Kutztown University

Elementary Education Department

Professional Semester Program

Teacher Candidate: Ashley Livering____________

Date: November 18, 2014

Cooperating Teacher: Dr. Varano

Coop. Initials: ________

Group Size:

20__

______

Allotted Time: __45 minutes__

Subject or Topic: __Lesson 5: Clouds ________

Grade Level: __Second__

Section: _EEU 205__

Standard(s): S3.D.2.1.1: Recognize that clouds have different characteristics that relate to different
weather conditions.
I.

II.

III.

IV.

Performance Objectives (Learning Outcomes)

A. The students will identify four different types of clouds by recreating each cloud out of
cotton balls and labeling each one using a flipbook.
Instructional Materials
A. Shapes in the Sky A Book About Clouds by Josepha Sherman
B. The Cloud Song
C. 2 bags of Cotton balls
D. Flip book (20)
E. Cloud Fact Sheet (20)
F. Popsicle sticks (20)
G. Picture frame (20)
H. 20 pictures of each cloud: cumulus, cirrus, stratus, cumulonimbus
I. Glue
J. Cloud anchor chart
Subject Matter/ Content
A. Prerequisite skills
1. Understand clouds are part of the water cycle
B. Key Vocabulary
1. Cirrus most common, wispy, white clouds that are high in the sky
2. Cumulonimbus have a flat top and are known as thunderstorm clouds
3. Stratus grayish clouds that cover the entire sky and resemble fog
4. Cumulus white, puffy clouds
C. Big Ideas
1. Identify different types of clouds and their characteristics
Implementation
A. Introduction
1. The teacher will begin by reading Shapes in the Sky by Josepha Sherman.

2. The teacher will have students do a turn and talk and discuss the different types
of clouds they heard throughout the book and the different clouds they see in
the sky.
3. The teacher will ask two students to share their ideas aloud to the class.
B. Development
1. The teacher will introduce the names of the four types of clouds. This will be
done by displaying the names on an anchor chart.
2. The teacher will then explain each type of cloud while writing key facts on the
anchor chart and passing pictures around the room.
3. The teacher will then play The Cloud Song for students to hear descriptions of
each cloud before completing their project.
4. The students will then be creating a flipbook that they will create using the
anchor chart.
a. Each student will be given a piece of construction paper that they will
make the flip book out of. The teacher will walk the class through the
process of making it as a whole while each student individually follows
along at their seats.
b. Next, they will be given a fact sheet where they will have to cut out each
fact and then place the fact under the correct cloud in their flipbook.
c. Once all facts have been sorted, the students will raise their hands and
have the teacher come and double check their work before gluing.
d. The final step will be to take cotton balls and create each of the four
clouds using the pictures displayed in class. These clouds will be glued
on to the front of the flipbooks under the name of the cloud.
5. The students will then be creating a cloud finder.
a. Each student will receive a popsicle stick, picture frame, and a picture of
each type of cloud. They will then glue the frame to the popsicle stick
and then each type of cloud in each corner of the picture frame.
6. Once the students have completed their cloud finders, the teacher will take
the students outside to go on a cloud find. The teacher will explain to students
that they will hold up their cloud finder and peer through the hole. They will
use the pictures along the outside to compare the clouds in the sky to
determine the type of clouds they see.
7. While outside students will do a talk and turn with a partner and discuss the
different types of clouds they see and how they know using what they learned
while creating their flipbooks.
8. The teacher and students will then return to the classroom.
C. Closure
1. The students will write in their writing journals about their experience while
cloud searching.
a. What they saw, what they heard, etc.
2. The teacher will collect writing journals at the end of class to read students
stories and they will be assessed off of completion and effort.
D. Accommodations/Differentiation

V.

VI.

1. Students will receive preferential seating

2. Students with fine motor difficulties will work with a partner for assistance
E. Assessment/Evaluation Plan
1. Formative assessment The students will be creating a flipbook on the four
types of clouds: cirrus, stratus, cumulus, and cumulonimbus. They will be
matching facts about each cloud to the correct cloud and then create the cloud
out of cotton balls. The flipbooks will be checked before the facts are glued.
When the teacher checks the facts there will be a rubric with three possible
scores: 1 more than 3 incorrect, 2 more one to two incorrect, and 3 all
correct.
2. Formative assessment Each student will assessed using a checklist of yes or no
for participation in the cloud find. The teacher will walk around to each student
and their partner and listen to their observations about what they see and what
type of cloud they think it may be.
Reflective Response
A. Report of Students Performance in Terms of States Objectives
B. Personal Reflection
1. If I were to reteach this lesson, what would I change? What would I keep the
same?
2. Were my students engaged during the whole lesson? What did this look like?
3. How did I adapt the lesson from the textbook and why?
Resources
Clouds. (n.d.). Retrieved November 17, 2014, from
http://scienceforkids.kidipede.com/physics/weather/clouds.htm
Fun Cloud Facts for Kids - Interesting Information about Clouds. (n.d.). Retrieved November 17,
2014, from http://www.sciencekids.co.nz/sciencefacts/weather
The Cloud Song. (n.d.). Retrieved November 17, 2014, from
https://www.youtube.com/watch?v=sA9485Zt-ZM
Sherman, J., & Wesley, O. (2004). Shapes in the sky: A book about clouds. Minneapolis, Minn.:
Picture Window Books.

Cloud Fact Sheet

Directions: Cut out each square and match each description to the correct type of cloud in your
flipbook.

Brings thunderstorms

Seen on summer days

White and fluffy

Looks like fog

Highest in the sky

Grayish color

Wispy

Look like cotton balls

Rain and snow fall from

them

Flat on top

Grow upwards

Most common