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SIOPLesson Plan 1

The document outlines a lesson plan about clouds for 3rd grade students. It includes objectives to identify basic cloud types and their connections to weather, as well as to plan and conduct a simple investigation. Students will watch videos and look at websites to learn cloud types like cirrus, cumulus and stratus. They will do a hands-on experiment making "rain clouds" in jars using water, shaving cream and food coloring. Assessment includes evaluating students' participation in the experiment and their ability to identify cloud types and weather connections in an exit ticket. Differentiation strategies support English learners and students with special needs.

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Kristy Berger
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10 views7 pages

SIOPLesson Plan 1

The document outlines a lesson plan about clouds for 3rd grade students. It includes objectives to identify basic cloud types and their connections to weather, as well as to plan and conduct a simple investigation. Students will watch videos and look at websites to learn cloud types like cirrus, cumulus and stratus. They will do a hands-on experiment making "rain clouds" in jars using water, shaving cream and food coloring. Assessment includes evaluating students' participation in the experiment and their ability to identify cloud types and weather connections in an exit ticket. Differentiation strategies support English learners and students with special needs.

Uploaded by

Kristy Berger
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Kristy Berger

October 12, 2022


Dr. Tracey Keys - Department Chair
24 students
60 minutes
Grade 3
Topic:  Clouds

PA Academic Standards:  
S4.D.2.1.1
 Identify basic cloud types (i.e., cirrus, cumulus, stratus, and cumulonimbus) and make
connections to basic elements of weather (e.g., changes in temperature,
precipitation).
3.2.1.A6 Science as Inquiry
 Plan and conduct a simple investigation and understand that different questions
require different kinds of investigations. 

Content Objectives:
 The students will be able to identify basic cloud types and make connections to
basic elements of weather by completing the pre-lab activities.
 The students will be able to plan and conduct a simple investigation by using the lab
sheet and materials provided to record their findings.

Language Objectives:
 Recognize, speak, read, and write key vocabulary terms
 Converse in groups or with a peer about the vocabulary terms and descriptive properties
that make up each up of cloud

Preparation:
I.  Prerequisite Skills
 Lab safety
 Types of precipitation
 Water cycle
 Measuring skills
II. Key Vocabulary
A. Clouds- a visible mass of condensed water vapor floating in the atmosphere,
typically high above the ground.
B. Cumulus- puffy clouds that look like cotton.
C. Stratus- flat sheets of clouds.
D. Cirrus- high feathery clouds.

I. Content
Types of Clouds
0. Names and shapes/descriptive properties
1. Weather associated with each

Instructional Materials:
 Science Journals
 Experiment Sheet
 Clear jar
 Shaving cream
 Plastic cup with blue-dyed water
 Pipette
 “What I Learned About Clouds” exit ticket

Building Background: We will open the class with the students working with a partner to have
an open discussion on what they already know about clouds. The blank cloud graphic organizer
will be handed out to each pair so they can jot down their ideas and thoughts. I will encourage
their thinking by asking guiding questions, like “What comes from clouds?” “Do they all look the
same?” They will then go over the key vocabulary written on the board, taking time to write
down each word and ask any questions about words that might be in the definition. The key
vocabulary words will all be accompanied by a picture of the matching cloud. Then everyone will
participate as a group as I model how to say the words and they will echo back the word. We
will does this a couple times as I walk around the classroom, so I can correct any speech errors
that may occur.

Comprehensible Input: Students will take their seats at their desk, and I will play the short
YouTube Video, “Where do clouds come from?” [Link]
v=6o6bJENuqzo In this video they will learn about the three main types of clouds. After
watching the video, I will give the students a silent period and wait time so they can think about
what they just watched and what notes they had already taken on what they already knew about
clouds. Teacher talk in the classroom will be kept to a minimum at this point to allow the
students to have an open classroom discussion on what they found interesting about clouds, or
what they learned that they didn’t know before.
Next, they will visit the website, [Link]
to see more descriptions and pictures of these 3 main types of clouds. After exploring for a few
minutes, we will have a classroom discussion on the different clouds they have seen and what
type of weather was happening when they saw the cloud (i.e., rainy, clear, snowy).
We will then open their science journals to page 22,
[Link]
[Link] , I will also project the journal on the board as we go over the life cycle of a cloud and
how clouds form. There are also two pages of all different cloud types, but we will mostly be
focusing on the three main ones, cumulus, stratus, and cirrus.

Strategies: Start off by asking the students if they are still confused on any of the main types of
clouds. I can take the time to clear up any confusion if students are still struggling. If not, we can
then play the game of “What Am I?” Students will pair up in groups of 3-4 and take turns
describing one of the types of clouds. The other students will then have to guess what type of
cloud that student is describing.
This will also give the students a chance to compare and contrast the difference between each
cloud as a group.

Interaction/Practice/Application: Students will have the opportunity to work in small groups to


create pictures of these different clouds using glue and cotton balls. They can cut, pull apart or
mash the cotton balls together to form different shapes. The teacher can model how this is
done. As they create their different clouds, they can continue to have an open discission within
their groups on how they will need to form the cotton balls, depending on descriptive properties
of each cloud.

Lesson Delivery: The students will break up into groups of 4 as I write the steps for the “Rain
Cloud in a Jar” experiment. Each group will collect materials from the front, a “How many
raindrops?” experiment sheet (4), a jar that they will take to the sink and measure out ½ cup
water into, shaving cream, a plastic cup with dyed-blue water (I will have these ready for the
students), and a pipette. The students will first fill out column one of the experiment sheets,
each student will fill out their own sheet, but they can collaborate as a group. Next, the students
will take the jar that they filled with ½ cup of water and spray shaving cream on the top (shaving
cream cloud). Next, the students will begin to place drops of the blue-dyed water onto the
shaving cream. The students will keep track of how many drops it takes before the shaving
cream (cloud) becomes saturated and it “rains.” Students will have 15 minutes to complete this
experiment as a group. We will then reconvene and have a classroom discussion on what they
discovered.
We will go over key vocabulary again and discuss anything the students still might be confused
on or explore any questions they might still have about clouds. They will then complete the exit
ticket, “What I Learned About Clouds.” I will remind students to really focus on the type of clouds
they learned about, and the weather associated with each. This will help me determine how
much information the students learned and where to next take instruction.

Review/Assessment:
 The teacher will be using a 4-point rating scale to evaluate students’ participation
during the lab to determine how well students were able to plan and conduct a
simple investigation by working well with their group, filling out their experiment
sheets, and following procedure for the experiment they conducted.  (4 = all
components complete and correct, 3 = most components complete and correct, 2
= partially complete/correct, 1 = required step-by-step assistance to complete).
 The teacher will be using a 4-point rating scale while reviewing the students’
written work on the exit ticket to determine how well students are able to correctly
identify basic cloud types and make connections to basic elements of
weather. (4 = thorough and accurate in all instances, 3 = thorough and accurate
in most instances, 2 = some accuracy, 1 = no accuracy)

Accommodations/Differentiation:
 Students who do not have the necessary writing skills to complete the experiment sheet
or “What I learned about Clouds” independently will be provided with a scaffolded
version of the sheet that has some parts pre-filled in and other parts with sentence
stems or fill-in-the-blank statements already provided.  If parent helpers, paras, or
learning support teachers are available, students who need support can have one-on-
one or small group support from another adult to complete the written tasks.
 English Language Learners will be supported in this lesson through grouping with
students who can support and help them, verbal and written repetition of new vocabulary
words, and multiple representation of vocabulary words through printed images and
video.
 Students who do not have the gross or fine motor skills to complete the experiment
safely and productively will have jobs for the lab pre-assigned to their table to ensure
that the child with gross or fine motor needs is doing a task that is within his or her ability
level. 
 Words and sentence stems will be provided on the “What I Learned About Clouds”
worksheet support any students who struggle with invented spellings for larger words.  

Resources:
Elementary School Science (2017). On Cloud Nine.
[Link]

Gift of Curiosity (2019). Make a Rain Cloud in a Jar.


[Link]

University of Wyoming (2013). Where Do Clouds Come From?


[Link]

Common questions

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The instructional strategies used include open class discussions to leverage existing student knowledge about clouds, using visual aids such as videos and online resources to enhance understanding, and employing hands-on activities like the 'Rain Cloud in a Jar' experiment to provide experiential learning. The 'What Am I?' game is used to reinforce vocabulary and understanding through group interaction .

Accommodations include providing scaffolded worksheets for students with writing difficulties, assigning specific roles suitable for students with motor skill challenges, using visual aids and verbal repetition for English Language Learners, and offering additional support from helpers for students needing assistance. Sentence stems and pre-filled sections on worksheets assist those with spelling difficulties .

Vocabulary integration occurs through repeated reinforcement via verbal and visual methods. Key terms are introduced with pictures, reviewed before experiments to ensure comprehension, echoed in group activities, and included in post-lesson assessments. This multi-sensory approach supports language acquisition and concept retention .

The lesson plan fosters scientific inquiry skills by guiding students through a structured investigation process. Students plan and conduct the 'Rain Cloud in a Jar' experiment, make predictions, observe outcomes, and document findings collaboratively. This experiential learning approach develops their ability to ask questions, hypothesize, test, and discuss results, integral components of scientific inquiry .

The 'What Am I?' game promotes active learning by engaging students in a fun, competitive format that reinforces vocabulary and conceptual understanding. It encourages critical thinking as students describe and identify cloud types based on characteristics, facilitating peer learning, and enhancing memory retention through interactive participation .

Student understanding is assessed through a 4-point rating scale evaluating participation and accuracy in completing the experiment and the exit ticket. This assesses their ability to identify cloud types and connect them to weather elements. Differentiated assessments like scaffolded worksheets and verbal discussions also contribute to evaluating learning outcomes .

The 'Rain Cloud in a Jar' experiment visually demonstrates the concept of precipitation by using shaving cream to represent clouds and dyed water to mimic rain. As students add water droplets onto the shaving cream, they can observe how the 'cloud' becomes saturated and begins to 'rain.' This hands-on activity helps students understand the process of cloud saturation and precipitation through real-world simulation, fostering experiential learning .

Group work in the clouds lesson enhances learning by facilitating peer interaction, discussion, and collaboration. In the 'Rain Cloud in a Jar' experiment, students work in groups to share observations and cooperate in completing tasks, promoting social learning and collective problem-solving skills. This collaborative approach is crucial for reinforcing vocabulary and conceptual understanding .

The silent reflection period allows students to process and internalize new information without distraction, fostering deeper understanding and retention. It gives them time to synthesize video content with prior knowledge, formulate questions, and prepare for subsequent discussions or activities, enhancing overall engagement and comprehension .

Pre-lab activities involve discussing existing knowledge about clouds, reviewing key vocabulary, and using graphic organizers to synthesize students' ideas. These activities prepare students by ensuring they understand the basic concepts of cloud formation, types, and weather associations. This foundational knowledge is crucial for effectively participating in the experiment .

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