Jenn Sayre Date: Thursday, November 30th

Mrs. Evans Time: 12:30 PM

Grade: 3
Subject: Science
Day 4: Wonderful World of Clouds

Essential Questions: How do clouds form? What are the different types of clouds?
How would you describe the different types of clouds?

Standard: 5-ESS2-1 Develop a model using an example to describe ways the

geosphere, biosphere, hydrosphere, and/or atmosphere interact

Learning Objectives and Assessments

Objectives Assessments

SWBAT identify the three different Teacher will assess this by checking
types of clouds. student answers to questions on
their whiteboards.

SWBAT apply their knowledge on Teacher will assess this by

the different types of clouds to observing as students create their
create their own clouds. own clouds correctly.

Materials
Little Cloud by Eric Carle
PowerPoint
White boards
Mason jar
Shaving cream
Food coloring
Construction paper
Cotton balls

Prior Knowledge: Students know what clouds are but do not know the types of clouds.

Lesson Beginning: The teacher will create a thunderstorm in a cloud using shaving
cream and food coloring.
Fill the jar halfway with water.
Fill the rest of the jar with shaving cream.
 Add drops of food coloring to the top of the shaving cream and watch the drops
seep into the cloud and then down into the water.

Instructional Plan
The teacher will create the jar at the front of the classroom and explain that the
shaving cream acts as a cloud and the food coloring is water.
As the food coloring builds up in the shaving cream, the food coloring will
start to seep through the shaving cream.
Clouds store water and when they get heavy, the rain falls.
After the demonstration, the teacher will read Little Cloud to the class.
The teacher will then show the students the powerpoint.
As the teacher is going through the powerpoint, the students will be completing
the clouds worksheet in their Weather Journals.
After the presentation, the teacher will tell students that they are to go outside
and just look at the sky for a few minutes.
They should take notice of the kinds of clouds they see.
Upon returning, the students will return to their seats and the teacher will discuss
with the class what kinds of clouds the students noticed.
The teacher will explain that the next part of the class is going to be very
secretive.
The students are to pick a piece of paper out of a hat and create the type of
cloud using cotton balls.
Each student will receive a cloud and the materials and be told to work quietly to
create the cloud.
Once each student is done, the teacher will instruct the students to find the other
people in the classroom who have the same cloud without talking.
The students will walk around and show their picture and create three
different groups of each cloud.
After the groups are formed, the teacher will ask the class about each group and
what type of cloud they created.
What type of cloud did this group create?
How do you know?
After each group has been talked about, the students will give their clouds to the
teacher who will hang them around the room.

Differentiation: For students who struggle with writing and are falling behind during the
powerpoint/worksheet, they can draw a picture of the cloud and write down a few words
instead.
Questions
How do clouds form?
What type of cloud is this?
How do you know?

Classroom Management: The teacher will use classroom protocol and enforce the
classroom rules.

Transitions: Teacher will give students reminders about timing. Teacher will use
clapping and the chime to gather students attention.

Conclusion: The students will form groups depending on what kind of cloud they made
and the class will have to guess what type of cloud it is.