116 SPECIAL REQUIREMENTS -Paint color samples (including blues, whites, red/pink, greens, purple, grey), -cloud matrix (e.g https://www.weather.gov/media/jetstream/clouds/cloudspotter.pd f). Different inputs of cloudy sky (or direct identification in the field). A collection of landscape paintings that include sky and cloud representations. MOTIVATIONAL STAGE TITLE OF THE LESSON Clouds and art. ISSUE/PROBLEM (society issue, issue that is seen relevant from pupils’ perspective, issue linked to some nature phenomenon or phenomenon from pupils’ everyday life) Pupils learn to notice and describe clouds in the atmosphere in order to identify cloud types and learn about their effect in weather conditions. INVESTIGATIONAL STAGE DESCRIPTION OF THE ACTIVITY Observe at the sky on a cloudy day. Ask students to use adjectives to describe the clouds they see. How much of the sky is covered with clouds? Are the clouds small or large? Provide each student or student pair with a cloud matrix. Practice identifying a cloud together as a group. Then challenge students to identify clouds on their own. Note: cloud identification can be challenging. Many teachers focus on recognition of just three cloud shapes (cumulus, stratus, and cirrus) in order to keep things simple, while students initially learn about cloud types. If you wish to simplify with these categories, you will need to adjust the presentation and use a simplified cloud identification guide. Tell students that, for this lesson, they will explore how artists depict clouds in paintings. They will make careful observations and hone their cloud identification skills by looking at clouds in art.
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