II. OBJECTIVES 1. Given demonstration, small group instruction, and lab report, TSWBAT write two detailed and accurate sentences about how clouds are formed. 2. Given demonstration, small group instruction, and lab report, TSWBAT write two detailed and accurate sentences about how clouds produce rain. III. STANDARDS PA Academic Standards for Science and Technology 3.1.4.C – Illustrate patterns that regularly occur and reoccur in nature. Identify observable patterns Use knowledge of natural patterns to predict next occurrences PA Academic Standards for Science and Technology 3.5.4.C – Know basic weather elements. Identify cloud types IV. TEACHING PROCEDURES Anticipatory Set (1 minute) 1. Teacher will come in wearing a lab coat and tell students that now that they know all about the different types of clouds, it’s time to figure out how clouds work: how are they formed and how they produce rain. 2. Ask if the students are up for this investigation. Development 1 (26 minutes) 1. Explain to the students that today we will be completing two different labs/demonstrations. Go over lab procedures: a. Do not touch objects at the lab unless instructed by the teacher. b. Listen as the teacher or classmate talks, and do not talk while others are talking. c. Follow instructions given by teacher. d. Do not write or draw on lab report until instructed by the teacher. e. Participate and have fun! 2. Show students example of a lab report and explain that they will be filling out a lab report for each demonstration. They will be told what to write and draw. Pass out lab reports to each student and tell them to take a pencil with them to the lab. 3. Split class in half (8 students with Miss Reem, 7 students with Miss Winters). Each teacher will take her group of students to her specified lab station to complete the following labs. Labs will be 12 minutes each, with a 2 minute switch a. Cloud in a Jar (how clouds are formed) i. Ask students if they have any idea how clouds are formed. Explain how clouds are formed: a. The air naturally contains a gas called water vapor b. Water vapor condenses when warm air rises, expands, and cools. It condenses into water droplets that are attached to dust or pollen in the air. c. When billions of these water droplets come together, a cloud is formed. ii. Have students watch (and assist with) demonstration: a. Pour hot water into a jar. Swirl it around to warm up the sides of the jar. b. Turn the lid of the jar upside down and place it on the top of the jar. Place several ice cubes onto the lid and allow it to rest on top of the jar for about 20 seconds. c. Remove the lid, quickly spray a bit of hairspray into the jar, and then replace the lid with the ice still on top. The cloud should form at this point. d. When you see a good amount of condensation form, remove the lid and watch the cloud escape into the air. iii. Have students explain why this cloud was formed, using what we talked about before the demonstration. a. The warm water made some water vapor in the jar, and the ice on top caused the warm air to condense as it rose to the top. The water attached to the particles of the hairspray, forming the cloud. iv. Work with students to fill out the lab report for “Cloud in a Jar” a. See guided practice below. Note: If this experiment doesn’t work, here is a video of a similar experiment: https://www.youtube.com/watch?time_continue=11&v=msSVQ903T8k b. Shaving Cream Rain (how clouds produce rain) i. Explain how clouds produce rain: a. Students learned (or will learn) that clouds are formed from water condensation. b. Rain or snowfall occurs when the condensation is great (heavy) enough for the water or ice particles to no longer stay aloft in the air. i. This can happen through water droplets colliding and combining with other water droplets or through water condensing directly into the droplet. c. The droplets will continue to fall as long as the conditions to make the clouds and let the water droplets get heavy enough to fall. ii. Have students watch (and assist with) demonstration: a. Fill mason jar to the top with water. b. Put shaving cream on top of the water. c. Drop food coloring on top of the shaving cream and watch as it “falls” into the water like rain. iii. Have students explain how this demonstration represented how clouds form rain and why rain falls, using what we talked about before the demonstration. a. The food coloring was heavier than the shaving cream, so the cloud couldn’t hold it up anymore. iv. Work with students to fill out the lab report for “Shaving Cream Rain” a. See guided practice below. Guided Practice 1 (time included with development above) 1. Students will fill out their lab report for each of the labs with teacher assistance. a. Cloud in a Jar i. Students will write two sentences about how clouds are formed. ii. Students will check whether or not the demonstration accurately represented what they learned about how clouds are formed. iii. Students will draw a picture of the demonstration. b. Shaving Cream Rain i. Students will write two sentences about how clouds produce rain and why it falls to the ground. ii. Students will check whether or not the demonstration accurately represented what they learned about how clouds produce rain and why it falls to the ground. iii. Students will draw a picture of the demonstration. Closure (3 minutes) 1. Teacher will ask students to explain different parts of their lab report to review the information covered in the demonstrations. 2. Teacher will thank students for being such good participants in the investigation to see how clouds are formed and how they produce rain. V. MATERIALS - Lab coat - Teacher example of lab report, completed - Student lab reports (15) – see attached - Pencils - 2 large jars with a lids - 2/3 cup hot water - Ice - Hairspray - 2 small mason jars - Water - Shaving cream - Food coloring VI. ADAPTATIONS/PLAN MODIFICATIONS 1. To accommodate for our students with IEPs, teacher will sit next to or close to the student while filling out the lab report, as to be sure that the student is staying on track and getting the correct information down. She will also ask questions to the group throughout the demonstration, being sure to ask the students with IEPs to check for understanding. 2. If we don’t have enough time, students can skip the drawing in their lab report or complete it later. 3. If we have extra time, students can discuss in groups what kind of cloud they learned about yesterday that produces rain. They can also discuss how the formation of clouds relates to the water cycle, led by the teacher. VII. EVALUATION Formative 1. Questions throughout and following demonstration to check for understanding 2. Lab report 3. Student share of lab reports following lesson. Summative 1. Lab report VIII. REFLECTION 1. Write an assessment of the students’ performance and mastery in terms of each stated objective. List each objective’s evaluation separately. 2. Write a self-evaluation including explanation for success or lack of it. Discuss: What changes might have produced better results and could be used in subsequent lessons. 3. Explain what specific changes were implemented from professor and teacher suggestions and the results (If suggestions were not taken, explain your rationale). Name:
“Cloud in a Jar” Lab Report
How are clouds formed?
Did this demonstration show what we learned today
about how clouds are formed?
Yes No
Draw a picture of the demonstration.
Name:
“Shaving Cream Rain” Lab Report
How do clouds produce rain and why does rain fall?