Clouds and the Weather – Grade Four
Ohio Standards
Connection:
Earth and Space Sciences
Benchmark D
Analyze weather and
changes that occur over a
period of time.
Indicator 7
Describe the weather
which accompanies
cumulus, cumulonimbus,
cirrus and stratus clouds.
Indicator 5
Record local weather
information on a calendar
or map and describe
changes over a period of
time (e.g., barometric
pressure, temperature,
precipitation symbols and
cloud conditions).
Related Standard
Scientific Inquiry
Benchmark B
Organize and evaluate
observations,
measurements and other
data to formulate
inferences and conclusions.
Indicator 2
Analyze a series of events
and/or simple daily or
seasonal cycles, describe
the patterns and infer the
next likely occurrence.
Lesson Summary:
Students will analyze the relationship of clouds and local
weather. Students will also observe and record cloud data
and weather conditions daily as they research different
cloud types. Student learning will be demonstrated by
creating a cloud poster, using photographs, illustrations, or
3-D representations of the four basic cloud types. Many
models and drawings of clouds used throughout this lesson
will emphasize their similarities and differences. This will
enhance student understanding; as well as their ability to
apply their knowledge to create forecasts.
Estimated Duration: Three to four hours
Commentary:
Weather lessons most commonly work best when taught in
warmer conditions during autumn or spring allowing
students go outside and observe the weather. Cooperative
learning activities will promote student learning through
group processing and interaction.
This indicator is one of a series of indicators related to
weather changes and data collection. It may be beneficial to
have students observe different types of clouds while they
are gathering information (e.g., temperature, wind speed,
etc.) related to a unit on weather. This will provide them
with a more comprehensive background knowledge and
vocabulary when beginning this lesson.
Pre-Assessment:
 Give students a copy of Attachment A, What’s The
Weather?
 Have students look at the clouds in each picture and
tell the type of weather that usually accompanies each
cloud.
1
Clouds and the Weather – Grade Four
Scoring Guidelines:
Scoring guidelines found in Attachment B, Pre-Assessment Scoring Rubric will consist of a
cursory “yes/no” assessment determining if students used clouds to indicate the weather, and
if the cloud type varied.
Post-Assessment:
Give students one of the two post-assessment options provided.
Option One
 Use Attachment C, Post-Assessment Template to create the post-assessment. The template
can be used as designed and have students draw the clouds and weather on each picture
and write the description of the weather on another piece of paper. The template sections
also could be copied onto individual pages providing adequate space for students to write
their description of weather below the picture.
 Write the following cloud types on the board and direct students to write one cloud type
per section on their paper:
1. Cumulus;
2. Cumulonimbus;
3. Cirrus;
4. Stratus.
 Instruct students to describe the weather which is associated with that type of cloud.
 Have students complete the drawings, adding clouds to each picture to reflect that type of
cloud.
Option Two
 Have students create cloud posters by dividing large pieces of construction paper
(preferably light blue to represent the sky) into four equal sections. Each section should
contain the following information:
1. Description of cloud type;
2. Weather associated with that cloud type;
3. Representation of cloud type. This can be a drawing, a digital picture, an illustration
from a magazine or a 3-D model using different materials to represent clouds.
Instructional Tip:
If students create 3-D representations, polyester fiberfill may be used for cirrus and stratus
clouds, cotton balls may be used for cumulus clouds and cotton balls tinted with markers or
dark dryer lint may be used to represent cumulonimbus clouds.
Scoring Guidelines:
Correct responses and a sample rubric are included as Attachment D, Post-Assessment
Scoring Rubric, and descriptions of cloud categories in Attachment E, Four Basic Cloud
Categories.
2
Clouds and the Weather – Grade Four
Instructional Procedures:
1. Ask students what they included in their pre-assessment drawings to represent the
different types of weather. For students willing to share, compare different drawings. Ask
students to describe the weather outside today.
2. Introduce the concept of clouds as an indicator of weather, if clouds have not been a part
of a previous discussion. Discuss with students the different types of clouds they have
seen and what the weather was like on those days.
3. Take students outside to observe the sky. Select a safe location where they can see as
much of the sky as possible. Observations should include illustrations and written
descriptions of the sky, as well as the weather conditions. If available, take digital
pictures of clouds.
Instructional Tip:
Instruct students not to look directly at the sun, as it may harm their eyes.
4. After returning to the classroom, briefly share observations made outside. Begin a class
chart and include other basic cloud shapes the students recall. Add descriptive words
generated by students and group their descriptions into four basic types:
 high and feathery;
 puffy;
 low and flat;
 dark and stormy.
Instructional Tip:
A set of four cloud pictures with descriptions of cumulus clouds, cirrus clouds, stratus clouds
and cumulonimbus clouds are needed. Weather descriptions can be folded and pictures
attached to the chart at this time.
5. Write the following Latin terms on the board with their meanings:
Latin Term
Cirrus
Cumulus
Stratus
Nimbus
Meaning
Curl
Heap
Layer
Rain
6. Explain that scientists use these terms to classify clouds. Refer to the class chart and
identify which cloud descriptions or pictures fit these words. Write the scientific cloud
name by its category.
3
Clouds and the Weather – Grade Four
7. Be aware that students may recognize that sometimes clouds look like a combination of
these types. Explain that scientists recognized this, too, and combine the terms to describe
those types; however, these four are the beginning descriptions. Sometimes scientists
include another term as well to describe the cloud’s location in the sky. Alto means
“middle.” Cirrus clouds usually form high in the sky and stratus clouds usually form low
in the sky. Cumulus clouds usually form anywhere. When the prefix alto- is attached to
the cloud’s name, it means that this type of cloud is located in the middle of the sky.
8. Create a visual display to reinforce the concept. Write the terms and draw sketches, or
attach pictures of the cloud types at appropriate heights on the board. Students may keep
a cloud record in their science journals, allowing for more descriptive writing. Have
students include drawings with their writing.
9. Explore different cloud types using the Internet or research books. Have students look for
the Latin roots in the cloud names and associate them with the cloud’s appearance.
Instructional Tip:
A general search for “cloud chart” will yield many good sites to explore. Two examples for
elementary students include the National Aeronautic and Space Administration (NASA)
“Cloudspeak” and “S’COOL On-Line Cloud Chart” sites. (See Technology Connections.)
There also are good quality children’s picture books available that discuss different types of
clouds.
10. While students explore different types of clouds and the associated weather, have them
begin keeping their own data. Distribute Attachment C, Cloud Chart. Explain how to use
the dichotomous key at the top of the sheet to help them identify cloud types. Next to
each type, in the key, is a weather condition usually associated with that cloud type.
Students should observe the sky for a four- to five-day period, determining the cloud type
and recording a description of the weather.
11. Administer Post-Assessment Option One and/or Two to assess student learning.
Differentiated Instructional Support:
Instruction is differentiated according to learner needs to help all learners either meet the
intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the
specified indicator(s).
 Use picture identification charts rather than the dichotomous key for students having
difficulty meeting the goal. One example of such a chart can be downloaded from
NASA’s “Students’ Cloud Observations On-Line” site (see Technology Connections).
 Pair students having difficulty meeting the goal with partners or scribes to write oral
descriptions.
 For students who already meet the goal, research combination cloud types (e.g.
stratocumulus or cirrostratus) and create a more detailed dichotomous key including
those types.
 Allow students who already meet the goal to create weather forecasts based upon changes
in cloud types over a period of time.
4
Clouds and the Weather – Grade Four
Extension:
 Use cloud identification throughout an entire weather unit and in conjunction with other
tools to create a classroom forecast.
 Create a cloud in a jar. (See Technology Connections, NASA’s “Cloud Cookery,” for
instructions.)
 Make daily cloud observations by dividing students into groups with each group
recording sky conditions and weather at different times throughout the day.
 Invite a local meteorologist to visit your class and explain how clouds and different tools
are used to forecast weather.
Homework Options and Home Connections:
 Add to student cloud journals by recording sky observations and weather conditions at
their homes during early morning and/or evening hours.
 Summarize information learned by writing a haiku or cinquain poem about different
cloud types. Haiku poems traditionally deal with nature. For example:
Haiku
Cirrus clouds fly high.
They mean a change is coming
Rain or warm ahead
Cinquain
Cirrus
Wispy and light
Curling, moving,
pointing. They bring
a change Mare’s tail
Interdisciplinary Connections:
English Language Arts
 Writing Applications
Benchmark C: Write formal and informal letters that include important details and
follow correct letter format.
Indicator 5: Produce informal writings (e.g., messages, journals, notes and poems) for
various purposes.
 Acquisition of Vocabulary
Benchmark E: Use knowledge of roots and affixes to determine the meanings of
complex words.
Indicator 7: Identify the meanings of prefixes, suffixes and roots and their various
forms to determine the meanings of words.
Mathematics
 Data Analysis and Probability
Benchmark A: Gather and organize data from surveys and classroom experiments,
including data collected over a period of time.
Indicator 1: Create a plan for collecting data for a specific purpose.
Benchmark C: Construct charts, tables and graphs to represent data, including picture
graphs, bar graphs, line graphs, line plots and Venn diagrams.
5
Clouds and the Weather – Grade Four
Indicator 2: Represent and interpret data using tables, bar graphs, line plots and line
graphs.
Materials and Resources:
The inclusion of a specific resource in any lesson formulated by the Ohio Department of
Education should not be interpreted as an endorsement of that particular resource, or any of
its contents, by the Ohio Department of Education. The Ohio Department of Education does
not endorse any particular resource. The Web addresses listed are for a given site’s main
page, therefore, it may be necessary to search within that site to find the specific information
required for a given lesson. Please note that information published on the Internet changes
over time, therefore the links provided may no longer contain the specific information related
to a given lesson. Teachers are advised to preview all sites before using them with students.
For the teacher:
Reference books about clouds.
For the students:
Internet access and/or reference books about clouds, 12x18-inch
construction paper (preferably light blue), cloud model materials such
as fiberfill, cotton balls, and/or dryer lint (optional).
Vocabulary:
 cirrus
 cumulonimbus
 cumulus
 stratus
Technology Connections:
 Use Internet research to provide a better understanding of the concepts because of the
range of photographs and information available.
 Use graphic organizer software to record cloud shapes and descriptive words for each
cloud type. These organizers could be shared with the class as a slide show or by an LCD
projector.
 Create an electronic slide show presentation on cloud types using online pictures rather
than posters.
 Use digital photographs to help students identify local cloud types. If a school Web site is
available, begin a classroom cloud identification chart online.
 Import digital photographs into a word processing program to create a class book about
clouds.
 For additional information on clouds, visit National Aeronautic and Space
Administration, http://www.nasa.gov. Follow paths to “Cloudspeak” and “CERES
S’COOL Project.”
 Find additional pictures of clouds at http://seaborg.nmu.edu.
 Access information on clouds from the National Weather Service at:
http://www.srh.weather.gov., link to JetStream Online Weather School; Clouds.
6
Clouds and the Weather – Grade Four
Research Connections:
Daniels, H. and M. Bizar, M. Methods that Matter: Six Structures for Best Practice
Classrooms, Me: Stenhouse Publishers, 1998.
Authentic experiences help students develop real-world knowledge and skills, and apply
their learning in ways that prepare them for their careers and lives beyond school.
Marzano, R. et al. Classroom Instruction that Works: Research-Based Strategies for
Increasing Student Achievement, Alexandria, Va.: Association for Supervision and
Curriculum Development, 2001.
Identifying similarities and differences enhance students’ understanding of and ability to
use knowledge. This process includes comparing, classifying, creating metaphors
creating analogies.
Summarizing and note-taking are two of the most powerful skills to help students
identify and understand the most important aspects of what they are learning.
Nonlinguistic representations help students think about and recall knowledge. This
includes the following:
 Creating graphic representations (organizers);
 Making physical models;
 Engaging in kinesthetic activity.
General Tips:
 Background knowledge for the teacher: As warm air rises, it cools. Water vapor
contained in this air condenses on particulates in the air (such as smoke particles, ash or
dust) and forms clouds. Clouds are named using Latin root words such as nimbus (rain),
cumulus (heap), cirrus (curl) and stratus (layer).
 Different types of clouds are associated with general weather patterns in the United
States:
1. Cirrus clouds, the highest, generally signify good weather if winds are coming from
the west, northwest or north; they forecast rain if winds are coming from the east,
northeast or south. Cirrus clouds point in the direction the wind is blowing.
2. Cumulus clouds indicate fair weather, unless they grow and build throughout the
day. Growth indicates the formation of cumulonimbus clouds.
3. Cumulonimbus clouds mean rain and thunderstorms are coming soon. Usually winds
are from the west, southwest or northwest.
4. Stratus clouds bring long, steady precipitation if winds come from the northeast or
south; other wind directions bring overcast skies or slight drizzle (NASA, 2003.)
7
Clouds and the Weather – Grade Four
Attachments:
Attachment A, What’s The Weather?
Attachment B, Pre-Assessment Scoring Rubric
Attachment C, Post-Assessment Template
Attachment D, Post-Assessment Scoring Rubric
Attachment E, Four Basic Cloud Categories
Attachment F, Cloud Chart
8
Clouds and the Weather – Grade Four
Attachment A
What’s the Weather?
Name
Look at the clouds in the sky in each picture.
Tell what kind of weather there will be that day.
9
Clouds and the Weather – Grade Four
Attachment B
Pre-Assessment Scoring Rubric
Cloud Type
Weather
Cumulus
Fair weather and indicates direction of air
movement
Cirrus
Bright, sunny, clear day
Stratus
Gray, dull, precipitation in the form of rain
or snow
Cumulonimbus
Rain, thunderstorms, stormy weather
10
Clouds and the Weather – Grade Four
Attachment C
Post-Assessment Template
Name _________________________________
11
Clouds and the Weather – Grade Four
Attachment D
Post-Assessment Scoring Rubric
4
3
2
1
Exemplary
Option 1: Each section includes an accurate drawing of
the correct cloud type and the student accurately
describes weather for each cloud type.
Option 2: Includes accurate and detailed scientific
information.
Meets Indicator
Option 1: Each section includes a drawing of the correct
cloud type and the student accurately describes weather
for each cloud type,
Option 2: Includes accurate scientific information.
Approaches
Indicator
Below Indicator
Option 1: Each section includes a drawing of a cloud
type and the student describes weather for each cloud
type however, one section is incorrectly described or
illustrated.
Option 2: Includes some inaccuracies or scientific
information is too simplified.
Option 1: Each section includes a drawing of the cloud
type and the student describes weather for each cloud
type however, two or more sections are incorrectly
described or illustrated.
Option 2: Includes major inaccuracies or omits
information.
Option 1: Each section includes a drawing but is not the
correct cloud type and the student does not describe
weather for each cloud type.
0
Does not address
Indicator
Option 2: There are no labels, illustrations, or differences
in sections, or student has made no attempt to complete
the project. Cannot determine if the student understands
the topic.
12
Clouds and the Weather – Grade Four
Attachment E
Four Basic Cloud Categories
High-level clouds which form above 20,000 feet (6,000 m) and
are usually composed of ice crystals. High-level clouds are
typically thin and white in appearance, but can create an array of
colors when the sun is low on the horizon. Cirrus generally occur
in fair weather and point in the direction of air movement at their
elevation.
Nimbus comes from the Latin word meaning "rain."
Cumulonimbus clouds typically form between 7,000 and 15,000
feet (2,100 to 4,600 m) and bring steady precipitation. As the
clouds thicken and precipitation begins to fall, the bases of the
clouds tend to lower toward the ground.
Cumulus clouds look like white fluffy cotton balls or heaps and
show the vertical motion or thermal uplift of air taking place in
the atmosphere. The level at which condensation and cloud
formation begins is indicated by a flat cloud base, and its height
will depend upon the humidity of the rising air. The more humid
the air, the lower the cloud base. The tops of these clouds can
reach over 60,000 feet (18,000 m).
"Stratus" is Latin for layer or blanket. The clouds consist of a
feature less low layer that can cover the entire sky like a blanket,
bringing generally gray and dull weather. The cloud bases are
usually only a few hundred feet above the ground. Over hills and
mountains they can reach ground level when they may be called
fog. Also, as fog "lifts" off the ground due to daytime heating, the
fog forms a layer of low stratus clouds.
National Weather Service, JetStream Online Weather School, 2004.
13
Clouds and the Weather – Grade Four
14