S: ALL ABOUT CLOUDS
FC: ALL ABOUT CLOUDS
1: WELCOME TO MY MIX BOOK TECHNOLOGY CURRICULUM PROJECT! The following pages are examples of what a student might create according to my lesson plan found at the end of this mix book. Technology is a powerful motivator for students as well as essential in today's society. Students will be able to create projects that can be published to be shared with other students, friends, and family. in addition, a mix book can be viewed on the web and can be printed out as a hard copy to be kept in the classroom or as a keepsake. Holly Taylor
2: WHAT ARE CLOUDS? A cloud is a large collection of very tiny droplets of water or ice crystals. The droplets are so small and light that they can float in the air.
3: HOW ARE CLOUDS FORMED? All air contains water, but near the ground it is usually in the form of an invisible gas called water vapor. When warm air rises, it expands and cools. Cool air can't hold as much water vapor as warm air, so some of the water vapor condenses on to tiny pieces of dust floating in the air and forms a tiny droplet around each dust particle. When billions of these droplets come together they become a visible cloud.
4: WHY ARE CLOUDS WHITE? Clouds are white because they reflect the light of the sun. Light is made up of all the colors of the rainbow and when you add them all together you get white. The sun appears a yellow color because it sends out more yellow light than any other color. Clouds reflect all the colors the exact same amount so they look white. | WHY DO CLOUDS TURN GRAY? Clouds are made up of tiny water droplets or ice crystals, usually a mixture of both. The water and ice scatter all light, making clouds appear white. If the clouds get thick enough or high enough all the light above it does not make it through, hence the gray or dark look. Also, if there are lots of other clouds around, their shadow can add to the gray or multicolored gray appearance.
5: WHY DO CLOUDS FLOAT? A cloud is made up of liquid water droplets. A cloud forms when air is heated by the sun. As it rises, it is slowly cooled and reaches the saturation point and water condenses, forming a cloud. As long as the cloud and the air that it's made of is warmer than the outside air around it, it floats!
6: CUMULUS CLOUDS Cumulus clouds are white, puffy clouds that look like floating cotton. Cumulus clouds are often called "fair-weather clouds." The base of each cloud is flat and the top of each cloud has rounded towers. When the top of the of the cumulus clouds resemble the head of a cauliflower, it is called cumulus congestus or towering cumulus. These clouds grow upward and they can develop into giant cumulonibus clouds, which are thunderstorm clouds.
7: Cumulonimbus clouds are thunderstorm clouds. High winds can flatten the top of the cloud into an anvil-like shape. Cumulonimbus clouds are associated with heavy rain, snow, hail, lightning, and even tornadoes. The anvil usually points in the direction the storm is moving.
8: STRATUS CLOUDS Stratus clouds are uniform grayish clouds that often cover the entire sky. They resemble fog that doesn't touch the ground. Light mist or drizzle often comes from these clouds.
9: Stratocumulus clouds are low, puffy and gray. Most form in rows with blue sky visible in between them. Rain rarely occurs with stratpcumulus clouds, however, they can turn into nimbostratus clouds. | Nimbostratus clouds form a dark, wet looking cloudy layer associated with continously falling rain or snow. They often produce precipitation that is usually light to moderate.
10: CIRRUS CLOUDS Cirrus clouds is the most common form of high clouds. They are composed of ice and are thin, wispy clouds blown in high winds into long streamers. Cirrus clouds are usually white and predict fair to pleasant weather. By watching the movement of cirrus clouds you can tell from which direction weather is approaching. When you see cirrus clouds, it usually indicates that a change in the weather will occur within 24 hours.
11: Cirrostratus clouds are thin, sheet-like high clouds that often cover the entire sky. They are so thin that the sun and the moon can be seen through them. Cirrostratus clouds usually come 12-24 hours before a rain or snow storm. | Cirrocumulus clouds appear as small rounded white puffs that appear in long rows. The small ripples in the cirrocumulus clouds sometimes resemble the scales of a fish. Cirrocumulus clouds are usually senn in the winter and indicate fair weather, but cold weather. In tropical regions, they may indicate an approaching hurricane.
12: 'ALTO" CLOUDS Altostratus clouds are gray or blue-gray mid level clouds composed of ice crystals and water droplets. The clouds usually cover the entire sky. In the thinner areas of the clouds, the sun may be dimly visible as a round disk. Altostratus clouds often form ahead of storms with continuous rain or snow.
13: Altocumulus clouds are mid level clouds that are made of water droplets and appear as gray or puffy masses. They usually form in groups. If you see altocumulus clouds on a warm, sticky morning, be prepared to see thunderstorms late in the afternoon.
14: Mammatus clouds are low hanging bulges that droop from cumulonimbus clouds. Mammatus clouds are usually associated with severe weather. | Lenticulur clouds are caused by a wave wind pattern created by the mountains. They look like flying saucers that form near mountains.
15: Fog is a cloud on the ground. It is composed of billions of tiny water droplets floating in the air. Fog exists if the atmospheric visibility near the Earth's surface is reduced to 1 kilometer of less. | Contrails are condensation trails left behind jet aircrafts. Contrails form when hot humid air from jet exhaust mixes with the environmental air of low vapor pressure and low temperature. The mixing is a result of turbulence generated by the engine exhaust. | Green clouds are often associated with severe weather. The green color is not completely understood, but it is thought to have something to do with having a high amount of liquid water drops and hail inside the clouds. In the Great Plains region of the U.S., green clouds are associated with storms likely to produce hail and tornadoes.
16: To the right is my Mix Book Lesson Plan, aligned with Missouri Grade Level Expectations and Missouri Standards.
17: Mix Book Lesson Plan SECTION ONE Author: Holly Taylor Email Address: firstname.lastname@example.org Semester Created: Fall 2009 LESSON OVERVIEW Title: “All about Clouds” Brief Description: This lesson plan uses technology to assess the understanding about the different types of clouds. ESSENTIAL QUESTIONS/GENERALIZATIONS: The student understands how to use observation skills observing clouds, various cloud types, different types of clouds bring different weather conditions, and how to make observations and use them to predict future weather. ENGAGING QUESTION/SCENARIO: The teacher will begin the lesson by discussing the weather at the time. The teacher will ask probing questions such as; what’s the weather going to be like today? We’re always asking that. We need to know. The weather affects what we wear, what we need to take with us, and what we do. Will we need to wear shorts, or a sweater and warm pants? Will we need to take an umbrella or a heavy coat? Can we play outside after school? You can learn to predict the weather. You don’t need a lot of equipment or fancy stuff – just use your eyes! Go outside and look at the clouds. Clouds come in different shapes, sizes, and colors. You can use what you know about clouds to find out what the weather will bring. SUBJECT AREA(S) ___ Math X Science X Reading X Writing ___ Social Studies/History ___ Foreign Language X Art ___ Music ___ PE X Information and Technology Literacy GRADE LEVEL ___ Kindergarten ___ Grade 1 ___ Grade 2 ___ Grade 3 ___ Grade 4 X Grade 5 ___ Grade 6 ___ K-12 Elementary ___ K-12 Middle ___ K-12 Secondary ___ Secondary DETAILED LESSON DESCRIPTION GLE #1: The SWBAT recognize the atmosphere is composed of a mixture of gases, water, and minute particles; (GLE Science, Water Cycle and Weather, Strand 5 Processes and Interactions of the Earth’s Systems, Concept C – Grade 5). (Performance Standards 1.2, 1.4, 1.5, 1.6, 1.7, 1.8, 1.10, 2.1, 2.5, 2.7, 4.5, 4.6) GLE #2: The SWBAT indentify and summarize relationships between weather data collected over a period of time; (GLE Science, Water Cycle and Weather, Strand 5 Processes and Interactions of the Earth’s Systems, Concept F – Grade 5). (Performance Standards 1.2, 1.4, 1.5, 1.6, 1.7, 1.8, 1.10, 2.1, 2.5, 2.7, 4.5, 4.6) STUDENT ASSESSMENT The teacher will provide a checklist for students to use as a resource to make sure the criteria is met. The teacher will assess students based on the information and presentation completed. The teacher should use the rubric as a scoring guide. The teacher will remind students that they will be tested over the material presented in their Mix Book. The students may and should use their Mix Book as a tool to study for the exam. PERFORMANCE ASSESSMENT CRITERIA The teacher will assess work based on standards and benchmarks as well as the scoring guide. COLLABORATION Collaboration components for other teachers, such as LMC Specialist, Instructional Technology Specialists can be involved in this lesson by providing assistance for students that may not be as familiar with computers as others, as well as, providing assistance as technology problems arise. LESSON IMPLEMENTATION Length of Unit (hours, days): Students will be allowed an hour each day for 11 days. Prerequisite Skills: Students must be able to write a descriptive paragraph, as well as know the appropriate use of the Internet. ACCOMMODATION OPTIONS ELL/IEP Students: The teacher may need to allow an extended amount of time or consider letting student work with a partner. Assistive Technology Needs: The teacher may need to allow an extended amount of time or consider letting student work with a partner. In addition, the teacher should begin by modeling for the students in the computer lab to help them get started. The teacher should be available in the computer lab to help students. MANAGEMENT/ORGANIZATION TIPS There are some management/organization suggestions that could help others implement this successfully in the classroom such as allowing students to explore Mix Book before attempting to create their own. The teacher should have a computer lab reserved before beginning this unit. MATERIALS AND RESOURCES REQUIRED FOR UNIT TECHNOLOGY Students will use Mix Book as their web-based resource; www.mixbook.com. UNIT PLAN FLOW CHART/TIMELINE Day 1: The teacher will introduce the four types of clouds in which the class will be working with. These clouds are cirrus, stratus, cumulus, and cumulonimbus. The teacher should show the class pictures from the Internet of the four different cloud types. Write the four names on the board and ask the class to describe each type (where it would be found, what it looks like, its color). -Explain to students; clouds are named by the way they look, we use Latin root words to name them, clouds come in different sizes and shapes, and they are formed and drift along at different heights in the sky. In addition, all of these things help us name them and know what kind of weather they may bring. -Explain to students that they will be responsible for making a web-based curriculum project. Day 2: The teacher will review with students how to write a descriptive paragraph. The teacher will review appropriate use of the Internet. The teacher will review an example of a completed Mix Book, as well as allow students to explore Mix Book. Day 3: The teacher should provide a checklist for students to make sure they are aware of the criterion that needs to be included. The students should begin working on their Mix Book. Day 4: The students will continue to work on their Mix Book. Day 5: The students will continue to work on their Mix Book. Day 6: The students will continue to work on their Mix Book. Day 7: The students will continue to work on their Mix Book. Day 8: The students will continue to work on their Mix Book. Day 9: The students will continue to work on their Mix Book. Day 10: The students will continue to work on their Mix Book if needed. Day 11: The students will present their Mix Book for the class. CHECK LIST FOR YOUR MIX BOOK Students will need to answer the following questions as well as include information and pictures in their Mix Book of the following clouds. Please answer the following two questions in your Mix Book. _____What are clouds? _____How are clouds formed? Please answer three of the following six questions in your Mix Book. _____Why are clouds white? _____Why do clouds turn gray? _____Why do clouds float? _____How to clouds move? _____Why do clouds form at different heights in the atmosphere? _____How is fog formed? Please include information and pictures of the following clouds in your Mix Book. _____Cirrus Clouds _____Cirrostratus Clouds _____Cirrocumulus Clouds _____“Alto” Clouds _____Altostratus Clouds _____Altocumulus Clouds _____Stratus Clouds _____Stratocumulus Clouds _____Nimbostratus Clouds _____Cumulus Clouds _____Cumulonimbus Clouds _____Mammatus Clouds _____Lenticular Clouds _____Fog _____Contrails _____Green Clouds