1. Topic-
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2. Content-
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- Clouds and fog are made of tiny droplets of water ad at times,
tiny particles of ice.
- Rain, snow, and other forms of precipitation come from clouds; not
all clouds produce precipitation.
Subject Matter
- Students are expected to know how to create a chart
- Students are expected to know the various weather types and the
fronts of precipitation including fair weather
- Students will know the types of clouds (cirrus, stratus, cumulus,
nimbostratus, cumulonimbus) and there shapes |
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3. Goals: Aims/Outcomes-
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1. NJCCCS 5.4.4.G.1: Explain how clouds form
2. NJCCCS 5.4.4.G.2: Observe daily cloud patterns, types of precipitation,
and temperature, and categorize the clouds by the conditions that
form precipitation
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4. Objectives-
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Students will be able to:
1. Define the different types of clouds
2. Describe the weather associated with the different types of weather
3. Match cloud shapes/colors with weather phenomena
4. Compare the types of weather associated with high and low pressure
air masses
5. Model and label high and low pressure air masses and warm and cold
fronts |
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5. Materials and Aids-
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Science journal
pictures of cloud types
cotton balls
glue
construction paper
black marker
2-liter glass bottle with lid
matches
water |
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6. Procedures/Methods-
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A. Introduction-
1. Greet Class. Pass to the students the prescribed sheet of blue
paper. Ask the students to draw a clod they have seen in the sky.
Have several students show pictures of their clouds to the class.
Discuss how their drawings are alike and different. Tell students
they may have all different looking clouds because clouds come in
all different shapes and sizes.
2. Explain to the class the definition of a cloud.
- clouds form when warm, moist air rises, cools, and expands or when
air masses collide with one another. The water vapor condenses upon
dust particles to form a cloud in the atmosphere. Clouds are indicators
of approaching weather.
3. Explain that in order for clouds to form, three things needs to
happen:
- first, the relative humidity must be close to 100%
- second, tiny bits of matter, such as dust, must be present (water
collects or condenses around these particles)
- third, something must happen to cool the air. If all three conditions
exist, clouds form. The cloud that form depends on how cold The air
is and how much water is in The air.
4. explain that clouds are classified by shape and altitude.
5. Mention to students that meteorology studies The atmosphere and
weather. The branch of meteorology that studies clouds is called nephrology
or cloud physics. |
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B. Development-
1. Tell students that they are going to learn about four different
cloud types. To demonstrate The forming of clouds. Take out The jar
and have one of The students tape The black piece of paper onto one
side of The jar. Ask another student to pour 2 cm of water into The
jar. Light a match and hold it in The jar for a few seconds and then
drop it in. Have a student quickly cover The jar. Then squeeze The
bottle and release it. Have another student shine The flashlight on
The jar.
2. Ask The students questions about what happened:
- What did you see in The jar?
- Where did The cloud come from? (The water in The bottom of The jar)
- How did The warm water effect The cloud formation? (caused The water
to evaporate and warmed The air, causing it to rise)
What rose did The match and its smoke play in The cloud formation?
(gave The water something to condense or grab on to)
3. Explain that clouds are classified by shape and altitude
4. Discuss The type of weather associated with each cloud type |
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C. Practice-
Have students make a chart of The five types of clouds, using cotton
balls and blue construction paper. Instruct students to glue The cotton
clouds on The paper to approximate where The cloud type would appear
in The sky. Have them use a black marker to include cloud names and
a brief description of each. |
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D. Independent Practice-
1. Give The students a worksheet on The Types of Clouds.
2. The students will be looking at The sky for several days and doing
The following observations/predictions. Scored by rubric
- tell The types of clouds that are in The sky
- estimate The percent of sky that is covered by The clouds
- tell what The weather is like today
- make a prediction of what The upcoming weather will be
- take The students outside to observe and record The cloud cover
for The day and repeat every day for several days |
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F. Checking for understanding-
1. Have students use a cause and effect chart to describe The different
clouds and The weather associated with each type.
2. Have students identify pictures of cloud types, along with descriptions.
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G. Closure-
1. Students will turn in their worksheets and cause and effect charts
for grading
2. Quiz next class period |
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