Lesson Plan Chapter 10: Astronomy, Weather, and Climate

Lesson 5: Clouds and Precipitation

This lesson will take place throughout the week starting Monday.
Prior to Music class, we will read pages D47, D48, and D49

Objectives What student will learn as a result of this lesson

 I can describe the relationship between Cloud Type and Precipitation.

 I can record weather and cloud coverage.
 Students will be able to work collaboratively to create presentations.

Anticipatory Set How the teacher will begin the lesson

While the students are in music I will have all of the tables, groups, and supplies
set up around the classroom.
 When the students come back from Music they will be directed to sit at
specific tables and to sit and wait for directions.
 We will begin by playing a short review game
o Each group will have a laminated sheet of paper and one dry erase
marker. They will work as a group to identify the type of cloud that is
pictured on the power point- students will keep track of how many
they get right-
 First picture- cumulus clouds
 Second- stratus clouds
 Third- Cirrus Clouds
 Fourth- Fog
 Extra point- What does it mean if the word nimbo or nimbus is
added to the clouds name?
 Candy prizes for all groups
o One volunteer from each group will put the laminated piece of paper
and dry erase marker on the table up front and will grab a notecard for
each member of their group
 Students can use their notes or book to answer the following questions by
themselves on a notecard:
 What is precipitation?
 When does precipitation occur?
 List the 4 types of precipitation that we explored last week
 o Students will then share their answers with each other, make sure that
their names are on the notecard, and they will pile the cards in the
middle of the group for me to pick up while they work
In our groups today, we are going to participate in an activity. Everyone is going to
demonstrate the role of a scientist so put your scientist hats on!
*Each group will be given specific tasks that will help them put together a
presentation that will later be shared
 Before we start, each group member needs to pick a role!
o Group Leader- reads the task slips to the whole group, picks
volunteers from the group to reread the assigned page, makes sure that
everyone is participating, and will raise their hand when the group is
ready for the next task.
o Note Taker- writes down important notes that help complete each task
and writes down any questions that the group still has
o Slide Maker- creates the google slide and makes sure that everyone
has a role in presenting their information
o Picture Finder- finds pictures that best support the presentation
 If you are a group of three, then the slide maker will also take the role of the
picture finder
Once each person has their role picked out, they will be instructed to place the job
card on their desk, this will help me to see who is in what role and will serve as a
way for me to check in with each group
Each group will have a printed out copy of the roles and what they are responsible
for.
Procedures The purposeful strategies the teacher will use to engage students in
the learning process and make sure they learn what was intended
 You will be given a series of tasks that will help you to make a presentation!
Your group will be the experts on your topics.
 After each task is complete, your group leader needs to raise his or her hand
in order to receive the next task.
 Everyone in the group must participate in finding information and putting
together their presentations.
o Each group will start off with the same task
 Groups 1 and 4 will reread page D47
 Groups 2 and 3 will reread page D48
  Group 1 and 4 guiding questions:
o How does the size of a cloud affect the amount of precipitation that it
can form?
o What type of precipitation do stratus clouds produce? What type of
precipitation do cumulus clouds produce?
o What type of clouds tend to produce hail? Why?
o Describe the path of Growing Hailstones
o If the group finishes early, they will be given an extra task make a
slide with important words that can be found on your presentation and
in the reading
 Group 2 and 3 guiding questions:
o What are the terms used to record cloud cover?
o What symbols are used to show cloud cover on a weather station
model? What does each symbol mean?
o What type of clouds do you see in the sky today? What symbol would
you use to record todays cloud coverage?
o How can YOU measure precipitation on your own?
o Provide pictures that illustrate the different cloud cover models
o Once they have found the answers to each question, they will put together a
google slide that must have pictures and be written in their own words
o Each group member will have a role

This lesson/project may take a few classes to complete.

Friday:
 Group 1 and 4 will share with each other; this will allow the groups to add
information and to teach each other about their questions
 Group 2 and 3 will do the same^^
 Then Groups 1 and 2 will present to each other
 Groups 3 and 4 will follow suit
If time allows we will make one last switch and groups 1 and 3 will share and
groups 2 and 4 will share
Closure How the teacher will end the lesson
If there is not enough time to present, leave time to explain the assignment for the
week.
 All students will be given a Weather Station Model
 o This week the students will have to fill out the 3 different rows for
everyday-Monday through Friday
o Record the following for each day!
o 1.What type of clouds do you see in the sky?
o 2.Draw the symbol that best represents the cloud cover.
o 3.What was the weather like? Include the temperature!
 Students will be given time each day to complete their charts

Assessment How the teacher will collect evidence to determine whether students
learned what was intended
Throughout the lesson there will be many informal assessments that take place
through prompting, review, and note taking. Once this lesson is finished, the
following day there will be a shared daily journal about clouds and precipitation-
this will also indicate what the students have learned and will provide me with
information about what needs to be retaught.
Once the students have presented on their topics, the students will be given an exit
ticket that displays each student’s understanding of the relationship between
clouds and precipitation.