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Discover the beauty and science of clouds, from Stratus to Cumulonimbus, through engaging investigations. Learn about cloud formation, types, and characteristics. Engage in activities to enhance memory and understanding.
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CLOUDS By: Ashley Gilley
Objectives For This Lesson TECHNOLOGY EDUCATION Standard 3. The student will identify and describe the importance of technology and the relationships between and among technology and other fields. 1. Recognize and describe technology transfer from one product to another. Science Standard 3: Changes of Earth and Sky – Observe natural changes of all kinds such as the movement of the sun and variable changes like the weather. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objects. • The sun warms the air, land, and water. • Weather changes from day to day and over the seasons. Weather can be observed by measuring temperature and describing cloud formations.
What do you know about clouds? • What are some of the different types of clouds? • What are clouds made of? • How do you think clouds form?
Types of Clouds There are so many different types of clouds in the sky. There a total of eight clouds in this picture. We are going to talk about the our most common clouds.
Stratus Clouds • Stratus clouds are uniform grayish clouds that often cover the entire sky. • They resemble fog that does not reach the ground. • Here are some examples of stratus clouds:
Stratus Clouds • Usually no precipitation falls from stratus clouds, but sometimes they may drizzle. • When a thick fog "lifts," the resulting clouds are low stratus. • Here are some examples of stratus clouds:
“Alto” Clouds Clouds with the prefix "alto" are middle level clouds that have bases between 2000 and 7000 m (6500 to 23,000 ft.). Altocumulus clouds are middle level clouds that are made of water droplets and appear as gray, puffy masses, sometimes rolled out in parallel waves or bands. Here are some examples of altocumulus clouds:
“Alto” Clouds • The appearance of these clouds on a warm, humid summer morning often means thunderstorms may occur by late afternoon. • Here are some examples of altocumulus clouds:
“Alto” Clouds Continued… Altostratus clouds are gray or blue-gray middle level clouds composed of ice crystals and water droplets. These clouds usually cover the entire sky. Here are some examples of altostratus clouds:
“Alto” Clouds Continued… • In the thinner areas of the cloud, the sun may be dimly visible as a round disk. • Altostratus clouds often form ahead of storms that will produce continuous precipitation. • Here are some examples of altostratus clouds:
Cirrus Clouds Continued… Cirrostratus clouds are thin, sheet like high clouds that often cover the entire sky. They are so thin that the sun and moon can be seen through them. Here are some examples of cirrostratus clouds:
Cirrus Clouds Continued… • Cirrocumulus clouds appear as small, rounded white puffs. • The small ripples in the cirrocumulus sometimes resemble the scales of a fish. • A sky with cirrocumulus clouds is sometimes referred to as a "mackerel sky.“ • Here are some examples of cirrocumulus clouds:
Cumulus Clouds Cumulus clouds are puffy clouds that sometimes look like pieces of floating cotton. The base of each cloud is often flat and may be only 1000 m (330 ft) above the ground. The top of the cloud has rounded towers. Here are some examples of cumulus clouds:
Cumulus Clouds • When the top of the cumulus resembles the head of a cauliflower, it is called cumulus congestus or towering cumulus. • These clouds grow upward, and they can develop into a giant cumulonimbus, which is a thunderstorm cloud. • Here are some examples of cumulus clouds:
Cumulus Clouds Continued… Cumulonimbus clouds are thunderstorm clouds that form if cumulus congestus clouds continue to grow vertically. Their dark bases may be no more than 300 m (1000 ft) above the Earth's surface. Their tops may extend upward to over 12,000 m (39,000 ft). Here are some examples of cumulonimbus clouds:
Cumulus Clouds Continued… Tremendous amounts of energy are released by the condensation of water vapor within a cumulonimbus. Lightning, thunder, and even violent tornadoes are associated with the cumulonimbus. Here are some examples of cumulonimbus clouds:
Your Assignment!!!!! • Since you have seen so many different types of clouds, I would like to find out more information on all of these clouds through you. I would like for you to help me research through the Internet to find out interesting facts on them. I will come around with a box. When I come to you, I would like for you to pick a piece of paper. The type of cloud on that paper will tell you what your paper will be over. We will begin presenting them in the middle of next week!
Games To Check Your Memory! • I will pair you off into groups. Each group will have two members in it. Each group will also have access to one computer. Go to this website and play the first game: Cloud Matching Game
Games To Check Your Memory! • Stay in the same groups. Now you will play another memory game to see how much you learned about clouds. Cloud Concentration
Cloud Formation • Now I am going to group you into groups of four. I will choose a group at a time to come and watch the activity that produces a cloud. • The instructions for the Cloud Formation are on this website: http://eo.ucar.edu/webweather/cloudact2.html • If your group is not watching the activity, you need to work on your art project. The guidelines for the art project are as follow: 1. Design a cloud out of whatever you would like that is in the art center. 2. You must be able to know what kind of cloud you are making. 3. After everyone has watched the activity and finished their art project we will make a collage on the outside of our door for the other classes to see.
CLOUDS A PowerPoint Lesson for 2nd Grade (Science) Designed by Ashley Gilleygilley@nsuok.edu INTRODUCTION This lesson was developed to teach second graders about clouds. This presentation will teach the second graders about the different types of clouds, what clouds are made of, and how do clouds form. Students will use forecasts and observations to learn about the different kinds of clouds. The students will also participate in group activities to learn about clouds. They will do Internet research over the type of cloud they want to design for an art project.
Learners This lesson is anchored in science. It can also be used for an art project, language arts lesson, and math lesson to a lesser extent. Students will have to have prior knowledge of the weather. The students can also have prior knowledge of the forecasts on the news and observing.
Objectives of the Lesson Students will learn the different types of clouds. They will also be able to watch the weather on the news and know what the meteorologist is talking about. The students will be able to make observations and record them down correctly. The students will work in groups to play two games. They will also be able to work in small groups with the teacher and form a cloud in a jar. They will be able to create their own picture of a cloud. This lesson requires the use of creative production, observation, comparison, and teamwork.
Oklahoma State Department ofEducation PASS objectives: TECHNOLOGY EDUCATION Standard 3. The student will identify and describe the importance of technology and the relationships between and among technology and other fields. 1. Recognize and describe technology transfer from one product to another. Science Standard 3: Changes of Earth and Sky – Observe natural changes of all kinds such as the movement of the sun and variable changes like the weather. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objects. • The sun warms the air, land, and water. • Weather changes from day to day and over the seasons. Weather can be observed by measuring temperature and describing cloud formations.
Procedures 1. Show PowerPoint slide show as motivation, and as an example of what information students will be required to have to know about the different types of clouds. 2. Students will learn about the different clouds from the slide show. After the slide show is done, the students will do research over clouds on the Internet. 3. After the students have done their research, they will present to the class their type of cloud thy drew out of the box. They will have class time to do their research. 4. After each student has presented their paper, the class will break into groups. Each group will have two members in it. They will get on the Internet and play the Cloud Matching Game on http://eo.ucar.edu/webweather/cloudmatch.html. 5. After that game has been done, the students will play the second game. It is called Cloud Concentration on http://eo.ucar.edu/webweather/concentration/concen2.html. 6. The class will break into groups and will make a portable cloud formation. The students will watch the demonstration in small groups. If the students are not watching the demonstration, they will be working on their cloud art project. The lesson will take one period a day for 8 days to do research and presentations. This is a multidisciplinary lesson that incorporates science and technology education. I think all the students will want to do their project over the same cloud. To determine which student gets which cloud, I will have them draw it out of a bag. This will eliminate any conflicts over who gets what cloud. Any teacher can use this lesson successfully.
Adaptations and Variations I will put together questions to ask the students. I will get them from this website, http://eo.ucar.edu/webweather/cloudhome.htm. Learning styles incorporated in this lesson are visual, auditory, and tactile-kinesthetic. Visual is incorporated by use of PowerPoint, and the student use of the Internet for research. In addition, they will see each others presentation. Auditory is incorporated by my explanation of the lesson. In addition, they will hear each others presentation, as well as teaching others about their own cloud. Tactile-kinesthetic is incorporated by the production of the projects. They will present their cloud projects to the class. For students with visual impairment I will move them closer to the front, as well as students who are hearing impaired. If it is a nice day outside, I can perform the portable cloud outside. I can also have the option of using the science lab.
Guided and Independent Practice Guided Practice I will assist the students with their Internet research as needed. I will help give them ideas for their cloud art project. Independent Practice Students will do their projects at home and in the classroom by themselves.
Resources and Materials Internet service Computers Crayons, Markers, Glue, etc. needed for art project Gallon Jar Hot and Cold Water Rubber Glove Lamp Rubber Band Matches Food Coloring A big thank you to Mary Thompson, my second grade teacher. http://eo.ucar.edu/webweather/cloudhome.html http://eo.ucar.edu/webweather/games.html One teacher would be sufficient to conduct this lesson plan. However, a teacher’s aid, or parent volunteer would be helpful to assist students with Internet research if needed. I can get a local meteorologist to come talk to the class after all the projects are done.
Closure/Summary This lesson is worthy to be taught. Students will improve their knowledge of the use of the Internet and computer skills. They will use organizational skills to compile the information for their project. Students will present their information to the class, this will help their communication skills.
Evaluation/Assessment I will ask the same questions that I asked at the beginning and end of the PowerPoint. I will also grade them on their participation in the group games, demonstration, and art project they create.
Credits & References Thank you to the following Websites for the use of their materials. Web Weather for Kids http://eo.ucar.edu/webweather/cloud2.html
Supplementary/Enrichment Activities The students can write a poem or a story about a day in the life of a cloud. They can also predict what the weather is going to be and compare it to the actual day. They can make weather reports and present them to the class.
