Cloud Activity for Kindergarten
Written by Stephanie Hines
(This lesson can be divided into two parts.)
Standards addressed:
K.1.1 – Raise questions about the natural world.
K.1.2 – Begin to demonstrate that everyone can do science.
K.2.1 – Use whole number up to 10 in counting, identifying, sorting & describing objects
& experiences.
K.2.2 – Draw pictures & write words to describe objects & experiences.
K.3.1 – Describe objects in terms of the materials they are made of.
K.6.1 – Describe an object by saying how it is similar to or different from another object.
Objectives
The students will be able to:
 Reiterate that clouds are made of water droplets (molecules), in both liquid and
solid (in the form of ice)
 Reiterate that clouds provide precipitation in the form of rain and snow
 Repeat the word ‘precipitation’ and know what it means
 Recognize the names of four major cloud types
 Match a descriptive picture with the cloud types
 Draw a resemblance of the cloud types
Materials needed:
Gallon or quart glass or plastic jar (clear)
Chipped ice
Measuring cup
Mirror or an empty windowpane
Latex glove
Cloud charts for beginners
Rubber band
Cloud poem
Small lamp or heating lamp
Journals for drawing and coloring
Water
Cloud coloring & writing sheet
Match
(attached)
Squirt bottle filled w/water
Objects resembling cloud types: feather, stack of paper that is different shades of gray,
cotton balls, popcorn, grey and white mass of play-dough, wisps of hair
Lesson Introduction:
Clouds are a part of the hydrologic cycle. Water from the earth’s surface either
evaporates or transpires (when plants release water from their leaves). Water molecules
collect and join together high in the atmosphere to form clouds. Therefore, clouds are
simply water molecules bonded together.
Water molecules usually form around some kind of aerosol in the air – dirt, salt, etc. –
and coagulate to make bigger water droplets.
When clouds become saturated with water and atmosphere conditions are right, clouds
release the molecules, now in the form of water droplets or snow. Snow occurs when the
temperature in the air is below freezing. It is possible for the water in the clouds to be
frozen in the summer because of their altitude. However, the air temperature closer to the
earth must be freezing for the water to remain frozen.
Clouds are also an essential part of our lives. They provide precipitation for plants to
survive and provide humans with water for a variety of uses and, ultimately, our survival
because we must eat plants. They provide water for our lakes and streams; and they
provide our drinking water, either in the form of surface water or groundwater – which is
percolated surface water. Without water, we would die. Ultimately, all water, whether it
is surface water or groundwater, comes from precipitation, thus from clouds.
When beginning this activity, ask the students questions that lead to a discussion about
water. What do we use water for? Where are different places that we use water? Where
do we get water? Show them water in different forms – a cup of water, ice, & snow (if
there is any). Ask them if all of this is water. How do other organisms (plants &
animals) use water? Do you think that we could survive without water?
Even though we can get water from the faucet or the refrigerator or the grocery store, that
water has to come from somewhere.
Procedures
Part I
(This activity should be done on a partly cloudy day.)
Begin by gathering students around the window or mirror. Squirt water on the surface
and squirt water in the air. Ask the students what this reminds them of. Now drop some
of the shaved ice and ask them what this reminds them of. …Rain or snow precipitation. (Have students practice this word).
How are rain and snow different? When does it rain & snow?
Now, ask them where do rain and snow come from?
They come from clouds in the sky.
How do rain get into the clouds?
Portable cloud experiment
Fill the jug with 100mL of water. Place the glove over the mouth and seal it with
the rubber band. Place the lamp at the bottom of the jar on the outside and shine
it onto the water. After some time you will see condensation forming. There is
now a cloud inside this jar.
Even though this cloud doesn’t look the same as the clouds we see outside, they
are made of the same things. Ask the students what is inside the jar [water, heat
(from the lamp), air]. (By the time you do this experiment, they should have a
concept of hot & cold and where these characteristics come from.) So, clouds are
made from water, warm air, and cold air.
Now let’s compare clouds.
Take children outside to look at clouds.
Elicit different shapes, ask again what are clouds made of and relate to precipitation,
bring in the differences between clouds that bring rain vs. snow (i.e. when does it rain
and when does it snow?) Just observe the clouds and bring home the point of what they
are made and what they produce.
Either inside or outside, have the children draw in their journals clouds, rain, and snow.
Part II
This activity should be done on a day that has mixed clouds with a little bit of
precipitation so that students can, as clearly as possible, observe different types of clouds
in the sky, also (hopefully) on a day near the previous activity.
While outside ask students to remind you about clouds – of what they are made, what
they produce. Ask them if they notice anything different about the clouds in the sky that
day or from the previous day they looked at the clouds.
Using the cloud charts, try to identify the different cloud types. Post the chart in your
classroom so that they may observe and on a regular basis the different types.
Back inside show children different objects (or pictures) that resemble the major cloud
types. Elicit connections between the shapes and textures of these objects and the cloud
types.
Have the students put the different things in groups that may resemble the same cloud
type.
We give these groups of clouds names. Read the cloud poem.
Clouds clouds
In the sky
With feathers
I fly.
I am cirrus.
Clouds clouds
In the sky
With sheets of grey.
I am stratus.
Clouds clouds
In the sky
Big balls of fluff.
I am cumulus.
Clouds clouds
In the sky
With rain
With snow
Uh Oh!
I am nimbus.
(Depending on the reading level, you can make this poem for them to put in their journals
or read together.) Practice saying the different cloud types together.
Pass out attached sheet for them to practice tracing the words and color the picture next to
the cloud type that resembles that it resembles. Then ask them to draw their own clouds
of each type.
Closure
To conclude the lesson, go through the cloud types again to practice saying them and
have the students say the picture that goes with the cloud. Ask the students what clouds
are made of (water). Ask what clouds give us (rain & snow). On consequent cloudy
days, take the students and cloud chart outside or to the window and identify clouds,
either by name or by matching picture.
Assessment
1.
2.
3.
4.
5.
6.
That clouds are made of water droplets.
That clouds produce rain and snow.
That clouds are essential in providing water to the earth.
That clouds have different names.
That clouds can be identified by shape, thickness & color.
That certain shapes can help us remember cloud types.
Assessment
Fill in the rubric with the corresponding question.
1. That clouds are made of water droplets.
2. That clouds produce rain and snow.
3. That clouds are essential in providing water to the earth.
4. That clouds have different names.
5. That clouds can be identified by shape, thickness & color.
6. That certain shapes can help us remember cloud types.
7. On a sheet of paper with cloud types and different pictures resembling the cloud
types, ask students to match cloud type word with picture.
Rubric
Concept
Total
Comprehension
– student can
state on own
(5)
Fair
comprehension
– student can
state some on
own, repeat
(4)
Some –
student
can repeat
everything
(3)
Little –
student
can
repeat
most
(2)
Student has no
comprehension
(1)
Student can
match four
pictures
Student can
match three
pictures
Student
can match
two
pictures
Student
can
match
one
picture
Student cannot
match any
pictures
1.
2.
3.
4.
5.
6.
7.
Cirrus
Stratus
Cumulus
Nimbus