1. Module Five - Cindy Lewis
Final Showcase Project Design
This is a refined version of your earlier project proposal and should contain many
more details. It should also contain an assessment rubric that must reflect each
objective of your entire project. An example of a rubric will be provided in this
module.
Designer Topic: Teaching Critical Thinking Strategies in the Classroom
through Aesthetic Experiences
Designer Topic Title: Teaching Clouds and Weather with Music and Visual
Arts
Name of teacher/designer: Cindy Lewis
Grade level and/or discipline: First Grade
Date of completion: April 30, 2010
Name of Peer Reviewer: Cassie Larson
Designer Topic Focus: Through this project, students will learn about four
different cloud types and how they play an important role in weather by
incorporating music and visual arts experiences.
Designer Topic Objectives: (state clearly 5-7 learning objectives)
1. Students will identify four different types of clouds and how these clouds
play an important role in weather and can help predict the weather.
2. Students will be able to identify different examples of clouds and weather
presented on a power point, videos, and the museum collection.
3. Students will be able to distinguish different weather conditions by
applying their knowledge of clouds in relation to weather conditions.
4. We will photograph, identify, and record the clouds each morning and
afternoon and observe changes in the sky, if any. We will look for patterns
with cloud types and weather.
5. Students will gain an understanding of how clouds move and change by
viewing cloud videos on United Streaming and You tube.
6. Students will explore and learn about weather, clouds, and weather safety
by experimenting with various weather websites.
7. Students will show their understanding and knowledge of the four cloud
types by creating a final performance assessment that includes the arts.
Resources used: (include all articles, book, videos, podcasts and websites
with links using APA format)
Foresman, S. (2007). Weather, Teacher Lesson Manual. Chicago, IL:
Pearson Education, Inc.

2. Foresman, S. (2007). Weather, Student Science Journal. Chicago, IL: Pearson
Education, Inc.
http://www.artsconnected.org/resource/116411/clouds-and-weather-
depicted-in-paintings-and-photographs
Adams, S (2001). The Best Book of Weather. New York, NY: Kingfisher
Publications Plc.
Bauer, M (2004). Clouds. New York, NY: Scholastic Inc.
Martin, J. (2006). Weather!. New York, NY: Scholastic Inc.
Centre Communications. (1999).Clouds, Weather, and Life [Full Video].
Retrieved April 20, 2010 from http://www.discoveryeducation.com/
(2010). KTTC. Retrieved April 20, 2010, from KTTC Rochester, Austin,
Mason City News, Weather and Sports - - Home Web site:
http://www.kttc.com
(2010). The Weather Channel. Retrieved April 20, 2010, from National and
Local Weather Forecast, Hurricane, Radar and Report Web site:
http://www.weather.com
Retrieved April 21, 2010 from:http://www.youtube.com/watch?
v=ZYi0H_KAt0M
AOL (2010). Weather. Retrieved April 21, 2010, from Weather for kids in
kindergarten, 1st Grade, 2nd Grade Web site:
http://www.kids.aol.com/homework-help/junior/earth-science/weather
Illiniweather.com, (2010). Kids Weather Links by Illiniweather.com. Retrieved
April 21, 2010, from Kid’s Weather Sites Web site:
http://www.illiniweather.com/pages/kids_weather_links.htm
Centre Communications. (1999). Song: Clouds Are Cool [Video Segment].
Retrieved April 22, 2010 from: http://www.discoveryeducation.com/
Discovery Education. (2005). Clouds, cumulus (1) [Image]. Available from
http://www.discoveryeducation.com/
Discovery Education. (2010). Clouds in blue sky [Image]. Available from http://
www.discoveryeducation.com/
Discovery Education. (2010). Cloud shapes [Image]. Available from

3. http://www.discoveryeducation.com/
Discovery Education. (2010). Cloud shapes [Image]. Available from
http://www.discoveryeducation.com/
Procedures: (provide a thorough bulleted list by day and/or steps)
 Day 1:
1. We will examine and discuss the cloud poster.
2. Make a KWL chart on clouds
3. View slideshow of museum collection of cloud and weather paintings
and photographs and discuss
 Day 2:
1. Read cloud and weather books to gain information about how clouds
are made and why they are important.
2. View cloud video on United Streaming using the LCD projector and the
big screen so students gain insight as to the importance of clouds
3. Begin daily routine of taking digital pictures of the morning and
afternoon sky to compare and contrast changes in clouds and look for
patterns with clouds and weather
 Day 3:
1. View a local and national weather forecast on the big screen, using the
LCD projector, to understand the job of a meteorologist, the significance of
clouds, and the importance of weather forecasts.
 Day 4
1. View cloud video on YouTube and watch a time-lapse video of clouds
to gain an understanding of how clouds move and change daily
2. Visit computer lab to view sites on weather, clouds, and weather safety
3. Create an individual cloud picture on the computer using Kid Pixs
 Day 5
1. Listen and watch the song “Clouds Are Cool” on United Streaming to
review different cloud types, put to music.
2. Observe photographs of clouds on United Streaming and look for
animal shapes in the clouds
3. Students will choose an animal cloud to draw and write a riddle using
descriptive words. All students will share riddles while others listen
and try to guess the animal cloud they created.
 Day 6
1. Revisit KWL chart and update – fill in the “What We’ve Learned” part
of the chart
2. Students will spread out so they have their own bubble, listen to
different types of music, and move or form their bodies to show what a

4. cloud may look like or be doing in the sky.
 Day 7
1. Students will be placed into small groups of 3 to 4 by the teacher
according to mixed academic levels and learning styles.
2. Learning objectives and project goals will be reviewed with each group.
3. Groups will have a choice of how they want to show their learning:
a. Using pattern blocks to create the four cloud types
b. Create a painting to show the four cloud types
c. Make a drawing to show the four cloud types
d. Use cotton balls on construction paper to show the four cloud types
e. Each group will also decide on one type of cloud and write a poem
about that cloud using describing words.
Assessment Rubric: Most of this unit will be assessed by teacher observation,
but the rubric for the final small group performance assessment is below.
3 – Strong 2 - Basic 1 – Little or no Total
Topic 2 understanding of clouds understanding of clouds understanding of clouds
Identifies and uses
correct vocabulary for
four cloud types and
weather related to
these cloud types
Uses accuracy and
detail in final cloud
group project
Developed a project
that depicts all four
cloud types
Used time well and Used some time well but Did not use time well
Participated and stayed focused on had some difficulty and was often distracted
contributed to group completing the project staying focused and was and off task.
project with no distractions and occasionally distracted
stayed on task. and off task.
Assessment Rubric for first grade cloud and weather unit:

5. 3 – Students show a strong and detailed understanding of the four different cloud types and
vocabulary, what they look like, and how the cloud type impacts the weather.
2 – Students show a basic understanding of the four different types of clouds and vocabulary,
but they may be missing detail or need some assistance.
1 – Students show little or no understanding of the four cloud types and vocabulary, what they
look like, and how they affect the weather.
SHOWCASE Plan overview: (how, when, where)
I will be taking digital photographs of student generated work throughout this
process as I teach this unit over the next two weeks and then putting it all
together and creating a slideshow. I will demonstrate and explain how I
integrated the arts into my cloud and weather unit to enhance students
understanding of how clouds play an important role in weather.
Peer Reviewer Evaluation: (you may add an attachment here)