Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Ahee Kim

Date Subject/ Topic/ Theme 3 Types of Clouds Grade _Kindergarten_

I. Objectives
How does this lesson connect to the unit plan?
Water vapor, heated up by the sun form clouds, which will come down as rain

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Extend their knowledge from the previous lesson, how sun warms the water, to comprehend how clouds are formed U
Use their senses to tell the what the weather is like v
Be a meteorologist by observing, discussing and recording- experiment v
Differentiate types of clouds by using cotton balls An

Common Core standards (or GLCEs if not available in Common Core) addressed:
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite Sun warms the land and water on earth
knowledge and skills.

Pre-assessment (for learning):

Outline assessment
activities
(applicable to this lesson)
What barriers might
this lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for
your students to do this
lesson?
Do we see clouds today?
Formative (for learning):
An experiment with water in bag and light shining-one bag under sun, another bag under shade
Formative (as learning):
Making clouds
Summative (of learning):
Come back to the experiment and analyzing
Provide Multiple Means of Representation Provide Multiple
Means of Action and
Expression
Provide options for perception- making information Provide options for
perceptible physical action-
increase options for
Experiment interaction
Where did the water drops on the top come from?
Provide options for language, mathematical expressions, Provide options for
and symbols- clarify & connect language expression and
Explain different types of clouds as making them communication-
increase medium of
expression
Clouds making with
cotton balls
Provide options for comprehension- activate, apply & Provide options for
highlight executive functions-
https://www.youtube.com/watch?v=eCumUup9vWQ coordinate short & long
term goals, monitor
progress, and modify
strategies
Demonstrate in the
front
Provide Multiple
Means of Engagement
Provide options for
recruiting interest-
choice, relevance, value,
authenticity, minimize
threats
Experiment,
Craft
Provide options for
sustaining effort and
persistence- optimize
challenge, collaboration,
mastery-oriented
feedback
Asking questions
Provide options for self-
regulation- expectations,
personal skills and
strategies, self-
assessment & reflection
Engage, Discuss and
Record like
meteorologists!

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Materials-what Cotton balls, blue papers, glues, worksheet, plastic zip lock bag, lamp stand, water
materials (books,
handouts, etc) do you
need for this lesson and
are they ready to use?

Experiment in the back of the class

How will your classroom Clouds making at the tables
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
2min Good morning meteorologists! Clouds!
Motivation Last time, we learned about the sun and temperature.
(opening/ Do you remember what the sun does? What do we do when the sun It gives us light and warms the
introduction/ is out? earth.
engagement)
Yes, it gives us light and warms the land and water! Clouds!
And What do you see outside today?
Today we are going to learn about clouds!

3min Development Did you know what clouds are made of? If you know put your hand
(the largest on your head!
component or
main body of Clouds are formed by the millions of water droplets that are heated Airplane?
the lesson) from the sun. And we are going to experiment if water really go up
by the sun.

Here is are two bags of water. Do they look the same? What do you Yes. Nothing on the top
see on the top of the bag?
I will put one bag right under the lamp and I will put the other bag Watch
under the shade, where there is no light! And we will see the
difference. We will check the result after we are done with the
worksheet! Make them: any questions?

3min Now make your hand like this if you know what you want to say.
For now, close your eyes and close your mouth, and picture a sunny
day. Everybody quiet, we need silence to think for this task. You did
it very well last time! What do you see on a cloudy day? What do
you hear? Do you feel anything? Different shapes of clouds
--- write them down on the board.

8min Right, someone says that he sees this type of cloud, someone says
different types of cloud. Sometimes we see clouds that are like
blankets, sometimes cotton balls, sometimes grey. Do you know
why? Today we will learn 4 types of the clouds.

Lets watch this video

https://www.youtube.com/watch?v=eCumUup9vWQ

Now we will make the clouds with the cotton balls!

All eyes on me!- wait to get their attention.
7min
You will get blue paper that represents sky.
On their you will each make different types of clouds.

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 For example, I will make white and fluffy heap clouds with flat
bottoms: Cumulus like this! And glue both clouds and the word
cumulus on the paper.

Then I will make thin and wispy, hairy high clouds: the weather is
about to change.

Blanket, layer Low and Gray, high fog: Stratus: drizzle

Piled up rain cloud Thunderstorm, tall cumulus, dark:

Cumulonimbus- bad weather

Make sure you will use your level one voice, then I will call the
quietest table to show the result of the experiment we did!

5min As the children are almost done with the cloud activity, they will
Closure
see the experiment by the table.
(conclusion,
Wow. The water went up! By the
culmination,
Do you want to learn big word for what happened? Evaporation sun!
wrap-up)
--Change of liquid water to Water vapor. The sun heat up the water
and they changed into water vapor and went up!

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
I am discouraged because I could clearly make this lesson more effective. The experiment was supposed to be simple, but the
lamp was not heating up the water in the bag quick enough so my attention was there. (Side note: next time I do an
experiment, I should try it several times before the actual lesson to know whether it works or not.) Children stayed focused
until the video. Because my devotion was longer than usual, students was just ready to move on from sitting on the carpet. I
did a spontaneous whole body exercise to get their attention, but I wasnt mindful that they are still children. In addition,
making the clouds with cotton balls, children loved it but they kept asking how to make cirrus clouds with the cotton balls.
What I should have done instead was keeping the devotion short and showing them how to make clouds with cotton balls.
(**Glue on the paper not on the balls)

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