1

SCIENCE 3
Unit IV, Chapter 2, Lesson 2: The Types of Clouds

STRUCTURED LEARNING EPISODE

GRADE III
Competency:
Lesson:
Objectives:
Reference:
Materials:
Activities:

Describe the changes in weather over a period of time (S3ES-IVe-f-3)

The Types of Clouds
1. Draw and describe the basic types of clouds
2. Show a four-day observation of the clouds each day in the locality.
3. Participate in group activity
K to 12 Learners Material pp. 156-159
K to 12 Teachers Guide pp. 168-171
crayons, cotton balls, glitters for lighting and rain, paper and scissors, glue
Priming
KWL Chart
Ask the pupils to answer the first two columns of the chart.
What I know
(Familiar Words)

The KWL Chart

What I want to know
( Not Familiar Words)

What I learned
(Very Familiar)

Activity
Activity 2 A: Observing The Basic Types of Clouds
1. Ask the pupils to go out of the classroom with their pencils, crayons and worksheets.
Observe the clouds and the weather using the following questions as guide:
Weather Condition: (is it sunny, rainy, windy, stormy?)
Clouds characteristics (Day 1 Day 4)
Color: Is it white? Light gray? Dark gray?
Height: How far or near from the ground?
Size: How big or small?
Shape: How do they appear? Are they many? Are they in clusters? Are they spread out
far from each other?
2. Tell the pupils to write their answers to the questions in column 2
3. Tell them to draw the clouds using their notebook (Refer to LM#2).
4. Tell the pupils that they will do the same activity for three more days. They
can do this at the start of the class period.
Activity 2 B: Making Models of the Basic Types of Clouds
5. On the second day, after observing the clouds and weather, Ask them to make a
model of what they have observed for the day and the previous day using the materials.
Use the cotton to emphasize the type of clouds. Refer to the materials and procedure 1
to 4 found in LM. Activity 2 .Ask them to answer the succeeding questions.
6. Ask them to classify the clouds they have observed into three types: Cirrus clouds,
cumulus clouds, and stratus clouds.
7. Repeat Activities 2A and 2B for the 3rd and 4th days.
Analysis
1. Describe the shape of the clouds each day every morning and afternoon.
Day 1 _____________________________________
Day 2 _____________________________________
Day 3 ____________________________________
Day 4 ____________________________________

2
SCIENCE 3
Unit IV, Chapter 2, Lesson 2: The Types of Clouds

2. Does the cloud change every day?

3. Write one or two sentences about what you have learned in this activity.
Abstraction
What are clouds?
What are the different types of clouds?
Clouds are white because their water droplets or ice crystals are large enough to
scatter the light of the seven wavelengths (red, orange, yellow, green, blue, indigo, and
violet), which combine to produce white light. Clouds take different shapes depending on
the amount of water vapor available and the speed and direction of the moving air.
Clouds are classified according to how they are formed. Below are the main types and
their descriptions.
Stratus clouds are low, flat, gray clouds that look like sheets covering the sky. They are
the closest clouds to the ground. They form as low as surface level (fog) to about 6,500
feet above the ground. They can produce rain, drizzle, snow, or mist.
Cumulus clouds are puffy and white-like cotton balls. They form from 2,000
to 20,000 feet above the ground. They usually indicate fair weather. Sometimes they
grow very large and become thunderheads. As these clouds gather they create thunder
and lightning and produce precipitation in the form of rain and hail.
Cirrus clouds are thin, curly, wispy clouds. They are sometimes referred to as mares
tails. They form between 25,000 to 40,000 feet above the ground. They are so high in
the atmosphere that the water droplets freeze into ice crystals. They often indicate an
incoming storm or weather change.
There are cloud charts that you can buy to show what these clouds look like.
However, most cloud charts will have more than these basic clouds. They use the
prefixes alto and nimbo to tell more about these three basic clouds. If the prefix alto
is used, it means middle, referring to the position of the clouds in their respective areas.
If they use prefix nimbo is used, it means water and these clouds will often bring rain.
Application
1. In the evening when temperature drops into a lower level, stratus clouds go
down and reach the ground and becomes fog. Is it possible for the cirrus
clouds to reach the ground too? Why?
2. Mario is fond of observing the different shapes clouds. One day he found this
strangest shape of cloud. It was big and puffy. He planned to draw it but he
was having a hard time focusing on the cloud because it is continuously moving
from east to west. He also noticed that the shaped is slowly changing. Why
does this cloud above move? What does it change its shape from time to time?
Closure
Complete the KWL Chart by asking the pupils to write their answer in the last
column.
What I know
(Familiar Words)

Assessment

The KWL Chart

What I want to know
( Not Familiar Words)

What I learned
(Very Familiar)

Ask each group to evaluate the model done by each group using the rubrics.
5 Pupils illustrated the theme correctly and neatly. Details can be observed clearly.
4 Pupils illustrated the theme correctly and neatly. Some details are present.
3 Pupils illustrated the theme correctly. Some details are present.
2 Pupils illustrated the theme neatly but slightly not related to the theme.
1 Pupils illustrated or draw but was not related to the theme.

Agreement

List down the different weather instruments.

3
SCIENCE 3
Unit IV, Chapter 2, Lesson 2: The Types of Clouds

SUPPLEMENTARY WORKSHEET
GRADE III
Competency:
Lesson:
Objectives:
Reference:
Materials:
Direction:

Describe the changes in weather over a period of time (S3ES-IVe-f-3)

The Types of Clouds
1. Draw and describe the basic types of clouds
2. Show a four-day observation of the clouds each day in the locality.
3. Participate in group activity
K to 12 Learners Material pp. 156-159
crayons, cotton balls, glitters for lighting and rain, paper and scissors, glue
Activity Sheet 2: Types of Clouds
1. Observe the clouds in the sky every morning and every afternoon for four consecutive days.
Record your observations in your notebook.
2. On the first day, draw the shape of the cloud in column 1 of Table 1. Then, make a model of
this cloud using cotton balls to represent the type of cloud you observed. Paste this model
under your drawing. You can improve your model by using glue and glitters. The glitters will
represent rain and lightning.
3. Repeat Step No. 2 for Tuesday until Thursday. You should have a complete table on
Thursday, the fourth day.
TYPES OF CLOUDS OBSERVED EACH DAY

DAY 1

DAY 2

DAY 3

DAY 4

4
SCIENCE 3
Unit IV, Chapter 2, Lesson 2: The Types of Clouds

Describe the shape of the clouds each day every morning and afternoon.
Day 1 ________________________________________________________________
Day 2 ________________________________________________________________
Day 3 ________________________________________________________________
Day 4 ________________________________________________________________
Questions
1.Does the cloud change every day?
2.Write one or two sentences about what you have learned in this activity.
Use the guide below for the types of clouds.
i.

Cirrus clouds are thin and wispy

ii.

Cumulus clouds are white and puffy

iii.

Stratus clouds are low, flat and gray

Prepared by:
KATHERINE L. ROMERO
Teacher I