LESSON #2

Students: Carli Palladino/ Kristin Rochford

Professor: Dr. M. Schiering

Course: EDU 504-01

Grade: 3rd Grade

Date: February 2015

Topic: Weather

Content Area: Science

Science Lesson Objectives

Following the students distinguishing the six literary elements on a Story Map graphic
organizer by identification of elements, their name and distinguishing these by context, as well as
creating their own story map graphic organizer, the teacher will give a presentation on what
clouds are by introducing three different types of clouds and how they connect
to rain precipitation. Students will then break into groups observe the teacher demonstrating the
experiment called the cloud project, which entails the teacher pouring drops of food coloring
into a jar topped with shaving cream to show students how rain is made. They will observe this
and perform the project in groups using the knowledge they retained about clouds and
precipitation, and following the teachers demonstration of the activity, they will record in their
science notebooks the process of precipitation. They will do this with 100% accuracy.

CCLS/+NYS

Reading Standards for Informational Text (CCS): RI.3.3. Describe the relationship between a
series of historical events, scientific ideas or concepts, or steps in technical procedures in a text,
using language that pertains to time, sequence, and cause/effect.
Indicator:

This will be evident when the students participate in the cloud project and record
in their science notebooks the process of precipitation.

English Language Arts Standard (NYS) #4: Mathematics, Science and Technology

Students will understand and apply scientific concepts, principles, and theories

pertaining to the physical setting and living environment and recognize the historical
development of ideas in science.
Indicator:

This will be evident when the students perform the cloud project in groups

using the knowledge they retained about clouds and precipitation, following the
teachers demonstration of the activity and record the process of precipitation in their
science notebooks.

Motivation (Engaging the Learner)

The students will watch the videos, How are Clouds Formed, Types of Clouds.
Materials
SMART Board, PowerPoint, video clip, jar, shaving cream, food coloring, and water.
Strategies (Learning Strategies)
Direct Instruction; Indirect Instruction; Collaborative Groups, Small Groups; Independent
Work; Group Discussion.

Adaptations (Exceptionality*)
For the student who has Attention Deficit Hyperactivity Disorder (ADHD), the teacher will
provide a sequence of the activities so the student is aware of what is going to happen ahead of
time and during the lesson as it takes place.
Differentiation of Instruction
The teacher understands that all students do not learn the same way. Therefore, the students will
be separated into different groups based on their ability levels. They will have to answer a 15
comprehension question worksheet on the different types of clouds. Students who are above
grade level will answer all 15 questions, students who are on-grade level will answer 10
questions , and students who are below grade level will only answer eight of the questions.
Developmental Procedures

Students will watch and participate in the teachers presentation on the three different

types of clouds and how they connect to rain precipitation. (What are the three different types of
clouds you saw displayed in class? What are the differences and similarities for each one? What
is meant by rain precipitation? What type of precipitation have we most recently experienced?
What are three other forms of precipitation? If we are going to experience precipitation what is
your favorite type and why? )

Students will work in small groups and conduct the rain precipitation

project/experiment and take notes on the process of precipitation and record these in
their science notebooks. (What was the science experiment/project topic? What type of
precipitation did you create? What materials did you need to do this? What were the

steps in the process of creating rain precipitation? How do you suppose the experiment
might have enhanced your knowledge about precipitation? How did you connect the
activity to your knowledge on clouds? Would you do this experiment to show rain
precipitation elsewhere? Why or why not?)

Students will present their findings from the experiment to the class in groups.

(Did you enjoy the experiment? Why or why not? Did this activity tie together
precipitation and clouds? Why or why not? How did you feel about presenting? Is it
better to be presenting or watching a presentation? Why do you think this?).

The students, working individually, will create four cloud and precipitation

drawings to put on the classroom bulletin board or make into a mobile to hang in the
classroom. (What is a mobile? How many drawings are you making? What is the topic
of each drawing? Would you prefer to make a mobile or have the drawing for the
bulletin board? Why? What materials will you need for the activity you have selected?
In your opinion is it better to have the drawings on the board or mobiles hanging from
the classroom ceiling, or have both of these? Why do you think that?)
Assessment
The teacher will observe the students conducting the precipitation experiment/project and note
their recording the process of creating rain in their science notebooks.
Independent Practice
Following the lesson students will be required to go home and observe the clouds outside and
record what they see. They will do this in journal entry format and will identify at least one cloud

they observed and list 5 characteristics about that particular cloud or clouds. It will be collected
and viewed by the teacher the next day.
Follow up: Direct Teacher Intervention and Academic Enrichment
Direct Teacher Intervention: The students, under direct instruction of the teacher, will identify
individual clouds and their characteristics while observing pictures of different clouds on the
SMART board.
Academic Enrichment: Students will choose a cloud to get information from the internet and
then, for later classroom sharing, write a short paragraph describing its characteristics and how it
impacts precipitation and weather patterns.

References

Cloud Chart. (2014, April 24). Retrieved March 10, 2015, from
http://www.education.com/worksheet/article/types-of-clouds-1/
How are clouds form, types of clouds. (2014 December 24). Retrieved March 10, 2015, from
https://www.youtube.com/watch?v=zn3MhQawLpc
Summer Cloud Science. (2014, January 1). Retrieved March 10, 2015, from
http://thehappyhousewife.com/homeschool/summer-cloudscience/#_a5y_p=2121528