T/G Layout 1

2. Organize materials into stations:
   a. Computer with software and stored images;
   b. Camera to photograph images once accessed;
   c. Camera to take outside photos and/or magazines as sources of cloud photos;
   d. Materials to assemble display: posterboard, glue, scissors, etc.;
   e. Materials to create 3-D clouds: cotton, glue;
   f. Reference materials: cloud charts, weather maps.

Note that current conditions may be cloudless or offer only uninteresting clouds.

Also note that morning and afternoon sessions may observe very diff e rent types of

clouds. Cloud observation schedules should be sensitive to these concerns; re q u i r i n g

students to observe clouds early in the morning and before sunset can offset pre-

dictable daily pattern s.

ctivities

1. Take students outside to discuss, view, and identify current cloud formation.
   Review weather associated with the current formation.


2. Review cloud families via satellite images using slides or telex.


3. Review directions for assignment - see Cloud Families worksheet.


4. Divide students into groups of four (cooperative learning groups).


5. Day 1:Have students plan/outline in their groups how they will organize their
   cloud families (chart, book etc.).


6. Day 2:O rganize groups into rotating stations so that each group has an opport u n i t y
   to access materials for each activity.


7. Day 2–4:Have groups rotate stations and complete activities.


8. Final Day:Display and have groups present their final projects.

Questions:

1. What cloud type would be associated with thunder?


2. What cloud type is made up of ice crystals?


3. What cloud type is associated with fair weather?


4. Compare/contrast a satellite image and ground image of the same cloud.

Extensions:

1. Require older students to break cloud families into specific cloud types.


2. Add cloud symbols as an additional identifier in the activity.


3. Have students obtain real data and record dates on their cloud charts. Save f i n i s h e d
   cloud charts and have students compare previous year(s) to current year.

References:

Loebl, Thomas S.

Cloud identification charts

A