KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT
Teacher Candidate: ________Jessica Kurtz____________________________
______4/23/15_________
Cooperating Teacher: _________________________________________________
________________
Group Size: _____19________________ Allotted Time: ___________________
______1st________
Subject or Topic: ____Weather: Clouds_______________________________
_____________________

Date:
Coop. Initials:
Grade Level:
Section:

STANDARD:
3.3.K.A5: Record daily weather conditions using simple charts and graphs. Identify seasonal
changes in the environment. Distinguish between types of precipitation
S.K-2.D.2.1.1: Identify weather variables (i.e., temperature, wind speed, wind direction, and
precipitation).
I. Performance Objectives (Learning Outcomes)
A. Students will be able to list and describe the different types of clouds, and distinguish
between the different types of clouds by sorting the clouds into correct categories.
II. Instructional Materials
A. Cloud Video on YouTube- https://youtu.be/zn3MhQawLpc
B. SmartBoard Interactive PowerPoint: Cloud Observations
C. Cloud worksheet (see attached)
D. 6 plastic cups
E. 6 cans of shaving cream
F. 6 droppers of blue food coloring
G. Inquiry worksheet (see attached)
H. Little Cloud by Eric Carle

III. Subject Matter/Content

A. Prerequisite skills
1. Understanding of how the water cycle contributes to the making of clouds
B. Key vocabulary
1. Cumulus Clouds- Cumulus clouds are clouds that are piled up on top of each
other.
2. Cirrus Clouds- are clouds very high up in the sky, looking thin and wispy
3. Stratus Clouds- form when it has been cold out and then warmer, wet air
blows in. They are normally grey.
4. Cumulonimbus Clouds- a cloud of a class indicative of thunderstorm
conditions, characterized by large, dense towers.
C. Big idea
1. There are many different types of clouds that form in our atmosphere.
IV. Implementation

A. Introduction
1. Read Little Cloud by Eric Carle
2. Ask students what they remember from yesterday about the components of the
water cycle. How does the water cycle work?
3. Show cloud video to the class.
4. Review the different steps in the water cycle. What happens to a water droplet as
it goes through each stage? Draw this out on the board.
B. Development
1. Go through interactive PowerPoint with students on the smart board. Have them
come up and complete the activities.
2. Complete worksheet together as a class or in small groups
3. Discuss/review answers to the worksheet
4. Using materials create mini clouds. Some students may choose to try and make a
different type of cloud.
5. Students will make inferences as to why they can make it rain
6. What materials represent the real life objects? (an example would be the
shaving cream is the clouds food coloring is rain.. etc.)
7. Students will work together to complete inquiry worksheet.
C. Closure
1. Students will be asked to share what type of cloud they chose to make and explain
what happened with the food coloring.
2. The teacher will ask the class why the students think it rained sooner for some
clouds than the others.
3. The teacher will ask Are the clouds always white a fluffy? What do the clouds
look like before a storm?
4. The teacher will then tell students that tomorrow we will be exploring the
different types of stormy weather.
D. Accommodations / Differentiation 1. Personal copies of the list of cloud names and definitions
2. Pictures of what each type of cloud looks like
3. Working with partners or allowing a student with ADHD to be a teachers aid
E. Assessment/Evaluation plan
1. Formative- Teacher will collect inquiry sheets and also use a checklist through out
lesson to keep track of participation.
2. Summative- There is no Summative assessment for this lesson.

V. Reflective Response
A. Report of Students Performance in Terms of States Objectives (Reflection on students
performance written after lesson is taught, includes remediation for students who failed to
meet acceptable level of achievement)
B. Personal Reflection(Question written before lesson is taught.)(Reflective answers to
questions recorded after lesson is taught.)

1. Was I able to pace my lesson to fit the time?

2. Were the students engaged?

3. What did I like from this lesson?

4. What is one thing I would change?

VI. Resources
Carle, E. (1996). Little Cloud. New York: Philomel Books.
Smartexchange.com
Youtube.com
Teacherspayteachers.com