Cloud Discovery

 

Cloud Discovery

Grade Level: Grade 3-5
Estimated Time for Completing Activity: Approx. 8 50-minute class periods


Learning Outcomes:
The student will:

  • Use sources to gather information about clouds.
  • Create a PowerPoint presentation that describes (and illustrates) twelve different kinds of clouds.
  • Use a rubric to evaluate slideshow (PowerPoint presentation).


Prerequisite: Competence in the use of literary research skills, the Internet, and PowerPoint (or other presentation software)


Materials


Vocabulary:

  • altostratus: a mid-level cloud that is featureless and formless
  • nimbostratus: Low-level clouds that cover the entire sky with broad sheets, and that produce steady rain of low to moderate intensity with no thunder and lightning.
  • cirrostratus: thin, sheet like high clouds that often cover the entire sky, but allow the Sun and Moon to shine through
  • stratus: low, gray clouds that may have very little variation. Layered, featureless clouds
  • cirrus: high feathery clouds that usually mean a change in weather is on the way
  • altocumulus: a mid-level cloud that is featureless and formless
  • cumulus: a puffy white cloud often described as "puffy" or "cotton-like" in appearance, cumulus clouds may appear alone, in lines, or in clusters
  • cumulonimbus: a type of cloud that is tall, dense, and associated with thunderstorms and other intense weather
  • stratocumulus: these low clouds are a mixture of layered (stratus) and puffy (cumulus) portions. Sometimes they consist of small cumulus bands lined up in neat rows.
  • contrails: condensation trail; cloud formed due to the exhaust of jet\aircraft
  • fog: a visible gathering of water droplets suspended in the air near the Earth's surface


Lesson Links:

For student use: For teacher use:


Background:

Cloud observation plays a huge role in the study of weather and it’s forecasting. Providing students an opportunity to learn cloud types, synthesize the information, and create a presentation for sharing with the other students will prepare them for better understanding of all weather phenomena and the associated changes in the atmosphere. 


Procedure:

  1. Show students a teacher-prepared slideshow of clouds that pictorially illustrates different kinds of clouds. (Picture of clouds or a cloud ID chart could be used.)
  2. Ask students to hypothesize what kinds of weather the different kinds of clouds could help predict. Give students a list of clouds (see vocabulary cited above).
  3. Have students research the different cloud formations via the Internet and/or the books available in the school library.
  4. Distribute and review self-evaluation rubric for the purpose of explaining specific requirements of the slideshow.
  5. Have students plan their slideshow presentation by drawing a storyboard.
  6. Have students create their slideshow presentation.
  7. Have students self-evaluate their work using a rubric.
  8. Have students share their slideshows with their classmates.


Extensions:

  • Hold a parent open house so that parents can preview the student's products.
  • Display slideshows on a computer in the school library.


Teacher Notes:

  • A sample rubric is included. The teacher will need to determine the grading scale from the available points which may be earned. For example, 145 - 160 = A.
  • It is recommended that the teacher bookmark several Internet sites for the students to use.
  • This unit will serve to introduce NASA GLOBE Clouds. Upon completion of this unit, students will begin gathering data and submitting it to GLOBE via the internet through a GLOBE trained teacher with the guidance of an adult. GLOBE has many ways for participants to submit data.
  • Depending on software on students' computers, different presentation tools could be used in lieu of Powerpoint. If technology is not available, the same activity could be done with students creating a booklet, pop-up book, or posters.
  • This is intended to be done as individual PowerPoint slide presentation but could certainly also be done in partnerships or small groups.
  • Time constraints may be added at the research stage, the planning stage, and the creation of the presentation stage.


Assessment: Rubric Grading for Cloud Slideshow (Note: Different categories of clouds can be used instead of the three suggested on the rubric

Reference: Lesson Plan developed by Pamela M. Saunders, Isle of Wight County Schools, Virginia, USA, for NASA's S'COOL Project; updated September 1999 by Carolyn J. Green; updated June 2020 by NASA GLOBE Clouds team.