Weather
Lesson #5: Precipitation - Clouds
Time Frame: 45 minutes
Learning Standards:
Science
Earth and Space Science: Weather
1) Explain how air temperature, moisture, wind speed and direction, and
precipitation make up the weather in a particular place and time.
2) Distinguish among the various forms of precipitation (rain, snow, sleet, and hail),
making connections to the weather in a particular place and time.
Skills of Inquiry
 Ask questions and make predictions that can be tested.
Student will be able to:
1) Describe precipitation and explain the different types of precipitation.
2) Explain how clouds form and the characteristics of different types of clouds.
Resources and Materials:
Item
Ziploc bags (gallon)
Freezer (not provided)
Cloud types diagram handouts
Black construction paper (not provided)
Cotton balls
Glue (not provided)
White crayons or colored pencils (not provided)
Optional Activity:
Identifying cloud types (student copies)
Brad paper fastener
Amount
6 (in bin)
(in classroom)
30 (in bin)
(in classroom)
3 bags (in bin)
(in classroom)
(in classroom)
80
1 box
Focus Activity: Review the water cycle with the class. Ask students what happens to
the water that evaporates? Why does water evaporate? Where does this water go?
Introduction: Explain that the water that evaporates from the surface of the earth goes
into the atmosphere and then cools. When the water vapor cools it condenses from a
gas back to liquid or solid form, and collects around tiny pieces of dirt and dust. A
cloud is a large collection of these water droplets or ice crystals. As long as the cloud
is warmer than the air around it, it will float. Clouds appear white on a clear day
because they reflect all the light from the sun. If the clouds get dense enough, not all of
the sunlight can make it through the cloud, which makes the clouds appear gray or dark.
Dense clouds are made of more water droplets, which decrease the temperature of the
cloud. When the cloud collects enough water, water droplets become heavy enough to
overcome air resistance and fall as precipitation. Precipitation is water in the
atmosphere that falls back to the earth. Precipitation may include rain, snow, sleet, or
hail. Briefly discuss the differences between these types of precipitation.
Activity:
1) Ask the students to think about the clouds that they see. Try to get the students
to describe how clouds are different and similar as an introduction to types of
clouds. Use the cloud types diagram handouts provided to teach students the
names of different types of clouds and what they look like. Discuss how the
different types of clouds can be used to predict different types of weather.
a. Cirrus clouds are the most common type of high clouds. They are made
of ice and look thin and wispy. The wind often blows them into long
streamers. Cirrus clouds are usually white and predict fair to pleasant
weather. By watching the movement of cirrus clouds you can tell the
direction from which wind is approaching.
b. Alto clouds are middle level clouds that are made of water droplets and
appear as gray, puffy masses, sometimes rolled out in parallel waves or
bands. Alto clouds often indicate approaching storms or thunderstorms.
c. Stratus clouds are low, uniform grayish clouds that often cover the entire
sky. They resemble fog that doesn't reach the ground. Light mist or drizzle
sometimes falls out of these clouds.
d. Cumulus clouds are white, puffy clouds. Cumulus clouds often indicate
fair weather. The bottom of each cloud is flat and the top of each cloud
has rounded towers. But, these clouds can grow and develop into
thunderstorm clouds (cumulonimbus clouds) that produce rain, sleet, hail,
snow, and even tornadoes.
2) Students will work individually or in pairs to make models showing the different
types of clouds. Allow students to use the cloud types diagrams handout
provided to remember the different types of clouds.
a. Give each group some cotton balls, glue, a piece of black construction
paper, and a white writing implement (crayon or colored pencil). Remind
them that some clouds are found up high and some are found down low
and to place their cotton ball clouds accordingly. Once students have
glued down the cotton ball clouds they should label them with the correct
name.
b. Allow students to present their cloud posters to the class and discuss what
types of weather the different clouds indicate.
3) If the class has been doing the ongoing weather activity, discuss the weather
data collected as a class. What do students notice about the types of clouds and
the precipitation or weather? Do certain types of clouds indicate rain or snow?
Do some types of clouds seem to indicate fair weather?
Closure: Discuss the following questions as a class. What is a cloud made of? How
does a cloud form? What are some different types of clouds? How can clouds be used
to make weather predictions?
Assessment: Participation in class activities and discussions, completed cloud models
and labels
Optional Activity to Identify Cloud Types: This can be used with the daily weather
observations. Please see attached papers. This activity requires student copies,
scissors (not provided in kit), and brass fasteners.