Download Title: Under the Silver Lining

Title:
Under the Silver Lining
(Cloud Types)
Grade Level(s): 6-8
Introduction: The presence of clouds in the sky is one type of signal to meteorologists that weather
changes are imminent. Predicting the weather requires the understanding of the different types of clouds.
Clouds form when solar heating of the earth’s surface warms the air near the ground. This air begins to
rise and it expands and cools. Water vapor then condenses on small dust particles suspended in the air and
these combine to form clouds. Clouds are also formed when large masses of air collide. In both cases, the
type of cloud created is determined by how fast the air rises. The following types of clouds may form:
Stratus - from air that is forced up slowly
Cumulus - from air that is forced up rapidly and therefore rises higher.
Clouds are also grouped by familial characteristics. The lowest clouds are stratus clouds as they are flat
and layered. Stratus clouds are found in also middle altitudes. Cirrus clouds are made of ice crystals and are
high and wispy. They can be divided into cirrostratus and cirrocumulus clouds. The former are made of a
continuous layer of ice crystals, whereas, the latter is made of this puffs of the ice crystals. Cumulus clouds
are thick, flat, and low regardless of how high the clouds themselves reach. Smaller, lumpy patches of
clouds that form at higher altitudes are altocumulus clouds. Nimbus clouds are clouds that produce precipitation. Thus, a nimbostratus cloud is a stratus cloud with precipitation and a cumulonimbus cloud is
a cumulus cloud with precipitation. Clouds, in many cases, foreshadow incoming weather and assist in
forecasting.
Learner Objectives:
•
The student will be able to identify different types of clouds.
•
The student will be able to make a prediction of daily weather changes.
Sunshine State Standards : Math: MA.E.1.3.1. Science: SC.A.1.3.5.
Competency Based Curriculum: Math: M/J-1-V-2-A, M/J-3-VI-2-A; Science: M/J-1-I-2-A
I-B-6
Materials:
Cloud chart
Vocabulary list
Activity Procedures:
1. Take class outside (if possible) and observe the atmospheric conditions.
2. Discuss cloud types and formations with students prior to content instructions. (Assess prior
knowledge).
3. Discuss types of clouds orally with students. Also discuss the weather changes that clouds often
signal.
4. Have students predict weather changes for the current day.
5. Distribute and discuss the cloud chart and the vocabulary list.
6. Establish data collection methods (graph or chart) and assign assessment activity.
Student Assessment/Home Learning Activity:
Students should monitor weather conditions daily for one week. Data should be graphed or charted
and illustrated. Students should make predictions based on cloud types and formations for each day. Record
both predictions and the actual outcomes.
Activity Extensions:
Divide the class into cooperative groups and have the students create and produce a weather report.
Home Learning Activity:
Have students create a concept map including sketches of each type of cloud.
Vocabulary:
stratus, cumulus, altostratus, cirrus, cirrostratus, cirrocumulus, altocumulus, nimbus,
precipitation, cumulonimbus, nimbostratus, altitude
References/Related Links:
http://www.ncdc.noaa.gov/ol/climate/globalwarming.html
http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/cld/home.rxml
ftp://www.gsfc.nasa.gov/pub/PAO/Releases/2001/01-05.htm
I-B-7
Under the Silver Lining
Reading Passage
Although sportsmen may have better luck on cloudy or windy days, being out in a boat in bad weather
can be very risky. High winds, rough water and thunderstorms can suddenly turn a pleasant outing into a
frightening experience. When someone goes out on a boat, they should know the weather forecast, and
have a way to receive warnings and weather advisories while underway. Even with today’s high-tech weather
forecasts and radios, there is no substitute for the time-honored practice of scanning the horizon for changes
in the wind, waves, water, and sky that signal developing weather patterns.
Thunderstorms are created when warm, moist air rises, cools and condenses. It swells into mounds of
thick, cumulous clouds that quickly darken into the towering ominous-looking cumulonimbus clouds
characteristic of thunderstorms. Consider the formation of this thick, dark cloud an unmistakable thunderstorm warning, and head immediately for a safe anchorage. The transition from a small cloud into a
turbulent, electrified storm front can occur in as little as 30 minutes. Strong, gusty winds and heavy rains
with thunder and lightning will soon follow. The sharper, darker and lower the front edge of the cloud, the
more severe the storm. The anvil-shaped top of the storm cloud points in the direction that the storm is
traveling.
When warm ground air rises and meets colder air, it condenses and forms water droplets. Condensation
releases energy, which charges the atmosphere, and when the dissimilar charge between the negatively
charged surface air and the positively charged highest parts of the cloud gets large enough, an explosion of
lightning is created, with up to 30,000,000 volts of electricity.
I-B-8
Under the Silver Lining
FCAT Questions
Directions: Read the passage, then answer all the questions below. Answer multiple choice questions
by circling the letter of the answer that you selected. Write your answer to the “Read, Think, and Explain”
question on the lines provided.
1. How do thunderstorms form?
A.
B.
C.
D.
Mixing of warm and cool air.
Warm air rising, cooling and condensing.
Combination of cumulous and cumulonimbus clouds.
Moist air rises, warms and condenses.
Answer:
B
2. Thunderstorms can occur as soon as how much time?
A.
B.
C.
D.
15 minutes
30 minutes
15 seconds
30 seconds
Answer:
B
3. Which one of the following patterns can signal developing rough weather?
A. Clouds
B. Temperature
C. Humidity
D. Breeze
Answer:
A
4. Explain the formation of lightning.
I-B-9