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Name: Katina Kondilis

Class: ELED 3221

Date: 3-13-15
edTPA Indirect Instruction Lesson Plan Template
Cloud types
Central Focus/Big Idea: Learning about the different types clouds
Subject of this lesson: For students to understand the different cloud types and be able to
accurately depict cirrus, alto, stratus, and cumulus clouds.
Grade Level: 5th
NC Essential Standard(s): 5.E.1.2 Students know that one can collect and compare weather
data in order to predict the likelihood of a particular weather condition occurring. Students know
how to read basic weather instruments: thermometer, barometer, anemometer, wind vane, and
rain gauge. Students also can identify atmospheric conditions (presence and type of clouds
[stratus, cirrus, cumulous], fronts) that are associated with predictable weather patterns. Students
can make basic weather predictions using these skills.
Next Generation Science Standard(s): K-ESS2-1. Use and share observations of local weather
conditions to describe patterns over time
21st Century Skills:
Creativity and innovation: This skill will allow students to cut and glue to create clouds
to the best of their ability.
Communication: It is important for students to communicate with one another when
discussing characteristics of clouds in order to come up with the best possible description of the
cloud types.
Collaboration: Students will work with one another in order to discuss cloud
Academic Language Demand
Language Function:
o Predict- Students will be able to predict what weather they think will occur based
on the different clouds
o Describe- Students will need to describe what types of weather go along with the
different types of clouds

o Compare/contrast- Students are to compare/contrast the cloud types to be able

explain the difference in the cloud types










Scientific Vocabulary: clouds, cirrus, alto, stratus, cumulus

Instructional Objective: Students will be able to explain and create the different types of clouds
and know what types of weather are associated with each cloud type.
Prior Knowledge (student): I would expect students to already know that not all clouds look the
same and when they look up in the sky, they see different types of clouds. I would also expect the
students to also have a grasp of what cirrus, alto, stratus, and cumulus clouds.
Content Knowledge (teacher): As a teacher, I should know what the different clouds look like
and what weather patterns occur with each cloud.
Cirrus- thin, wispy, usually predict fair to pleasant weather
Alto- usually occurs in layers or patches of heaps, rolls, billows, or pancake looking
Stratus- puffy, low lying, gloomy looking clouds that cover the entire sky. Looks like a
gray blanket across the sky
Cumulus- Large, white puffy clouds. Sometimes can be gray. Often have sharp outlines
Accommodations for special needs (individual and/or small group): If students in my
classroom are ELL learners, I will have a student with the same background partner up with him
or her and act as their translator. If a student is lacking in ability, I will work with the student
individually as much as possible, and if that is not possible, I will have a student with higher
ability encourage and work with the student.
Materials and Technology requirements:
Construction paper (20)
Cotton balls (~140)
Markers (1 per table, 5 total)
Fortune teller activity (18)
Scissors (18)
Total Estimated Time: 45 minutes

Source of lesson:
Cotton ball activity- website- http://primarypunch.blogspot.com/2011/10/whats-been-happeningin-our-classroom.html
Fortune teller activity- CT, Mrs. Whitener
Meteorologist activity- I came up with the idea, with help furthering the lesson from Ms.
Safety considerations: I will remind the students to use the scissors properly and carefully, only
cutting the assigned paper (fortune teller paper) and then returning the scissors to its proper place
in the bucket. I will also remind the students that they are to use the markers and glue sticks for
the activity and to not use them to their discursion.

Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 Es. Your procedure should be
detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube
video), describe your back up plan thoroughly. Imagine your most novice colleague needing to
teach from your plan. Dont just answer the questions. Additionally, I expect you to include
possible questions you could ask for each section. This needs to include higher-order questions.
Engage: During this time, we will be making fortune tellers/cootie catchers. I will pass out the
fortune teller and have the students cut along the dotted lines, helping them along the way. After
the fortune tellers have been created, the students will have 5-8 minutes available to play with
them with their group members.
Explore: I will tell the students that they are to pretend they are meteorologists and someone
who recently got hired does not know the difference between cirrus, alto, stratus, and
cumulonimbus clouds. Questions I can ask include:
What do cirrus clouds look like?
What do alto clouds look like?
What do stratus clouds look like?
What do cumulus clouds look like?
What clouds are associated with rainy weather?
Explanation: Assign each group a cloud type and have them discuss it among each other. After
about 3-4 minutes, have someone from each group come to the front of the classroom and
explain to the class the cloud type their group had. For the students sitting at their desk, have
them write down important information on the clouds.
Elaborate: I will pass out the construction paper and have the students create clouds out of
cotton balls. I will tell the students to divide their paper into four sections, having them follow
along with me. After their paper is folded, I will tell them to write cirrus in the top left box,
alto in to top right box, stratus in the bottom left box, and cumulus in the bottom right box.
After the boxes have been labeled, I will pass out cotton balls and tell them to create clouds in
the appropriate box. When they have glued the cotton balls down, I will then have them list a few
characteristics of each cloud type on the back.
Evaluate: As a formal assessment, I will collect the students activity and grade it according to
the rubric I created. I will also create a quiz to show student understanding of cloud types.
To be complete after the lesson is taught as appropriate
Assessment Results of all objectives/skills:
As a whole, the class did fairly well with the activity and assessment. The activity was easier for
the students because they were able to use their guided notes (conducted in a previous class by

Mrs. Whitener) along with the fortune teller we created in the Engage portion. The assessment
was a little more difficult for the students to master. I did not allow them to use notes or their
fortune teller, but I did allow them to work in their science groups. Even with the groups help,
some students in the group had difficulty mastering the assessment. There was a question that
was tricky, and had two possible answers. When creating the quiz, I did not consider that there
were two types of clouds that can occur when it is sunny out, so this is something I will have to
consider when grading it.
Reflection on lesson:
See weebly
CT signature/confirmation: _________________________________ Date: ________________