What’s Up? Clouds and Your Weather – Grade Seven
Ohio Standards
Connection:
Earth and Space Sciences
Benchmark C
Describe interactions of
matter and energy
throughout the lithosphere,
hydrosphere and
atmosphere (e.g. water
cycle, weather and
pollution).
Indicator 5
Make simple weather
predictions based on the
changing cloud types
associated with frontal
systems.
Scientific Inquiry
Benchmark B
Analyze and interpret data
from scientific
investigations using
appropriate mathematical
skills in order to draw valid
conclusions.
Indicator 5
Analyze alternative
scientific explanations and
predictions, and recognize
that there may be more
than one good way to
interpret a given set of
data.
Lesson Summary:
This lesson will help students learn to identify clouds and
the weather associated with them. Students will use
informational articles and personal weather observations to
learn about the relationships between weather fronts and
clouds. Student groups will then design their own weather
maps and make weather predictions for areas on their
maps. Students will demonstrate their learning in a postassessment that challenges them to draw weather fronts,
and draw and describe the types of clouds and weather
conditions they would expect to see.
Estimated Duration: Three hours
Commentary:
This lesson is divided into three sections. The first section
teaches students about cloud types and weather fronts and
refreshes weather observation skills that were learned in
earlier grades. In the second part of the lesson, students
record a series of weather observations over several days. In
the third section, students integrate information about
clouds and their weather observations to create and analyze
weather maps. Combining real-life observations with
classroom learning helps students process and learn about
weather.
Pre-Assessment:
 Distribute Attachment A, Pre-Assessment to students
and take them outside on a day that has clouds.
Instructional Tip:
Students need to be reminded to not look at the sun. Address
any other safety concerns associated with the particular
outdoor area.
 Divide students into groups, and distribute a cloud chart
or a cloud key to each.
 Tell students that they should draw a section of sky that
has some cloud coverage, being as careful of details as
they can.
 Have student groups decide what type of cloud they see.
Restrict cloud types to cirrus, stratus, altocumulus,
cumulus, cumulonimbus, and nimbostratus.
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What’s Up? Clouds and Your Weather – Grade Seven
Ohio Standards
Connection:
Related Benchmark
Benchmark B
Analyze and interpret data
from scientific
investigations using
appropriate mathematical
skills in order to draw valid
conclusions.
Indicator 6
Identify faulty reasoning
and statements that go
beyond the evidence or
misinterpret the evidence.
Instructional Tip:
Obtain cloud charts from several Web sites or from
commercial dealers. For example, access the Web site
maintained by the National Aeronautics and Space
Administration or the site maintained by the National
Oceanic and Atmospheric Administration.


Ask students to predict what the weather will be like
later that day or the next day. Check work together,
explaining that even experts sometimes have trouble
identifying clouds.
Extend the discussion by asking students if anyone saw
more than one type of cloud in the same part of the sky.
Scoring Guidelines:
Check students' abilities to identify clouds, explain their choice and predict weather based on
cloud type. Use this information to guide instruction.
Post-Assessment:
Provide students with information on weather fronts and have them use the information to
explain types of clouds and the weather associated. See Attachment B, Post-Assessment.
Scoring Guidelines:
Use Attachment C, Post-Assessment Answers to score student work.
Instructional Procedures:
1. After the Pre-Assessment organize the class into groups of three or four students each.
2. Distribute Attachment D, Daily Record Sheet to each student. Take groups outside to
record cloud data for five to 10 minutes each day, for at least five days. Tell students they
may help each other determine cloud types and conditions.
3. Inside the classroom, have students sit in their groups. Give copies of Attachment E,
Worksheet to students. Also distribute an informational article or assign a section of an
earth science text that describes, and shows diagrams of, frontal systems.
4. Tell students to complete Attachment E, Worksheet using the text or weather articles that
you distributed.
5. Use Attachment F, Worksheet Answers to guide a discussion with students about the
answers to their worksheet. Discuss the answers to clarify any misconceptions.
6. Provide examples of weather maps, and show them on the overhead projector. Emphasize
fronts, cloud types and weather conditions. Show students how warm fronts and cold
fronts are displayed on a weather map.
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What’s Up? Clouds and Your Weather – Grade Seven
7. Describe the difference between a warm front and a cold front. Use side-view drawings
of the fronts to show how cold fronts wedge under warm air and warm fronts ride over
cold air masses. Also address the different kinds of clouds and precipitation associated
with these fronts. Help students understand why low pressure fronts are often called
warm fronts and high pressure fronts are often called cold fronts.
8. Integrate student observations of weather that they recorded on Attachment D, Daily
Record Sheet into the discussion. Have students predict what type of front was involved
in the weather they had observed and discuss their predictions.
9. Explain that students will now create their own weather maps.
10. Tell students to work in their groups. Copy and distribute a black-line master of the
United States to each group. Have them choose group names or numbers to match maps
with the groups.
11. Explain that they should use the map handout to create a fictional weather map, showing
conditions that might actually occur. Other student groups will try to make weather
predictions based on their maps.
12. Put the following directions on the board so students will know what essential
information they need to include on their maps.
 Record your group map number or name on the top of the map.
 Choose a general location (East Coast, Midwest, West, Southwest, etc.)
 Draw at least one front moving toward the area, within the area, or having passed
through.
 Label at least three temperatures ahead of the front and three behind.
Instructional Tip:
Bring in weather maps from the local paper or the Internet to provide ideas for students.
They also provide actual forecast information which students can compare to their own
predictions.
13. Collect maps from students and make overhead transparencies to display in class.
Transparencies are not essential but will be convenient for comparing information among
student groups.
14. Give copies of Attachment G, Map Exchange Worksheet to students.
15. Ask groups to pass their maps to other groups so they can describe what they see and
make a weather prediction. Tell students to enter their descriptions and predictions on
Attachment G, Map Exchange Worksheet. Tell students to continue passing maps around
the room until every group has completed their data sheets.
16. After each group has completed all maps, show maps on the overhead and have students
share their predictions. Discuss any problems with the data provided on the maps and
how groups used the information provided to make valid predictions.
17. Review information with the class before the post-assessment to clear up any questions
and help focus students on key points, such as making weather predictions based on
cloud types associated with frontal systems.
18. Proceed to the Post-Assessment.
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What’s Up? Clouds and Your Weather – Grade Seven
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).
 Draw or copy pictures of clouds on the Post-Assessment to give students a visual clue to
the correct answer.
 Use colors as well as symbols on weather maps to provide more information.
Extension:
 Encourage students to keep track of the path of a hurricane.
 Have students use maps to determine where fronts form and track them as they pass
through Ohio. Have students identify where the fronts dissipate.
 Encourage students to watch national and international weather on television, the Internet
or in the newspaper.
Homework Options and Home Connections:
 Have students watch television weather forecasts with their parents. Discuss whether
they think the weatherman or woman made a realistic or correct forecast.
 Encourage students to keep a weather journal describing weather and its effect on them
and their families or other people experiencing the weather phenomena.
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: Cloud charts, weather maps, blank overhead transparencies, overhead pens.
For the students: Cloud charts, blank United States map, weather maps, blank overhead
transparencies, overhead pens.
Vocabulary:
 front (warm, cold, occluded, stationary)
 cumulus
 stratus
 altocumulus
 cirrus
 nimbostratus
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What’s Up? Clouds and Your Weather – Grade Seven




cumulonimbus
prediction
altitude
transition
Technology Connections:
 Use national and local television broadcasts of daily weather and weather warnings.
 Access weather data, observations and news on the Internet. See the National Oceanic
and Atmospheric Administration web site at http://www.noaa.gov and the National
Aeronautics and Space Administration at http://www.larc.nasa.gov.
Research Connections:
Daniels, H. and Bizar. Methods that Matter: Six Structures for Best Practice Classrooms,
Portland ME: Steinhouse 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 enhances students’ understanding of and ability to
use knowledge. This process includes comparing, classifying, creating metaphors and
creating analogies and may involve the following:
 Presenting students with explicit guidance in identifying similarities and differences;
 Asking students to independently identify similarities and differences;
 Representing similarities and differences in graphic or symbolic form.
General Tips:
Omit or only briefly mention occluded fronts, which will be difficult for students to
understand. Occluded fronts occur when one front overtakes another, and there is mixing of
the layers of air.
Attachments:
Attachment A, Pre-Assessment
Attachment B, Post-Assessment
Attachment C, Post-Assessment Answers
Attachment D, Daily Record Sheet
Attachment E, Worksheet
Attachment F, Worksheet Answers
Attachment G, Map Exchange Worksheet
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What’s Up? Clouds and Your Weather – Grade Seven
Attachment A
Pre-Assessment
Directions:
Draw a picture of the clouds in one section of the sky. Make sure you include as many
details as you can. Tell how the clouds are moving (speed, direction, altitude). When you
have finished your drawing, compare it with others in your group. Add details if you think
you missed anything.
Directions:
Use the information about clouds shown below to classify the type or types of clouds that
you observed. Answer the questions that follow based on this information.
Low altitude clouds
Stratus: Layered look, may be somewhat puffy or completely flat, usually reach down to the
horizon, could mean rain or drizzle.
Middle altitude clouds:
Cumulus: Puffy clouds look like shapes; usually nice weather, but may change into
cumulonimbus.
Altocumulus: Look like layers of cotton balls with dark gray bottoms, often mean rain or
snow.
High altitude clouds:
Cirrus: Very high, wispy clouds; look like feathers; indicate that a weather front is moving
in, tell you that there is going to be a change in the weather.
Storm clouds:
Cumulonimbus: Very tall, dark clouds; often anvil-shaped; mean that there may be severe
thunderstorms or even tornadoes.
Nimbostratus: Low, layered storm clouds; usually dark gray; may have some thunder and
lightning and rain hard for a long time.
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What’s Up? Clouds and Your Weather – Grade Seven
Attachment A (continued)
Pre-Assessment
1.
Name the cloud type or cloud types that you observed.
________________________________________________________________________
2.
Describe how and why you classified your cloud(s) the way that you did.
________________________________________________________________________
________________________________________________________________________
3.
Predict the weather based on the clouds that you observed.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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What’s Up? Clouds and Your Weather – Grade Seven
Attachment B
Post-Assessment
Name: _______________________________
Directions: Draw a picture of the cloud underneath its name. Write two words that describe
the cloud type. Describe the altitude as high, middle or low. Fill in the type of weather
usually associated with this cloud.
Cloud type
Cumulus
Description
Altitude
Weather predicted
Stratus
Nimbostratus
Altocumulus
Cirrus
Cumulonimbus
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What’s Up? Clouds and Your Weather – Grade Seven
Attachment B (continued)
Post-Assessment
Directions: Use the diagram below to answer the following questions. The diagram shows
cold air moving from left to right, pushing the warm air up into the atmosphere.
1.
What kinds of clouds are likely to form at the edge of this front?
________________________________________________________________________
________________________________________________________________________
2.
Predict the type of weather that may occur as this front passes over an area.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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What’s Up? Clouds and Your Weather – Grade Seven
Attachment C
Post-Assessment Answers
Cloud Type
Cumulus
Description
Puffy
Altitude
Low or middle
Weather Predicted
Nice, sunny weather
Stratus
Flat layers,
sometimes a
little puffy,
cover much of
the sky
Flattened with
layers, but very
dark gray
bottoms Cover
much of the sky
Layers of cotton
balls
Low
Hazy and sometimes
drizzly.
Low
Long hard rains
Middle to high
May bring rain or snow.
Cirrus Clouds
Wispy, like
feathers
High
Nice at first, but signal a
change in the weather
Cumulonimbus
Shaped like an
anvil (broad on
the bottom,
narrower in
middle, fat and
broad near the
top)
Go from low in
the sky to very
high
Thunderstorms and
severe weather
Sometimes tornadoes
Nimbostratus
Altocumulus
1.
Large, puffy storm clouds are likely to form at the edge of this front as moist warmer air
is pushed to higher altitudes.
2.
As the front passes over the area, temperatures will drop and heavy rains will fall. As
water vapor is pushed higher into the atmosphere, it will eventually turn into
precipitation.
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What’s Up? Clouds and Your Weather – Grade Seven
Attachment D
Daily Record Sheet
Name ___________________
Date
Cloud type
Sketch
Present
weather
Evening weather
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What’s Up? Clouds and Your Weather – Grade Seven
Attachment E
Worksheet
Directions: Use the reading provided by your teacher and the descriptions of clouds given
below to complete the descriptions of weather fronts.
Low clouds
Stratus:
Layered look, may be somewhat puffy or completely flat, usually reach down
to the horizon, could mean rain or drizzle.
Cumulus:
Puffy cloud, looks like shapes, usually nice weather, but may change into
cumulonimbus
Middle clouds:
Altocumulus:
Look like layers of cotton balls with dark gray bottoms, often mean rain or
snow
High clouds:
Cirrus:
Very high, wispy clouds, look like feathers, mean a weather front is moving in,
tell you that there is going to be a change in the weather
Storm clouds:
Cumulonimbus: Very tall, dark clouds, often anvil-shaped, mean that there may be severe
thunderstorms or even tornadoes
Nimbostratus:
Low, layered storm clouds, usually dark gray, may have some thunder and
lightning and rain hard for a long time
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What’s Up? Clouds and Your Weather – Grade Seven
Attachment E (continued)
Worksheet
1.
a.
Cold front
Describe the associated weather conditions.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
b.
Draw the map symbol for a cold front.
A cold front is the edge of a cold weather mass moving quickly into an area of somewhat
warmer air and pushing it up and back. Cold fronts usually move very fast. The weather
they cause is often violent. Cirrus clouds may be a day in front. Cumulonimbus clouds may
form at the edge moving almost straight up. There are usually nice, clear skies after the edge
of the front moves through.
c.
Sketch a picture of the air masses that meet as a cold front arrives. Show the movement
of the air masses, and include clouds that are forming.
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What’s Up? Clouds and Your Weather – Grade Seven
Attachment E (continued)
Worksheet
2. Warm front
a. Describe the associated weather conditions.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
b.
Draw the map symbol for a warm front.
In a warm front, a region of cold weather is moving away from an area and being replaced by
warmer air. A warm front moves more slowly and gently than a cold front. There may be
thunderstorms, but more often long, continuous rain. Cirrus clouds come first, then
altostratus or altocumulus, and then stratus or nimbostratus.
c.
Sketch a picture of the air masses that meet as a warm front arrives. Show the movement
of the air masses and include clouds that are forming.
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What’s Up? Clouds and Your Weather – Grade Seven
Attachment E (continued)
Worksheet
3. Stationary Front
a. Describe the associated weather conditions.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
b.
Draw the map symbol for a stationary front.
A stationary front acts a lot like a warm front but remains in place, sometimes for several
days.
c.
Sketch a picture of the air masses around a stationary front. Show any movement of air
masses and the clouds that occur.
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What’s Up? Clouds and Your Weather – Grade Seven
Attachment E (continued)
Worksheet
4. Occluded Front
a. Describe the associated weather conditions.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
b.
Draw the map symbol for an occluded front.
Occluded fronts occur when a cold front catches up with a warm front, and the two bump up
against each other and mix. It acts like a warm front on the front side and more like a cold
front on the other side.
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What’s Up? Clouds and Your Weather – Grade Seven
Attachment F
Worksheet Answers
1. Cold front
a. Describe the associated weather conditions.
Thunderstorms and severe or violent winds
b. Draw the map symbol for a cold front:
c. Sketch a picture of the air masses that meet as a cold front arrives. Show the
movement of the air masses, and include clouds that are forming.
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What’s Up? Clouds and Your Weather – Grade Seven
Attachment F (continued)
Worksheet Answers
2.
a.
Warm front
Describe the associated weather conditions.
Steady rain and warmer temperatures; mid-level rain clouds, such as stratus or
altocumulus
b. Draw the map symbol for a warm front.
c.
Sketch a picture of the air masses that meet as a warm front arrives. Show the movement
of the air masses, and include clouds that are forming.
3.
a.
Stationary Front
Describe the associated weather conditions.
Expect to see warmer temperatures and a steady rain, with stratus or altocumulus
clouds. The conditions will persist over time.
b.
Draw the map symbol for a stationary front.
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What’s Up? Clouds and Your Weather – Grade Seven
Attachment F (continued)
Worksheet Answers
c.
Sketch a picture of the air masses around a stationary front. Show any movement of air
masses and the clouds that occur.
4.
a.
Occluded Front
Describe the associated weather conditions.
Can see slow, steady rain and mid-level clouds, like with a warm front, and storms and
cumulonimbus clouds, like with a cold front.
b.
Draw the map symbol for an occluded front.
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What’s Up? Clouds and Your Weather – Grade Seven
Attachment G
Map Exchange Worksheet
Name _____________________________________
Directions:
Make weather predictions from your own map first. Then exchange maps with another
group. Continue exchanging maps and making predictions until you have looked at each
group’s information or until the teacher tells you that time is up.
Map #___:
General location examined: __________________
(Example: East, Midwest, Southeast)
Type of front ________________________________________________________
Clouds that signal the front coming in _____________________________________
Clouds that may form along the front ______________________________________
Type of weather expected (include precipitation and temperature):_______________
____________________________________________________________________
____________________________________________________________________
Map #___:
General location examined: __________________
(Example: East, Midwest, Southeast)
Type of front _______________________________________________________
Clouds that signal the front coming in ____________________________________
Clouds that may form along the front _____________________________________
Type of weather expected (include precipitation and temperature):______________
___________________________________________________________________
___________________________________________________________________
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What’s Up? Clouds and Your Weather – Grade Seven
Attachment G (continued)
Map Exchange Worksheet
Map #___:
General location examined: __________________
(Example: East, Midwest, Southeast)
Type of front _________________________________________________________
Clouds that signal the front coming in ______________________________________
Clouds that may form along the front _______________________________________
Type of weather expected (include precipitation and temperature):________________
_____________________________________________________________________
_____________________________________________________________________
Map #___:
General location examined: __________________
(Example: East, Midwest, Southeast)
Type of front _________________________________________________________
Clouds that signal the front coming in ______________________________________
Clouds that may form along the front _______________________________________
Type of weather expected (include precipitation and temperature):________________
_____________________________________________________________________
_____________________________________________________________________
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