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Name: Christine Spellman

Class: ELED 3221

Date: 3/18/2015
edTPA Indirect Instruction Lesson Plan Template
Cotton Ball Clouds
Central Focus/Big Idea: Describing the different types of clouds.
Subject of this lesson: Clouds
Grade Level: Grade 5
NC Essential Standard(s): 5.P.2.3- Summarize properties of original materials, and the new
materials formed, to demonstrate that a change has occurred.
Next Generation Science Standard(s): 5-ESS2-1. Develop a model using an
example to describe ways the geosphere, biosphere, hydrosphere, and/or
atmosphere interact.
21st Century Skills: creativity and innovation, communication
Academic Language Demand
Language Function: Students are expected to describe the characteristics of the different
types of clouds.










Scientific Vocabulary: Cumulus, Stratus, Cumulonimbus, Cirrus, and Nimbostratus.

Instructional Objective: After the lesson, students should be able to use correct vocabulary for
the different types of clouds. Students will be able to match each blue cloud card with the correct
white information card.
Prior Knowledge (student): The students should know the different types of clouds terms.
Content Knowledge (teacher): The teacher needs to be able to have knowledge pertaining to the
names of the different types of clouds and also how to describe them appropriately (cirrus,
cumulonimbus, nimbostratus, cirrus, cumulus, and stratus) in detail of where its located, what it
looks like, and the weather that belongs to each cloud.

Accommodations for special needs (individual and/or small group): Students with attention
needs will need to be at their appropriate desks and organization of materials need to be clear and
assisted to avoid misbehavior.
Materials and Technology requirements: document camera, whiteboard, white paper, blue
paper, cotton balls (300), black paint, sharpie, glue, scissors, sandwich bags
Total Estimated Time: 40-1hour
Source of lesson: Working with colleague
Safety considerations: Students will review with the teacher how important safety is when
working with scissors.

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.

Ask students to take out a piece of paper to take notes and take out previous notes.
Have you ever looked up at the sky and found shapes or images in the clouds? Can you tell me
some you have seen?
Can someone name the clouds that we have been discussing already? (cirrus, cumulus, stratus,
nimbostratus, and cumulonimbus). As the students answer write these words on the board.
Have students come to the board and for each piece of information (location, description, and
weather) have a student come write the information on the board.

Distribute the white pieces of paper to the students. Have them fold the white pieces of paper
(sandwich and hot dog). The students will then cut out 4 squares from the sheet of paper and
some students will have to cute out 8. After each student has 5 white squares the students will
label each card with the names of clouds on the board. Teacher will ask the class what are some
characteristics that will help us remember our clouds? (location, description, and weather
associated with cloud).Teacher will call on a student to choose which cloud to start with. The
teacher will then work with the class to describe these types of clouds in detail. Class will work
together and write down information about the clouds on their white note cards. After the note
cards are done students will use these to make clouds out of cotton balls.
After the students create their cards they will match them up with which cloud they believe is
right. Students will be able to grasp the concepts by using their pictures and informative note
cards. Teacher will encourage students to bring these clouds outside on their own time and
compare and contrast the different clouds in the sky to the ones they made. Students will learn
the vocabulary by having the photos to match the words to help visual learners.
Elaborate: Students will be given an opportunity to correct their tests that they did not do well
on. These cards will be a great resource to study for this test.
Evaluate: Informal assessment will be taken when the teacher asks students to properly match
up their clouds and the teacher will walk around and make sure students are correct and make
note of the ones having problems. Teacher will also need to be aware of any students not doing
this on their own.
To be complete after the lesson is taught as appropriate

Assessment Results of all objectives/skills: Students were able to correctly match the cloud to
the correct term and raise their hands and give details about the clouds. Helped in correcting
Reflection on lesson:
CT signature/confirmation: _________________________________ Date: ________________