SOL Focus: Science K.9
Math K.15/16
Music K.5
Technology K 2.2
Theme: Patterns
Day 4: Clouds
Purpose:
This purpose of this lesson is to study clouds and the patterns of weather associated with them. This lesson will also have continuation of the day three lesson of graphing weather patterns, and will introduce the day five weather lesson on rainbows. In this lesson students will learn the three types of clouds (cirrus, alto and stratus), and the patterns of weather associated with them. This lesson will follow the SOL’s Science K.9, Math K.4-15/16, Fine Arts/Music K.5, and Technology K 2.2.
Science K.9: The student will investigate and understand that there are simple repeating patterns in his/her daily life. Key concepts include a) weather observations; b) the shapes and forms of many common natural objects including seeds, cones, and leaves; and c) animal and plant growth.
Math- K.4- 15/16: The student will sort and classify objects according to attributes. The student will identify, describe, and extend repeating patterns.
Fine Arts/ Music- K.5:The student will perform rhythmic patterns that include sounds and silences, using instruments, body percussion, and voice.
Technology K 2.2: Identify and use available technologies to complete specific tasks.
A. Identify the specific uses for various types of technology and digital resources. • Identify the difference between hardware and software. • Create a text document.
• Open and read an electronic book.
• Create a digital image.
B. Use content-specific tools, software, and simulations to complete projects. • Use tools in various content areas as appropriate.
Objective:
Using a smartboard, the students will be able to identify, and sort the three types of clouds and weather patterns associated with them with 90% accuracy.
Procedure:
Introduction:
● (V/ A)The teacher will read the book, It Looked Like Spilled Milk by Charles Shaw during large group.
●(V) The teacher will discuss with the students the three types of clouds, cirrus, alto and stratus, using pictures on the Smartboard to visually show students the differences in the three clouds.
●(V) The teacher will discuss the pattern of weather that is associated with each type of cloud: storm, sun, wind, etc through showing pictures of the associated weather patterns on the smartboard.
Development:
●(V/ K) Students will make cloud observers (see attached example sheet).
●(K/ V) Students will go outside and use their cloud observer tools to identify the type of cloud they see.
●(K/ V) Students will create their own spilled milk artwork using cotton balls as brushes for the
paint. Students will then identify which type of cloud is shaped closest to their work: cirrus, alto, or stratus.
●(A/ K) The teacher will use the“Make a Storm” song using snaps, claps, voice, etc.
○Students begin rubbing their hands together one at a time in a rippling effect, then snap, then clap quietly, then clap louder, then stomp. The pattern then reverses until the last student is rubbing their hands together. (
●Struggling students will have the support of advanced students as table groups for making the cloud observers and the spilled milk artwork activity will each be a combination of both advanced and struggling students.
●Advanced students will assist struggling students during making cloud observers and the spilled milk artwork. Advanced students will also be asked to write about the differences between the three types of clouds.
Summary:
· We will review the three types of clouds and the patterns of weather associated with them by doing a sorting activity on the smartboard. Given the three headings cirrus, alto and stratus students will sort pictures of different clouds and weather into the three categories.
Materials:
· book It Looked Like Spilled Milk by Charles Shaw
· Cloud observer for each students
· Scissors
· Construction paper
· White paint
· Cotton balls
· Markers
· Picture sort for the smart board
Evaluation Part A:
I will be asking students to show me which is the alto, cirrus and stratus cloud when I give them picture of each of the clouds. I will also ask them to tell me which type of weather is associated with each of the cloud types. I will expect show me the three types of clouds and the three weathers associated with them with at least 90% accuracy.
Evaluation Part B:
What went well?
What did I do well?
What could I change?
What did students struggle with?