Collaborative Project Co-Teaching Lesson PlanNames Breana Layman & Ayuuba Gibrilla

Co-Teaching Method Team Teaching

Subject Science

Grade 2nd

Title Clouds

Duration 30 minutes

Goals 1. Students will be able to identify the three major types of clouds along with the characteristics of each cloud type.

Lesson Objectives 1. Students will identify cirrus, cumulus, and stratus clouds2. Students will be able to list three characteristics for each cloud

type.Standards Science Standards:

Core Standard: Day to day and over the seasons, observe, measure, record and recognize patterns and ask questions about features of weather. (2.2.1, 2.2.2, 2.2.3, 2.2.4, 2.2.5, 2.2.6)2.2.3 Chart or graph weather observations such as cloud cover, cloud type and type of precipitation on a daily basis over a period of weeks.

English Standards:Reading2.RN.1 Read and comprehend a variety of nonfiction within a range of complexity appropriate for grades 2-3. By the end of grade 2, students interact with texts proficiently and independently at the low end of the range and with scaffolding as needed at the high end.

Vocabulary2.RV.2.1 Use context clues (e.g., words and sentence clues) and text features (e.g., table of contents, headings) to determine the meanings of unknown words.

Writing2.W.1 Write routinely over brief time frames and for a variety of tasks, purposes, and audiences; apply reading standards to write in response to literature and nonfiction texts.

Materials The Cloud Book by Tomie de Paola (2 copies) Cotton Balls Blue Construction Paper Markers Liquid Glue Printer Paper

Context for Learning For this lesson, the class will be taught as a whole group. The class will be held at the classroom meeting area or reading area when reading the book to the students. After reading the book, the students will be told to go back to their desks to begin the activity. This allows each student to have his or her own workspace.

Pre-Lesson

Preparation

To prepare for the lesson, both teachers will need to review the roles that they will be playing during the lesson. Materials will need to be prepared before the lesson and set out creating a smooth transition between the reading of the book and beginning the activity.

Procedures: When reading, the teachers divide the book in half with teacher 1 reading the first half and teacher 2 reading the second half. They will also switch off asking questions to promote students to be active listening and thinking.For the activity, one teacher will give the directions while the other teacher passes out supplies to the students. The teachers will then switch off providing instruction for making and completing the foldable. The teacher not providing instruction will supplement the other teacher’s instruction by providing a demonstration how to do the activity and walk around the classroom assisting students. The teachers will switch these roles throughout the activity portion of the lesson.The teacher roles will be indicated throughout the lesson by (T1) for teacher 1 and (T2) for teacher 2.

Anticipatory Set Interactive Read AloudBefore Reading:

Intro to book: (T1)“The title of the book we are going to read today is The Cloud Book by Tomie de Paola. This book is about the clouds we see in the sky.”

Predicting and Connections: (T2)o “Have you ever observed the clouds in the sky?”o “Do they all look the same?”o “Lets look at the cover to see what we think the book

will be about.” “Let’s read to find out more about clouds.” (T1)

Cognitive Modeling During Reading: Teacher 1 will begin reading the book. Teacher 1 will read the

first half of the book and teacher 2 will read the second half of the book.

(T2) Page 9: “This page says ‘mare’s tails.’ Do you know what a mare is?”

o “Can you look at the picture and guess what the word mare means?”

(T1) Page 12: “Do you know what a mackerel is? Look at the picture to help you guess what a mackerel is.”

During reading, key vocabulary (atmosphere, cirrus, cumulus, stratus, mare, mackerel, alto, and nimbus) words will be discussed when coming upon them. The teacher that is reading the page with the vocabulary word will use the following prompts:

o “What does this word mean? Do you know? Can you guess what it means?”

o I will then explain what the word means and continue reading.

After Reading: (T2) “Did the book talk about what we thought it would?”

“What are some other things that you noticed in the book? What else did you learn from this book?”

Guided Practice Cloud Foldable(T1) “Now that we know about the three different types of clouds, we are going to make a foldable that lists the characteristics of the types of clouds. Here is my foldable that I have started to show you how to make your own.” (T2 pass out materials)

Show the students the premade foldable and explain how they can make one.

o (T2) “First, you will need to fold your piece of paper in half. Then, cut one side into three sections, you will need to make two cuts to do this.”

(T1) Demonstrate where they will need to cut to make the foldable.

(T2) “We now have the foldable made, but now we need to fill it out for the three different types of clouds.”

o “At the bottom of the three flaps, write the name of each cloud type.”

Allow the students to write the name of each cloud type.

(T1) “Now that we have a section for each cloud type, we are going to use cotton balls to make clouds.”

o “Do you remember what cirrus clouds look like?”o “To make a cirrus cloud with your cotton ball, you need

to pull strands from the main ball to make little puffy balls.”

o “We are going to glue this cloud onto the flap.”o (T2) “Do you remember what cumulus clouds look

like?”o “To make a cumulus cloud with your cotton ball, you

need to fluff the cotton ball to make it bigger and stack

multiple cotton balls together.”o “We are going to glue this cloud onto the cumulus

flap.”o “Do you remember what stratus clouds look like?”o (T1) “To make a stratus cloud with your cotton ball,

you need to pull strands from the main ball to make long strings. Then we need to stack them on top of each other.”

o “We are going to glue this cloud onto the stratus flap.”

Independent Practice Have the students add the characteristics of each cloud type under the

flaps.

(T2) “Now that we have each type of cloud and an example of what it looks like, we are going to use the space under the flap to write about the characteristic of each cloud.”

o “I would like you to write three things about each type of cloud. You help each other out to come up with the three things about each type of cloud. You can also look back at the book to help you come up with things.”

Provide the students with ample amount of time to fill out the inside of their foldable.

Assessment During the after-reading discussion, I will observe the student’s ability to use the key vocabulary to describe what has occurred in the book.

The students’ list of three characteristics about each type of cloud will be evaluated to determine to the degree to which the students were able to comprehend the information presented in the book about clouds.

Closure To close the lesson, the concepts covered will be reviewed. The class will be asked to restate the three types of clouds that we discussed.

(T1) “Now that we have read the book and made a foldable to help us remember the types of clouds, let’s review what they are.

“What are the three main types of clouds that the book discussed?”

Then the class will be asked to state the differences between the clouds. (T2) “Can you name some of the differences between the clouds?”“We now know the main types of clouds that we see in the sky and the characteristics of each type. This will help us determine what type of

cloud we are seeing when we look at the sky. We can also use this information to help us predict the weather.”

Accommodations In order to address every students’ needs specific accommodations to the lesson will be made.

For students at different functioning levels, the activity will be differentiated to use their needs. Depending on their level, the students will do one of the following:o Students will match three pictures of clouds to their

corresponding cloud name that is prewritten on the cloud foldable.

o Students will match one written description of each type of cloud to the corresponding cloud name.

o Students will write two characteristics for each type of cloud with the help of a word bank.

o Student will write three characteristics about each type of cloud with the help of the text and a partner.

o Student will write four characteristics about each type of cloud.

For students with motor difficulties, the teacher will act as a scribe for the student.

Students with visual impairments will be given a copy of the book that has larger text to look at during the read aloud.

Students with hearing impairments will be seated in front of the teachers for the read aloud and the teachers will wear a FM system while providing instruction during the activity. The teachers will also provide the student with written directions for the activity.

Throughout the activity, the teachers will move around the room to provide students with extra assistance and instruction. Copies of the book will also be given to students that need additional time to look through it and help them complete their foldable.

Example of Foldable