Topic: Clouds
Objective: Using inquiry based learning, students will construct their own ideas about how clouds are formed by working in groups on an experiment and observing what happens.
Common Core Standards:
· 5.4.2.F.1: Current weather conditions include air movement, clouds, precipitation. Weather conditions affect our daily life.
· RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
Vocabulary:
· Vapor
· Condensation
· Evaporation
· Atmosphere
Materials:
· Glass jar with lid
· Hot water
· Ice cubes
· Black construction paper
· Worksheet: https://www.teachervision.com/tv/printables/orange/sp-1.pdf
· KWL Chart
Warm Up (5 min):
· Have students look at the website http://www.brucevanpatter.com/cloudshapes.html and write about the different cloud formations that they see. Ask students to write about what they know about clouds.
Mini-Lesson (10-15 min):
· Motivate: Create a KWL chart to provide purpose for the lesson and create an opportunity for students to connect personal and/or prior experiences to clouds.
o Have students share what they know about clouds in the K part of the chart. Ask students what they would like to know about clouds in the W part of the chart. Say: “We will be learning about clouds over the next few days and answering all of our questions together.”
· Elaborate:
o Say: “In order to understand clouds, we must first explore how clouds are formed. Today in our groups, we will be working together to observe the formation of clouds. We will work with new vocabulary such as, vapor, condensation, evaporation, and atmosphere. Have you ever heard any of these words before? Do you know what they mean? How do you think they relate to clouds and how they form? Turn and talk with a partner.”
· Demonstrate:
o “Scientists, I would like you to look at the worksheet I have just passed out. In order to do this experiment, you need the materials listed on the board (glass jar with lid, hot water, ice cubes, black construction paper). They are on the front table (point to each of the materials). You will work in your groups and follow the directions on the worksheet. I want you to work together and put your science thinking caps on to try and understand what is happening during the experiment. Before you start this experiment, I would like you to form a hypothesis about how clouds form. Some things you might wonder as you work through the experiment: What is happening inside the jar? What were some specific conditions needed to create what happened in the jar? How does this relate to cloud formation in the sky? You can collaborate with your group and respond to the worksheet. Have fun!”
Independent Work Time (30-40 min):
· Circulate and confer with students while taking notes or working with a small group in direct instruction.
· Students work in groups to complete the assignment and respond to the worksheet while recording their ideas and observations.
Share Session (5 min):
· Have students share their ideas. Guide discussion by asking the following:
o What does clouds, fog, and seeing your breath outside have in common? Are there any similarities? Why? How are these things alike and different from clouds?
o What happens to water as it sits still? (Evaporates)
o What happened as the evaporating water (water vapor) came in contact with the ice cubes? (Ice cooled the water vapor inside the jar, the water vapor changed/condensed into water droplets/cloud formation)
o How does this experiment help you understand how clouds form in the sky? (Water evaporates from land, as water vapor rises into the atmosphere and cools, the water vapor condenses into water droplets/clouds)
Reflection:
· Have students respond in their science journals about the science experiment they worked on today. What did they learn? What are they still curious about? How does seeing the cloud in the jar help them understand cloud formation in the atmosphere?
Extended Learning:
· http://www.cityofportsmouth.com/school/dondero/msm/weather/game.html This cloud game is also a good resource to check understanding of the different types of clouds and use the data collected to prepare for upcoming lessons based off of what students already know about cloud types.
Objective: Using inquiry based learning, students will construct their own ideas about how clouds are formed by working in groups on an experiment and observing what happens.
Common Core Standards:
· 5.4.2.F.1: Current weather conditions include air movement, clouds, precipitation. Weather conditions affect our daily life.
· RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
Vocabulary:
· Vapor
· Condensation
· Evaporation
· Atmosphere
Materials:
· Glass jar with lid
· Hot water
· Ice cubes
· Black construction paper
· Worksheet: https://www.teachervision.com/tv/printables/orange/sp-1.pdf
· KWL Chart
Warm Up (5 min):
· Have students look at the website http://www.brucevanpatter.com/cloudshapes.html and write about the different cloud formations that they see. Ask students to write about what they know about clouds.
Mini-Lesson (10-15 min):
· Motivate: Create a KWL chart to provide purpose for the lesson and create an opportunity for students to connect personal and/or prior experiences to clouds.
o Have students share what they know about clouds in the K part of the chart. Ask students what they would like to know about clouds in the W part of the chart. Say: “We will be learning about clouds over the next few days and answering all of our questions together.”
· Elaborate:
o Say: “In order to understand clouds, we must first explore how clouds are formed. Today in our groups, we will be working together to observe the formation of clouds. We will work with new vocabulary such as, vapor, condensation, evaporation, and atmosphere. Have you ever heard any of these words before? Do you know what they mean? How do you think they relate to clouds and how they form? Turn and talk with a partner.”
· Demonstrate:
o “Scientists, I would like you to look at the worksheet I have just passed out. In order to do this experiment, you need the materials listed on the board (glass jar with lid, hot water, ice cubes, black construction paper). They are on the front table (point to each of the materials). You will work in your groups and follow the directions on the worksheet. I want you to work together and put your science thinking caps on to try and understand what is happening during the experiment. Before you start this experiment, I would like you to form a hypothesis about how clouds form. Some things you might wonder as you work through the experiment: What is happening inside the jar? What were some specific conditions needed to create what happened in the jar? How does this relate to cloud formation in the sky? You can collaborate with your group and respond to the worksheet. Have fun!”
Independent Work Time (30-40 min):
· Circulate and confer with students while taking notes or working with a small group in direct instruction.
· Students work in groups to complete the assignment and respond to the worksheet while recording their ideas and observations.
Share Session (5 min):
· Have students share their ideas. Guide discussion by asking the following:
o What does clouds, fog, and seeing your breath outside have in common? Are there any similarities? Why? How are these things alike and different from clouds?
o What happens to water as it sits still? (Evaporates)
o What happened as the evaporating water (water vapor) came in contact with the ice cubes? (Ice cooled the water vapor inside the jar, the water vapor changed/condensed into water droplets/cloud formation)
o How does this experiment help you understand how clouds form in the sky? (Water evaporates from land, as water vapor rises into the atmosphere and cools, the water vapor condenses into water droplets/clouds)
Reflection:
· Have students respond in their science journals about the science experiment they worked on today. What did they learn? What are they still curious about? How does seeing the cloud in the jar help them understand cloud formation in the atmosphere?
Extended Learning:
· http://www.cityofportsmouth.com/school/dondero/msm/weather/game.html This cloud game is also a good resource to check understanding of the different types of clouds and use the data collected to prepare for upcoming lessons based off of what students already know about cloud types.