Karen Festa- Special Education Teacher
Lesson: Studying Clouds
Grade level: Kindergarten
Clouds in the Sky
Introduction:
Look up into the sky on most days and you may see clouds. Clouds are made when air is cooled to a temperature where water in the air becomes visible or seen. This temperature is called the dew point. Dust is also needed to form clouds. The water condenses on the tiny specs; just like the mist in your bathroom condenses on your shower curtain or shower door. As you go higher in the atmosphere, the cooler the temperature gets. Sometimes clouds are formed because moist air is forced upward over mountains. Introduce the poem How Sweet to be a Cloud by A.A. Milne. While saying the
poem, have a little cloud as a prop to move around while saying the poem.
How Sweet to be a Cloud by A.A. Milne
How sweet to be a Cloud
Floating in the Blue!
Every little cloud
Always sings aloud!

How sweet to be a Cloud
Floating in the Blue!
It makes him very proud
To be a little cloud.
Goals:
The science unit at the kindergarten level is an introduction to weather. The emphasis in kindergarten will be on observation and description of daily weather changes and patterns. How people are affected by the weather and the identification types of weather and the local weather patterns will be the main focus. The goal of this lesson is to introduce types of clouds to the students and talk about how clouds affect weather patterns.
Pre- Activities:

Have the students gather at the circle rug. Talk about clouds. Have you ever looked up at the sky to see what shape or form the clouds look like? Have you ever seen a day where there are no clouds or the sky is grey with clouds? Why do you think that happens? If you were a cloud what kind of cloud would you be? Would you be big and puffy, or light and thin, or would you be dark and full of energy? Would you drop rain, hail, or snow? Get a few answers of the children who have their hands raised. Write down student responses.

Say: We need clouds of all shapes and sizes. They give us the moisture we need.
There are many different types of clouds. Did you know that? What types of clouds do you know?

Lesson:
Read The Cloud Book by Tommy De Paola. Make sure to show the pictures of the different types of clouds described at the end of the book. Ask to children to think about what type of cloud they would like. Write the word clouds on the chalkboard and pronounce it. Ask the students to share what they know about clouds. *Weather permitting; take the children outside to look at clouds. Discuss the different shapes the clouds seem to form. Have the children tell what the shapes look like to them.

Art/Writing Extension:
Read It Looked Like Spilt Milk by Charles Shaw. Give each student a blue sheet of construction paper folded in half. Have each student help you squirt some white paint into the crease of the paper. Fold the paper in half and smooth the paint underneath. Open the sheet of construction paper and have the student look at the “cloud” like formation they created. Have each student complete the writing prompt relating to their painted cloud creation “It looked like Spilt Milk, but it really was a _ cloud.”
Photograph each student with his/her spilt milk cloud page. Add each photo to the classroom blog and record student’s dictations about their favorite types of cloud and why.


Modifications:
For students who have difficulty writing, copy their dictations onto a dry erase board and assist the students by copying their dictation onto paper. Model what each type of cloud looks like using cotton balls and real-life photos from http://www.google.com/images?hl=en&source=imghp&q=clouds&gbv=2&aq=f&aqi=g10&aql=&oq=&gs_rfai=CGnkc-24hTProGaigzATU-LD5BQAAAKoEBU_Qc-Gn
Assessments:
Observe student behavior, verbal and written responses when talking about clouds.
· Can the students define what a cloud is?
· Can the students define what a cloud looks like and types of clouds?
· Can the students identify how clouds affect weather?
Rhode Island Earth Science Grade Level Expectations:
ESS1 (K-4) POC –5
Based on data collected from daily weather observations, describe weather changes or weather patterns.
Grade Span Expectations (K-4)
ESS1 (K-2) –5
Students demonstrate an understanding of processes and change over time within earth systems by …
5a observing, recording, and summarizing local weather data.
5b observe how clouds are related to forms of precipitation (e.g., rain, sleet, snow).
ESS1 (3-4) –5
Students demonstrate an understanding of processes and change over time within earth systems by …

5a observing, recording, comparing, and analyzing weather data to describe weather changes or weather patterns.
5b describing water as it changes into vapor in the air and reappears as a liquid when it’s cooled.
5c explaining how this cycle of water relates to weather and the formation of clouds.

ESS 1 - The earth and earth materials as we know them today have developed over long periods of time, through continual change processes.