Concept Mastery MapTypes of Clouds
Date of Lesson: February 23, 2017Location: William Monroe High School - Kate Martin and Maribeth LoweSubject: Earth ScienceSOL Standard: ES12Lesson: Types of Clouds- Stratus Clouds
This lesson is a culminating activity for reinforcement of cloud typologies in our unit covering the water in the atmosphere. Overall, students were engaged, following along and we approve of this modeling routine for improvement of study skills and vocabulary development.
Throughout the day we selected a different cloud type to define via the concept mastery routine- cirrus, stratus, or cumulus. However, each diagram will share two major concepts from this unit: that clouds are water vapor which has condensed upon a condensation nuclei.
We thought that this lesson was effective in defining cloud types, however the “example” sections of the mastery routine can be a bit convoluted. We talked around it so as not to confuse our students, but we were led to wonder if teachers need to use the “example” section every time. Can this template be modified in any way to best outline the chosen topic? Some topics with very specific rules are made for using the concept mastery routine. For example, in a previous lesson we used the concept diagram to define the nature of minerals.
Date of Lesson: February 23, 2017Location: William Monroe High School - Kate Martin and Maribeth LoweSubject: Earth ScienceSOL Standard: ES12Lesson: Types of Clouds- Stratus Clouds
This lesson is a culminating activity for reinforcement of cloud typologies in our unit covering the water in the atmosphere. Overall, students were engaged, following along and we approve of this modeling routine for improvement of study skills and vocabulary development.
Throughout the day we selected a different cloud type to define via the concept mastery routine- cirrus, stratus, or cumulus. However, each diagram will share two major concepts from this unit: that clouds are water vapor which has condensed upon a condensation nuclei.
We thought that this lesson was effective in defining cloud types, however the “example” sections of the mastery routine can be a bit convoluted. We talked around it so as not to confuse our students, but we were led to wonder if teachers need to use the “example” section every time. Can this template be modified in any way to best outline the chosen topic? Some topics with very specific rules are made for using the concept mastery routine. For example, in a previous lesson we used the concept diagram to define the nature of minerals.