Contextual Information

Name: Jenn Woolbert

Big Idea: Grade: Fifth Date: Time: Lesson: 2

Cloud Types October 24, 2023 1:45 pm- 2:30 pm

Resource Link:

https://volusia.instructure.com/courses/259964/pages/sc-dot-5-e-dot-7-4

Lesson Structure: Integrated Differentiation for ESOL Accommodations. Check all that
Whole Group Content: none English Language apply to your classroom:
Learners: Flexible environment
Flexible scheduling
Integrated with ESOL Strategy
Flexible seating
Bilingual assistance
Approved dictionary/glossary
Reading text aloud

Standard: (BEST/ FL Sci./ NGSS/ FL SS):

SC.5.E.7.3-Recognize how air temperature, barometric pressure, humidity, wind speed and direction, and
precipitation determine the weather in a particular place and time.

Learning Trajectory:

Previous Standard:
SC.5.E.7.2-Recognize that the ocean is an integral part of the water cycle and is connected to all of Earth's
water reservoirs via evaporation and precipitation processes.

Next Standard:
SC.5.E.7.5- Recognize that some of the weather-related differences, such as temperature and humidity, are
found among different environments, such as swamps, deserts, and mountains.

Diagnostic Data: This section is required for all ELA and Math Lesson Plans. ESOL proficiency data (WIDA or
IPT) is required on ALL lesson plans.

Diagnostic
Unit/chapter test
Lexile Level
Pre-assessment
Other:__________
WIDA:
Overall Listening Speaking Reading Writing
Dasha 3.8 5.9 4 3.3 3.5
Melissa 3.8 5.9 2.7 4.4 3.7
Sofia 4.6 4.7 5 4.4 4.5
Maria 4.5 4.9 4.8 5.3 3.9
Lesson Planning

Instructional objectives(s) & Learning Target: Clear objectives written in the form of student learning.

Students will identify cloud types (cumulus, cirrus, stratus, and cumulonimbus) and their relationship to weather
(e.g., cumulonimbus clouds are associated with stormy weather).

Learning Target:

I can identify and explain how cumulus, cirrus, stratus, and cumulonimbus clouds relate to weather.

Vocabulary: (define in kid friendly Instructional Materials:

terms) K-2 use beginner for K-2 & Select your materials and technology. Then, include a copy of print or
Intermediate for 3-5 Kids.Wordsmyth teacher made material and/or hyperlink to any digital materials in the
space provided.

Appearance: the way something Teacher selected read aloud: Title_

looks. Paper, pencil, markers, crayons
Cumulus: a large, fluffy white Teacher created materials Powerpoint
https://www.canva.com/design/DAFxWenoBWE/
cloud
ed3I2QJ9WCwbpBfqp1qTuA/edit?
Cirrus: a type of cloud that usually utm_content=DAFxWenoBWE&utm_campaign=designshare&ut
looks like strings or feathers. m_medium=link2&utm_source=sharebutton
Stratus: a low gray cloud formation Worksheet for students
blanketing the sky.
Cumulonimbus: tall dark clouds
usually associated with
thunderstorms.

Video
What are Clouds Made Of? (3:36) Video Links to an external
site.
ipad/computer
Graphic organizer: None _______
Assessment: Exit Ticket
 Science supplies (list)
- Cotton balls
- Glue
- Markers

Introduction/Building Background: Pacing

1. Greeting:
Alright kiddos, let’s calm down from recess and switch our brains over to science.

2. Hook: Has anyone ever looked up at the sky and thought a cloud looked like something? For
example, have you ever looked up at a cloud and thought “ wow that looks like a bunny!” 5 min

3. Prior Knowledge:
So yesterday we went over our learning target about forms of precipitation, but precipitation
comes from where?? Clouds!

Instructional Steps : Pacing

1. Introduce:
Today we are going to be looking at and learning about the appearance of different types of
clouds, because there are important differences to all of them!
Just like yesterday, I have a worksheet like the forms of precipitation one we did yesterday for
everyone. BUT- to add some fun to our lesson today, I am going to give everyone 8 cotton
balls, and there is glue on all of your desks. We are going to use the cotton balls to create
models of each cloud type appearance right on your worksheet! While you watch the video I
am going to show you, I will be passing out our materials for today.”
2. Explain:
Go through powerpoint, stopping on each slide to explain the different components of each
cloud type as well as defining each one , making sure to give wait time to create models as 35 min
well.
On cumulonimbus slide- discuss anvil and what it is and how it looks.
Turn-and-talk: “ How do cloud shapes help signify a change in weather?”
3. Review:
Review different forms of precipitation after slides and worksheets are completed.
Hand out exit tickets and have students complete until preparing for dismissal. Have students
hand in to the teacher.

Differentiation Content/What.
1. High quality visuals in presentation
2. Translation of cloud types
HOT question (and expected answer): skill development
“ Why do you think knowing the appearances of different cloud types is important?”
Answer: Because it tells us what type of weather there is.

Assessment: : Formative assessment name Assorted Assessments. Describe if needed Pacing

Informal observation during turn- and - talk 5 min

Exit ticket
Lesson Closure: Teacher talk. Restate the main take-aways from the lesson.

Alright kiddos let’s look back to what we learned today! We learned about 4 different cloud types,
cumulus, cirrus, stratus, and cumulonimbus, and we discussed how each different cloud appearance
can signal a change in weather by looking at the shapes and colors of each. Now knowing this,
whenever we walk to lunch or at recess, take a look up at the sky and see if you can identify the types
of clouds there are! We are going to go ahead and let our cotton ball clouds dry, so go ahead and put
your notes into your science folder and let’s pack up to go home!

Post Teaching Reflections

Lesson Adjustment: What have you learned about students’ understanding of the content based on the formative
assessment? If proficiency was not demonstrated, what next steps (reteaching) are required? Include evidence.

Based on the formative assessment, students are still a bit confused with the different types of cloud types, but the
majority of the class was quick to pick up the content. They also seemed to understand the material better when they
were able to create the different cloud types of cotton balls ( sensory made it click in their minds.)

Reflection on Teaching: Analyze and evaluate your lesson delivery and class management.

I feel that my lesson delivery was organized and a bit of a faster pace than how I taught the day before, except this
time, teaching science at the end of the day, my students were very talkative and rowdy to where my CT needed to
step in to tell them to simmer and to listen. Tomorrow, I know I need to start the lesson off with having a discussion
with the students that when I am teaching they should be looking and listening to me without talking unless asked to
do so. With the rowdiness of students, I felt that my students did not have enough time to complete the Exit ticket,
but after speaking to CT students will do it for bell work in the morning, which will show me if students were able to
grasp the content taught.

Response to Feedback: BLOCK 2 ONLY

To be completed after post-observation meeting: Review and consider provided feedback. Describe how you will implement next
steps going forward. Explain how these next steps will impact students’ learning experiences.