Activity Objective:
• SWBAT name and describe the basic cloud types by reading and looking at images as well as participating in group discussions.
Activity Outline: 1. (Introduction)To capture student’s attention, read/display the following definition of the nature of science: “Science is a particular way of understanding the natural world…Science follows very specific rules and its results are always subject to testing and, if necessary, revision. Even with such constraints science does not exclude, and often benefits from, creativity and imagination.” http://evolution.berkeley.edu/evosite/nature/index.shtml
2. Then have the following questions posted (or read them if you are doing it front of the class.)What does this definition of science mean to you? What questions do you have about this definition?
3. Next, tell the class that over the next week we are going to learn about the weather-specifically clouds! The activity we are going to do next will introduce you to the various types of clouds that form in the sky. We will be learning about the different types of clouds using pictures and definitions and then we will play a matching game. By the end of the activity, I hope that you will be able to look outside and name the type(s) of clouds that are in the sky at that particular time-because you will be asked to do this!
4. I will be posting one question about clouds and weather each day for a week that I want you to respond to on the class blog, this way you can read your classmates responses and maybe even ask each other questions and find out more information from each other.
Activity:
1. Matching picture of cloud to name of cloud:
• Stratus: Stratus clouds are low, flat, gray clouds that look like sheets covering the sky. They are the closest clouds to the ground. They form as low as surface level (fog) to about6,500 feet above the ground. They can produce rain, drizzle, or mist.
• Cumulus: Cumulus clouds are puffy and white like cotton balls. They form from 2,000 to 20,000 feet above the ground. They usually indicate fair weather. Sometimes they grow very large and become thunderheads. As these clouds gather they create thunder and lightning and produce precipitation in the form of rain and hail.
• Cirrus: Cirrus clouds are thin, curly, wispy clouds. They are sometimes referred to as mares’ tails. They form between 25,000 to 40,000 feet above the ground. They are so high in the atmosphere that the water droplets freeze into ice crystals. They often indicate an incoming storm or weather change.
(answers: picture #1-cirrus, picture #2-cumulus, picture #3-stratus.)
2. Then, fill out activity sheet about what you have learned about clouds
Total Time:
35 minutes min. / 50 minutes max
1. Utah K-12 Core Curriculum: 4th grade science; Standard 2- Students will understand that the elements of weather can be observed, measured, and recorded to make predictions and determine simple weather patterns. Objective 1- Identify basic cloud types (i.e., cumulus, cirrus, stratus clouds.
2. Standard 7: Planning- The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
7 questions to be asked each day for a week:
1. Why do you think it is important that we know and understand the different types of clouds?
2. Can there be more than 1 type of cloud in the sky at one time? Explain.
3. Look outside your window and state which cloud(s) you see. Are you answers different from your classmates? Why do you think?
4. What is the purpose of clouds?
5. Which type of cloud depicts (shows) shapes in the sky? What shapes have you seen before, or what can you see now?
6. Is it only important that scientists understand the cloud formations and the effects of the different types of clouds? Why or why not?
7. Which season (winter, spring, summer, fall) is your favorite month, and which cloud type do you think is mostly present in that time?
