Grade Level: 3rd Title: Clouds & Weather Essential Question(s): Subject Area(s): Reading, Writing, Mathematics Clouds-GT Differentiated Exemplar Lesson TEKS/Student Expectations: X Science Social Studies - How can we measure and record in order to compare weather changes? - What changes can you observe in the weather? - How are changes in weather affected by air temperature, wind direction, and moisture? Assessment(s): Pre-Assessment X Formative X Summative Earth and space. The student knows there are recognizable patterns in the natural world and among objects in the sky. The student is expected to: (A) observe, measure, record, and compare day-to-day weather changes in different locations at the same time that include air temperature, wind direction, and precipitation; GT Scope and Sequence Skills: (Aligned with 21 st Century Skills Framework & College and Career Readiness Standards) X Creative Thinking X Critical Thinking Communication X Research Student Learning Styles: Auditory X Visual/Spatial Kinesthetic X Other Elements of Depth and Complexity: Language of the Discipline X Details X Patterns X Trends Rules Ethical Considerations Unanswered Questions X Over Time Different Perspectives X Big Ideas Whole Class X Small Group X Independent Activity PART ONE: Whole Class: See CRMS for Earth and Space-Weather On Grade Level: Students are investigating the water cycle. Lessons and Activities Resources: GT Level Group: Students will read The Cloud Book by Tomie de Paola (see ibistro for more information) taking note of the various characteristics of the clouds. Students will then discuss and make predictions of what type of clouds they feel they may see during the week. Students will research the various cloud formation and make connects to the day-to-day weather changes. The Cloud Book by Tomie de Paola. (There are 107 copies available in
Over a course of a week, students will make observing the sky s cloud formation in the morning and afternoon. Students will identify the clouds they see and make a Cloud Book using information they gathered and making cotton ball clouds to exemplify the cloud characteristics. (See Attached Clouds and Cloud Observation Data). Whole Class: Students will share their findings, observation and work with the class. AISD ibistro. Contact your librarian for a copy.) There is also a YouTube video of the reading of this book. S Cool (Student s Cloud Observations On-Line) http://scienceedu.larc.nasa.gov/scool/forkidskidspage.php
Clouds Step 1- Research how do clouds form from 8 or more science based websites and/or text. Step 2- Find the characteristics of 8 common clouds. Use the chart below to organize your information: Cloud Type Height of The Cloud Appearance of The Cloud The Cloud Is Formed When The Weather Is.. Step 3-You will make observation of the types of clouds you see in the morning and afternoon for the span of 7 days. Take note of the details and weather occurring at the time of your observations. Step 4-You will then make a Cloud Book showing 7 days of cloud observations. See attached Cloud Observation Data sheet. AMJ
Cloud Observation Data Cloud Observation Data Date: Date: Today s Weather is: Today s Weather is: Cloud Model Here Cloud Model Here This type of cloud is called: This type of cloud is called: Its characteristics are: Its characteristics are: Other Observations: Other Observations: AMJ
Process Assessment Teacher observes the following: Process Observation - Frequency Student uses correct weather and cloud terminology during interactions with peers and Seldom/Never Occasionally Often Consistently Process Observation Frequency The student is able to identify the various clouds by their characteristics. Seldom/Never Occasionally Often Consistently Process Observation Quality of Creative Thinking Student uses creativity throughout the stages of the task. Typical of Peers Fluent Thinker Flexible Thinker Unique and Original Process Observation Quality of Analytical and Application Thinking Student analyzes and applies information during the task. Typical of Peers Fluent Thinker Flexible Thinker Unique and Original
Product Assessment Score Research Booklet and Critical Thinking 3 Student uses more than a combination of 8 science based websites and/or text. The data is distinctive and accurate information for each of the clouds The cloud models are detailed, descriptive and accurate Shows connections to the research There are detailed observations. 2 Student uses less than a combination of 8 science based websites and/or text. The data is accurate information of the clouds The cloud models are accurate shows some detail Shows connections to the research. There are some observations 1 Student uses some science based websites and/or text. The data is mostly accurate information of the clouds A cloud model is represented for each day Shows a reference to research