Lesson Plan : Learning about clouds.
Teacher Name: | M. Pioro |
Grade: | Grade 3 |
Subject: | Science |
Topic: | Weather. Identifying cloud types. Lesson in science and language arts. |
Content: | Students will learn about three basic cloud types by listening to a passage from a book, doing a research, and completing a paroject. Key vocabulary: cirrus, stratus, cumulus, |
Goals: | To make students familiar with different types of clouds. To provide students with basic knowledge about clouds. To list and characterize orally and in writing the basic types of clouds. To describe clouds after listening to the passage. To be able to choose and use given reading materials in order to learn about clouds. |
Objectives: | Students will be able to name the three basic types of clouds. Students will be able to describe orally and in writing the basic types of clouds. Students will be able to distinguish between the three types of clouds. Students will be able to use additional materials in order to list the clouds' characteristics. Students will be able to pronounce the names of clouds. Students will be able to explain the meaning of a new vocabulary. Students will be able to choose essentisl information within the given texts. |
Materials: | book: "Weather Mania. Discovering What's Up and What's Coming Down" by Michael A. DiSpezio projector / overhead slides with pictures of clouds pictures of clouds computer dictionaries magazines books 1 piece of construction paper per student glue sticks pencils about 10 cotton balls per student |
Introduction: | By turning the lights off and turning the projector/overhead on, I will get students' attention. Next, I will ask students questions about what they see. That way I will determine how much they know about clouds. |
Development: | I will turn the projector/overhead off and will turn the lights on. I will attach pictures of clouds to the board and I will say the names of the clouds loud a few times. Next, I will write their names below each picture. |
Practice: | I will ask students to repeat the names of clouds after me while pointing to the pictures. Then, I will ask individual students to do the same. After that, I will announce that I will read a passage from a book that is about those clouds. Before I start reading, I will list all the words that may not be clear. I will ask students if they know what these words may mean and also give detailed explanation. I will ask students to sit on the carpet and listen to the passage. When I finish the discussion will take place. |
Accommodations: | Based on a whole class discussion, I will divide students into three groups. Whole class discussion. Group work. Individual work. Students can choose from a variety of learning materials in order to complete their assignment. All the materials will be at various levels and will be easily accessible to students. Classroom will provide areas for movement during activities. |
Checking For Understanding: | Teacher will listen to the students when they repeat the names of clouds. Teacher will ask students questions about clouds to find out how much they know about them. Teacher will pre-test students during whole class discussion by asking them how much they remembered from the passage. Teacher will observe students while reading the passage. Teacher will listen to students� pronunciations. During group and individual work teacher will walk around the classroom, stopping to ask clarifying questions. Teacher will provide students with a constant feedback. Teacher will rate students� group project; creating of their own clouds, labeling them, and writing their characteristics. Students will also complete an assessment by doing homework. Teacher will rate students� spelling during the assignments. |
Closure: | Review the voaculary. Review the clouds' characteristics. |
Evaluation: | Make observations about students' pronunciation, spelling, punctuation, ability to use given materials, ability to work as a group, involvement in the activities, and willingness to complete them. Ask specific questions connected to the text and clouds. |
Teacher Reflections: |
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