Clouds & Mission for NASA
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1 Clouds & Mission for NASA Name: Danielle Leavitt Estimated Time: 1 hr. 10 min. + Daily NASA Observations Content Area(s): Science Grade Level(s): 4th Number of Students: 30 Stage 1- Desired Results Established Goals: Standard 2: Students will discover that the elements of weather can be observed, measured, and recorded to make predictions and determine simple weather patterns. Objective 1: Classify, measure, and record the basic elements of weather. Sub Objective A: Identify basic cloud types (i.e., cumulus, cirrus, stratus clouds). Understanding Students will use thinking skills to manifest scientific attitudes and interests, understand weather concepts and principles, and observe, measure, and record the basic elements of weather. Essential Questions What are the three main types of clouds? How are these clouds classified? How do these clouds predict the weather? Objectives Student will be able to: 1. Students will identify and define the three types of clouds. Cirrus, Cumulus, and Stratus 2. Students will work for NASA and as they do will record the types of clouds they see on the ground at a certain type of day and also infer a daily weather prediction. (Standard 2; Objective 1) 3. Students will create their own tri-foldable and make the three types of clouds, define them, and then write a poem. Stage 2-Assessment Evidence Contextual Factors 3-Students need extra time and scaffolding to complete tasks. 3-Students have a hard time keeping on task-due to distractions. 1-Student has physical limitations, but is able to process information, but extra time is needed. 4-Students show gifted qualities. Ability Levels: Class has a closely related range of academic skills/abilities from low, moderate, and high. Class does well with class cooperative activities and engagement, but need some management to keep focused. Classroom management and procedures are well known/performed by students-minimal reminding Assessments Students will: Pre-assessment-Students will be given an assessment to identify and define the three types of clouds. Cirrus, Cumulus, and Stratus. 1. Students will work for NASA and as they do will record the types of clouds they see on the ground at a certain type of day and also infer a daily weather prediction. (Work graded on level of time and observation effort-teacher observation and formal assessment) 2. Students will create their own trifoldable and make the three types of clouds, define them, and then write a poem that includes facts about the types of clouds. (Summative Assessment-cloud design correct and description of each) Post-assessment-Students will be given the Pre-assessment again to see if their knowledge of identifying and defining the three types of clouds; Cirrus, Cumulus, and Stratus has improved.
2 Stage 3-Learning Plan Procedures Time Materials Resources Accommodations/ Differentiation/ SIOP 1. Pre-Assessment- Students will be given an assessment to identify and define the three types of clouds. Cirrus, Cumulus, and Stratus Worksheet: 5 Min. Pre- Assessment Worksheet For the students needing extra time allow them to begin beforehand at the back kidney table. Teacher Information: Certain conditions must exist for clouds to form - water vapor in the air, temperature change, and particles in the air for the water vapor to condense on. As warm, moist air rises, it begins to cool and condense on dust particles forming water droplets. These water droplets form clouds. They will not fall to Earth because they are too small. Clouds take different shapes depending on the amount of water vapor available and the speed and direction of the moving air. Clouds are classified according to how they are formed. Below are the main types and their descriptions. 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 about 6,500 feet above the ground. They can produce rain, drizzle, snow, or mist. 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 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.
3 Instructional Procedure Activity 1 - Looking at Clouds & NASA Experiment 1. Present information about the basic cloud types - stratus, cumulus, and cirrus. Show pictures of each type of cloud: What are the three main types of clouds? Be sure to discuss the kind of weather that is associated with each type of cloud. Students to record certain types of cloud facts/information in their science journals for later activity. Go outside and do What Types of Clouds can You Find in the Sky? Worksheet How are these clouds classified? How do these clouds predict the weather? 15 Min.. Science Journals What Types of Clouds can You Find in the Sky? Worksheet Students will pair up with a partner and will be asked questions about the three main types of clouds. One student will talk while the other listens and then the role will be reversed (30 seconds each). Tell the students that meteorologists look to see how much of the sky is covered by clouds. The phone number for present weather conditions is or o 100% would be that the sky is completely covered by clouds. o 75% would be that most of the sky is covered by clouds. o 50% would be that half the sky is covered by clouds. o o 25% would be that some of the sky is covered by clouds. 0% would be a clear sky. MISSION FOR NASA Explain to students that NASA needs their help to identify the NASA calibrate, the measurements from CloudSat, a remote-sensing satellite. Students record the type of clouds and meteorological they see on the ground, and their data is matched with the satellite's radar imaging, helping atmospheric scientists improve their weather forecasting models. Show NASA Video for explanation: mission_for_nasa.htm The students will really become a part of a real working NASA project. The students will each receive a project packet that they are required to record the types of clouds they see during a given time of day. They will receive recognition for their hard work after it is completed. Weeks/ Months of collecting data. NASA Project Packets (NASA will send in mail) Students with lower critical thinking abilities will work with a partner to infer, organize, and record data.
4 (Teacher can go to this website and sign their classroom up for this experiment) Activity 2 - Constructing Clouds Review with the students what they learned about clouds. Have them look at pictures from magazines, the library, an Internet site or pictures you have taken with a digital camera of the three types of clouds. There are many poetry books that have been written about weather that include poems about clouds. Read a cloud poem to them as they are looking at the pictures. 1. Give students the prescribed blue construction paper, some cotton balls, and glue. Have black markers available for them to color the underside of the stratus clouds and glitter for rain. 2. Divide the construction paper up into three parts as a tri-fold. 3. Name the cloud in each tri-fold. 4. Make each of the clouds with cotton balls, glue, markers, and glitter. Glitter is used for rain and lightning in cumulus clouds. 5. In the center of each tri-fold, have the students write each cloud description and what type of weather that is associated with each cloud. a. Cirrus clouds are thin and wispy; precede storms b. Cumulus clouds are white and puffy; shows fair weather c. Stratus clouds are low, flat, gray; often bring rain 6. At the bottom of each tri-fold have the students write poems about each type of cloud. The poems should contain one or two facts about each cloud. The poems can be written in any form you wish. Give students enough time to work, or allow them to finish later. 7. Have students read their poems to the class or display them on a bulletin board. Curriculum Extensions/Adaptations/ Integration By putting your class into groups, have the students make a collage of cirrus, cumulus, and/or stratus clouds. (Standard III, Objective 2) 35 Min. Cloud Poems Blue Construction paper, Glue, Cotton Balls, Black Markers & Glitter Students can work in pairs to help each other with their own description of the types of clouds. Can look at cloud poem pictures and/or other collected pictures for their own definitions.
5 Have students create a cloud animal using art paper and chalk or cotton. Be sure they use only the three types of clouds. Give them pictures of animals to look at to create their animals. They can get into groups and share their animals and tell the types of clouds they used for the different body parts. (Standard III, Objective 2) Fine Arts/Music- Create a rhyming sentence to a beat about clouds. Example: To the tune of We will, we will rock you. Rain clouds, thick clouds - stratus. High clouds, wispy - cirrus. Puffy, cotton balls - cumulus. (Standard III, Objective 2) Language Arts- Have students make some analogies about clouds. Examples: High is to cirrus as low is to stratus. Puffy is to cumulus as thin is to cirrus. (Standard VIII, Objective 6) 6. Post-assessment-Students will be given the Pre-assessment again to see if their knowledge of identifying and defining the three types of clouds; Cirrus, Cumulus, and Stratus has improved. 5 Min. Post- Assessment Closure: Closure: Students will fill out a Ticket Out and tell what the most important thing they learned today was. Then with a their rightshoulder partner share their responses and turn in to teacher. 10 Min. Plans for involving parents or families: Students with Internet connections at home can be asked to visit weather websites-and/or find information about damages that happen due to severe weather storms. Students can be assigned to watch the evening weather forecast on one of the TV news channels and prepare a weekly weather agenda like the meteorologist, for the classroom. Reflection:
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