Lesson Title: Clouds and what they can tell you about the weatherGrade Level: 5th GradeBefore Reading-I. Motivation:Distribute three photographs that include different shapes and types of clouds to each student. I would like you to take a look at the photos you each were given. Pay close attention to the clouds you see in the pictures. What do the clouds look like? How are they similar to one another? How are they different from one another? On the sheet of paper given, I would like you to write two descriptive words or characteristics about the clouds in each picture. (You may choose to include features such as: size, shape, color, etc.) This week we will be learning about clouds and what clouds can tell us about the weather. II. Prior Knowledge:At some point in your life I am sure you've looked up into the sky and observed the clouds. Did you notice specific shapes in the clouds or clouds that form some sort of object that you've come in contact with before? What sort of shapes or objects have you noticed as you looked up into the sky? I am sure we all have a different background on what we know about clouds and observations we have made of them. To find out what each of you know, I would like each of you to create a KWL Plus chart in your Science Journal. We have made and used a KWL chart before so, you should remember how to make one. However, if you forgot, you may direct your attention to the chalkboard at the front of the room where I have created a KWL chart for you to use as a reference or reminder. If you all direct your attention to the board at this time you will see that I have included a Plus column at the end of the KWL chart. This column is one you usually do not include, but today I would like you to add the Plus column at the end when you create your chart. It will be the last column we will fill out so, we will talk more about it later in the lesson. Before I have you create your own chart in your journals, I would like to just review what each column in the chart stands for and what information should be included in each section. Now, I will give you five minutes and in that time I would like you to draw the chart like you see on the board, and record what you know about clouds under the K section of your chart. When thirty seconds remain, I will let you know so you can wrap up your thoughts. After the five minutes is up, I will ask for volunteers to share characteristics from your individual lists with the rest of the class. I will make a combined class list on the board in the first column.
At this time during the lesson I will predict and listen for student misconceptions about clouds. Misconceptions may include: clouds move because we move, clouds come from somewhere above the sky, and clouds are made of materials/things such as cotton and/or smoke. I will strive to correct errors in student thinking when considering clouds and what they can tell us about the weather throughout the teaching of this lesson. III. Purpose:Our purpose is to determine what a cloud really is. We will also talk about the three main cloud types, cloud characteristics, and determine how clouds can help us predict the weather. We will read an expository text titled, "Watching the Clouds Go By." This text is designed to inform us about clouds and to be a positive literacy experience for everyone. To help us understand and increase our knowledge about clouds and what they can tell us about the weather, we will observe the clouds in the sky two times a day for one week. You each will record the date, time, cloud description, and current weather condition at the time of observation in your own Science Journals. I will show you on the overhead what your chart should look like.
At this time, I would like you all to create a chart just like the one shown your own Science Journal. Your chart should have ten rows, not just one like mine does. IV. Strategy Instructions:Students have used this type of chart (KWL) during previous lessons so, they already have some knowledge about it. The only aspect all will be unsure of is the Plus column of the chart. The purpose and steps of the KWL Plus chart are listed below. Modeling of this reading strategy is evident as the teacher demonstrates/reminds students how to fill out the chart and makes a large class chart on the board for students to refer to. As students fill out their own charts, the teacher continues modeling/filling in the columns on the large class KWL Plus chart on the board. KWL Plus Chart:The purpose of this strategy is to identify, categorize, and picture information students already know about the subject, what they want to know or learn as a result from reading and studying a particular topic, and forming any questions students may have. K- What students already know-connecting to prior knowledge of students W- What students want to know or learn as a result of reading/studying the topic L- What students learned- Summarizing new facts and information students learned as a result of the reading or studying Plus- Allows students to generate new categories for the information they learned and use them to create maps. Steps: 1. Students brainstorm what they already know about the particular topic and the teacher facilitates. 2. List and organize this shared information in the column labeled K. 3. List what students want to know about the particular topic in the column labeled W of the KWL Plus chart. 4. Read selection(s) of expository text. 5. List the information that students learned as a result of reading the expository text in column L of the chart. 6. Connections will be made by students and new categorizes will be generated for the information students learned to make a map in the Plus column of the chart.
Now its time to direct our attention to our text reading found on pages 55-57 of your text book. Let the learning begin! Back To TopDuring Reading-To make the most of this literacy experience, let's take time to preview the text and take a look at the way it was written (text structure) before we take the time to read it thoroughly. Watching the Clouds Go By Discovery Works. (2000). Watching the Clouds Go By. Boston: Houghton Mifflin Company. Pages E55-E57 Imagine that you are in a place with no newspapers, radio, or TV. How can you tell what the weather is going to be? Believe it or not, the answer is right outside your window. Just take a look at the sky. The types of clouds that you see can help you predict the coming weather. In 1803 a scientist by the name of Luke Howard found a way to classify clouds by the way they looked. He classified the clouds into three main families. These families are cumulus clouds, stratus clouds, and cirrus clouds. Cumulus clouds are puffy clouds that look similar to a cauliflower. They form when large areas of warm, moist air rise upward from Earth's surface. Stratus clouds are flat, gray blankets that seem to cover the sky. Stratus clouds form when a flat layer of warm, moist air rises very slowly. Cirrus clouds look like commas or wisps of hair high in the sky. Cirrus clouds form when the air rises high enough for ice crystals to form. Sometimes scientists talk about nimbostratus or cumulonimbus clouds. Nimbus means rain. When you see nimbus or nimbo- in a cloud name, you know the cloud is a rain cloud. Clouds are also grouped by height above the ground. Some clouds are close to the ground, some are high in the sky, and some are in between. Clouds that form high in the sky have the prefix cirro- in front of their family name. Clouds that form at a medium height have the prefix alto- in front of their family name.
Readability: 4.8 grade level using the Flesch-Kincaid: This reading selection is great for whole class instruction because it is an introduction to cloud classifications and is a more difficult fourth grade text, but would be sufficient for a beginning fifth grade text too. This text discusses the various types of clouds and what each type tell us about the weather. The text is comprised of many words that fifth graders should be familiar with, with the exception of a few new vocabulary words (cirrus, cumulus, and stratus clouds) introduced in this lesson and essential to the weather unit. The drawbacks of using a readability formula are well-documented, so the cueing system and other readability factors should be considered. Graphics- The graphics included throughout this text selection adds to overall student understanding of the text and the new, key words as well. The graphics incorporated in the text are very appropriate and add additional meaning and visual support for readers. There are captions included near every picture, providing vivid examples of what is being discussed in the text selection. Semantics- Considering semantics, or the meaning of the words in this reading selection, I feel this text is appropriate for most fifth grade students towards the beginning of the school year. Three key vocabulary words are introduced in this reading that students may not have prior knowledge about, but they will soon establish an understanding. Any misconceptions students have will be clarified through further readings and upcoming class discussions and planned activities. Syntax- The choice of wording throughout the text selection is age-appropriate and helps increase student understanding. Although a few words incorporated in the text may pose a challenge to fifth graders at the beginning of the school year, considering context clues and looking at graphics within the text, as well as the overall structure should help ease student confusion. Text Structure- The author begins this text by asking students to use their imaginations. He also introduces a scientist that found a way to classify clouds by their looks/characteristics. The author also includes comparisons in the text. Comparisons are made between each cloud type and items or ideas students have previous knowledge of or come in contact with in their daily lives. The sentences and paragraphs which form the text are not very long, making it easier for students to read and comprehend. Within the text, section headings are colored in blue and important or key vocabulary words are both bolded and highlighted, helping students to follow along. Schematic- The author put thought and effort into this text which displays knowledge about the content. The incorporation of graphics and various fonts, makes comprehension of the text easier. The information was presented in an effective manner for students and was easy to read.
** The following online optional reading selection may be read by those high readers that need differentiated text to expand their knowledge about the topic. Alternative Text- Clouds http://www.wxdude.com/page9.html Clouds You have only to look up into the sky to try your luck at weather forecasting. Clouds give us a clue about what is going on in our atmosphere and how the weather might change in the hours or even days to come. Each type of cloud forms in a different way, and each brings its own kind of weather . Too Clean for Clouds? Our air has to be just a little bit dirty for clouds to form. That’s because water vapor needs a surface on which to condense. Fortunately, even the cleanest air has some microscopic particles of dust, smoke or salt for water droplets to cling to, so the air is rarely too clean for clouds to form. Cloud Classifications Meteorologists name clouds by how high in the sky they form and by their appearance. Most clouds have two parts to their name. Usually the first part of the name has to do with the height and the second part refers to the appearance. If clouds form at the highest levels, they get the prefix “cirro” as the first part of their name. Middle clouds get the prefix “alto.” Low clouds don’t get a prefix. There are two cloud appearance types: cumulus and stratus, which are also the basic names of the low clouds. Sometimes they appear higher in the atmosphere and get a combination name with a prefix. For example, middle cumulus clouds are called “altocumulus” and high stratus clouds are “cirrostratus.” If a cloud produces rain or snow it gets either “nimbo” at the beginning or “nimbus” at the end. Cumulus clouds are low individual billowy globs that are low, have flat bases and look a little like cauliflower. They are at least as tall as they are wide and form on sunny days from pockets of rising air. Their constantly changing outlines are fun to watch because they can take the shapes of almost anything, including animals and faces. Cumulus clouds usually signal fair weather. If they build into the middle or high part of the atmosphere they get the name cumulonimbus. A cumulonimbus cloud is tall, deep and dark and can bring lightning, heavy rain and even severe weather such as hail, damaging winds or tornadoes. It is a sign of rapidly rising and sinking air currents. Stratus clouds are layered and cover most of the sky. They are much wider than they are tall. If you see them in broken or puffy layers, they are stratocumulus clouds. If you see them in thin high layers that turn the sky solid white, they're cirrostratus clouds. The tiny prisms of ice in a cirrostratus layer can bend the sun's light. As a result, often you can see a halo or veil of rainbow colors around the sun. When stratus clouds are very thick, they become dark nimbostratus clouds, which can produce rain, drizzle or snow. Cirrus clouds are high and thin and made entirely of ice crystals. Forming above 20,000 feet in the atmosphere, they often look like wisps of white hair. Cirrus clouds, which are a sign of warm moist air rising up over cold air, are sometimes an early signal that thickening clouds could bring light rain or snow within one or two days. Try to learn the names of the different clouds, and the next time you look up into the sky, take notice of what kind of clouds you see. And if you try, you might be able to guess what kind of weather they will bring. Readability: 7.0 grade level using the Flesh-Kincaid: This is a text that I have chosen for those higher level readers that need to be challenged. This web site will be beneficial for these students. The drawbacks of using a readability formula are well-documented, so the cuing system and other readability factors should be considered. Graphic representations of the basic cloud types provide additional understanding and comprehension of the text selection. Some of the vocabulary terms and words making up the text are new to students and will pose some challenges. However, there are a few important vocabulary terms listed underneath of the cloud illustrations that may aid in student understanding. Students are able to refer to these vocabulary words outside of the text on the left hand side of the web page. All students are able to access and use this web site, but students may need help if questions, problems, or needs arise. If students are unsure of words, students may be able to figure them out using context clues in the text, referring to the vocabulary definitions, or looking at the provided illustrations of the three main cloud families.
V. Text Structure: Expository Description: The text I have selected for fifth grade students is a great introduction to clouds and the three common types. Students will be introduced to cumulus clouds, stratus clouds, and cirrus clouds. These key vocabulary terms are very important and will be focused on throughout the weather unit, especially during this particular lesson. The text will aid in student understanding of these key terms as they are described within the text and graphics are included, aiding in student comprehension. Comparison and Contrast: After reading the text selection about clouds, students should be able to compare and contrast the three cloud types based on what they read and the characteristics of each cloud type. Students may also be able to compare and contrast the three cloud types based on the graphical representations provided within the text. VI. Vocabulary: Cumulus clouds are puffy clouds that look like cauliflower and often appear in sunny summer skies. They form when large areas of warm, moist air rise upward from Earth's surface. Stratus clouds are like fat gray blankets that seem to cover the sky. Stratus clouds form when a flat layer of warm, moist air rises very slowly. Stratus clouds are low clouds and often bring drizzle. Cirrus clouds look like commas or wisps of hair high in the sky. Cirrus clouds form when the air rises high enough for ice crystals to form. Cirrus clouds are often a sign or indicator that rainy or snowy weather is on its way. I would like each of you to record in your journals the three main types of clouds that were highlighted in the text you read today. Please provide a brief description of each cloud based on the individual characteristics of each. After recording the three terms in your journal with a brief description, please use the terms correctly in a sentence that you will create. So, when you are finished you should have the three cloud types recorded with a description of each and one sentence that correctly identifies the given term. These three terms are very important to your understanding. It is critical that you understand what each of the three terms mean and the differences between them. Knowledge of these specific terms is critical in this particular lesson, but also in our weather unit as a whole. VII. Content:If you think back to the beginning of this lesson you should remember that we created a KWL chart. We have already completed two of the four sections on the chart. At this time, you should get your science journals out and have them on your desk in front of you. Let's look at what we have already completed on our chart. Take a look at the first section. What do we already know about clouds and what they can tell us about the weather? - Clouds come in many shapes and sizes. - I saw a cloud in the shape of a dragon. - Clouds can be different colored. - When they are dark sometimes it means it is going to rain. What did we want to know about clouds and what they can tell us about the weather? - Are there different types of clouds? - What are the types? - What do clouds of different color mean? The purpose of reading the assigned text was to gain new knowledge about clouds and what they can tell us about the weather. Looking at columns you have filled out in the chart and the large example on the board, you can see that two sections of our KWL Plus charts are still blank. Now that we have finished our reading, we are able to fill in the last two sections on our charts. Would someone please raise their hand to remind me and the rest of the class what the L column represents in the KWL chart? The L column in our chart stands for what we learned about clouds and how they help us determine the weather forecast either through the assigned reading and/or class discussion. Did any of our posed questions in the W section of our chart get answered? If so, we could definitely add these answers to our chart. At this time, I will allow you three minutes to fill out the L column of your chart. Please record facts and various characteristics you learned about clouds at this time. I will let you know when you have a few seconds left so you are able to wrap up your final thoughts. After individually recording what you learned in your own KWL Plus chart, I will ask for volunteers to raise hands and share what you learned and I will record these on our large class KWL Plus chart.
After Reading-VIII. Questioning (QAR Questions):1. What are the three main types or families of clouds? (Right There: The answer is right there because it is found in the second paragraph of the text.) - The correct response to this question is located in the second paragraph of the text. Readers are informed that the clouds are classified into three main families. The families are cumulus clouds, stratus clouds, and cirrus clouds. 2. Clouds are not only grouped according to their particular type or family (appearance), but also according to what? (Right There: The answer is right there because it is found in the third paragraph of the text.) - The correct response to this question is located in the third paragraph of the text. Readers are informed that clouds are also grouped by height above the ground. 3. Which of the three types of clouds do you notice most often? (Author & Me: This answer is author and me because I have to consider how the author describes the each of the three types of clouds and then think about what I remember seeing as I looked up into the sky at the -There is not one correct response to this particular question. Students may say cumulus, stratus, or cirrus depending on the cloud type they notice most often and the type that captures their attention. 4. Based on the descriptions given on page E 56, what does each of the the three cloud types indicate about upcoming weather? ( Think & Search: The answer is think and search because I have to remember what I read in the text and also refer to the cloud graphics with corresponding descriptions on page E 56 to gather the information to answer the question.) - Cirrus clouds are often a sign that rainy or snowy weather is on its way. Cumulus clouds appear in sunny skies. Stratus clouds are found lower in the sky and often bring drizzle. 5. Which of the three cloud types or families do you find most fascinating and why? (On My Own: The answer is on my own because I need to consider what I read in the text and characteristics of each cloud type, but I get to choose which of the three cloud types I think is the most fascinating/interesting and provide my own reason why. As long as an explanation is provided there cannot be a wrong answer as long as one of the three cloud families we discussed are one that I choose.) NOTE: The questions listed above may be used as one possible form of assessment to check for student comprehension.
I am sure many of you are wondering what the last column in the chart is used for. We have worked with and completed other KWL charts, but they did not include this final column. The last column that I am introducing today is the Plus column. This column is used for generating new categories for information learned. Let's do this together as a class. What are some new categories we could generate in regards to the information we already have recorded in our KWL Plus chart about the various types of clouds and how they help us predict weather conditions? There are two ways to go about this plus column and mapping the new categories. We could put clouds at the center of the map and base the map and generated categories about clouds in general, or we could make individual maps for each of the three main types of clouds. I will model for you what I am expecting each of you to do since this column of the chart is new to all of you. I will model this part of the KWL Plus chart using clouds in general as the center or focus of the map. From information listed in our chart, one possible way we could categorize clouds would be according to description or characteristics. Can anyone think of another way we could categorize the information in our chart. Accept student suggestions at this time for other ways to categorize information about clouds. Categories:
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Literacy |
Strategy Presentation |
