to draw pictures/describe what different
types of clouds look like and we will compare their guesses to the actual
types.
(Cirrus: thin
wispy and white. They are located high in
the sky and are almost entirely made up of ice particles. These types of clouds are seen before rain or
snow.)
(Cumulus:
white, fluffy and round. They are seen
on nice days.)
(Cumulonimbus:
tall vertical clouds. Often
called thunderheads. They usually
produce lightening and storms.)
(Stratus: low
hanging clouds that are in layers that look like a gray blanket. They look like haze in the sky. These types of clouds can become fog if they
get low enough in the air.)
(Nimbostratus:
dark clouds that normally are seen when rain or snow is happening all day
long.)
5. I will explain that there are 3 basic
types of clouds: Cirrus, Cumulus and Stratus and there are many examples of
them. The word Nimbus in front of any
type of word or cloud name means a cloud that produces precipitation.
6. Next the
students complete an activity dealing with clouds and cloud formation.
7. Students will
use cotton balls and gray tempera paint to make the different types of
clouds. The tempera paint can be used to
lightly cover over the cotton balls with to look like gray or hazy
weather. First the students will dab a
few drops of glue on the cotton ball and sprinkle the dry tempera paint onto
the glue. Next, students will glue them
onto blue paper and then mark at the bottom of the page what type of cloud
he/she made and a little bit about that type of cloud, one sentence should be
enough. (If the weather happens to be
nice it would also be a good idea to take the students outside and have them look for different types of clouds in the sky. Then have them come back in and make that
cloud on their paper).
8. Students will
begin to complete the L section of their KWL chart and share at least one thing
they learned during the lesson with a partner.
Closure-
Students
will take a gallery walk looking at each other’s cloud pictures. I will tell students to look at the clouds
whenever they are outside for the next few days to see what they can observe.
Materials-
Blue
construction paper
Gray
tempera paint
Glue
Cotton
balls
Clouds in
Poetry, Lesson #2
2nd
Grade
Objective-
Students
will be able to study the interactions of clouds and weather patterns using
children’s literature.
Anticipatory Set-
I
will read a parody book about weather and clouds entitled Cloudy with a
Chance of Meatballs.
Procedure-
1. We will review
the types of clouds we learned about the day before and students will share any
observations of clouds they have made since the previous lesson.
2. I will ask the
students what the clouds could be used for, or who might use them (sailors,
pilots).
3. Next I will
split the students up into groups of four.
4. In their
groups, students will search online to find stories or poems about clouds.
5. Once the
students find a poem/story they like, they will print it and begin to analyze
it.
6. Students will
read the poem to find out how the clouds are being described; what types of
clouds the author is referring to; what kind of weather is happening that the
poet/author is describing, is it stormy, is it beautiful; what does the poet
compare the clouds or wind to; is the poem realistic or fantasy; who is the
author; and do you think the poet likes the clouds or not, why do you think
that, give an example to support your belief.
7. Next the
students will write a paragraph about the poem discussing the questions from
above in their paragraph. I will remind
the students that they are not just answering the questions,
they are writing a paragraph that needs to flow and make sense.
8. The students
will partner up to proofread each other’s paragraph for content, grammar and
spelling errors.
9. Students will
continue to complete the L section of their KWL chart and share at least one
thing they learned during the lesson with a partner.
Closure-
Each
group of students will read aloud the poem that they analyzed and share some of
their responses with the class.
Materials-
One copy of Cloudy with a Chance of Meatballs.
Computers
with Internet
Writing
paper
Clouds in
everyday life, Lesson #3
2nd
Grade
Objective-
Students
will be able to infer and describe how weather affects what happens to us, and
how we go about our daily lives.
Anticipatory set-
I
will tell the children to imagine that they are the captains of a beautiful
ship sailing around the
Procedure-
1. We will begin
by reviewing the different types of cloud formation that can be seen in the sky
and ask once again if the students have learned any thing from their
observations of clouds that they would like to share.
2. Next we will
begin to think about different types of weather that we have experienced in our
lifetime. I will ask if anybody
remembers a day where the weather made them stop in their tracks. For example was it very windy, foggy, etc…
3. I will ask the
students how the weather affected their mood that day?
How would they feel if it rained all day, would that have an effect on their
daily activities? Why? Would it alter their daily apparel?
4. The students
will pair up to discuss a day when weather stopped them in their tracks.
5. Next the
students will write a paragraph and draw a picture to show the day that the
weather stopped them in their tracks.
6. Students will
finish the L section of their KWL chart and share what they have learned about
clouds during the past few days with the class for the completion of the class
KWL chart on clouds.
Closure-
Students
will give an opportunity to share their stories and pictures with the class.
Materials-
Writing
paper
Markers