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Within seconds the app was able to tell me that the small cloud I captured belonged to the cumulus family. The best part was seeing photos of clouds snapped by other users.

How To Forecast the Weather Using the Clouds for Sailing

Experts on hands to verify your cloud ID, stylish animations and explanations, and collectors badges to earn. Just not sure how I'm going to tear the kids from it for long enough for me to use it myself. CloudSpotter does a great service by letting clouds have their day in the sun. It should prove a fun, challenging, and educational app for newbies and experienced cloud spotters alike, and it lets you contribute to useful research as well. It makes you stare into the sky and think about what you are seeing. And as you start to understand what each cloud in the sky is, you start to appreciate them more.

Shapes in the Sky: A Book about Clouds by Josepha Sherman

With 40 fascinating, unique varieties and hundreds of gorgeous photographs, CloudSpotter is a perfect sky-gazing companion for long walks, cross-country road trips or train rides, and above the clouds from the window seat of a plane, where you might even spot the elusive Glory optical effect; a beautiful halo of rainbow colors around your plane's shadow.

Collect all featured cloud formations and complete your CloudSpotter collection with Stars to clear the legendary "Triumph in the Skies" Achievement. Who will be the first person in the world to perform this extraordinary feat? Community Reviews. Showing Rating details. All Languages. More filters.

Yvonne Fleming on ‘Colin Cloud is Making Shapes’ and Bringing The Weatherbies to the UK

Sort order. Tola Cream rated it really liked it May 14, Techaune Gordon rated it really liked it May 16, Marcia Yateman rated it liked it Feb 16, Juliet Maxwell rated it really liked it Nov 23, M rated it really liked it Dec 30, Enrica rated it liked it Aug 21, Bryanne Sealy rated it it was amazing Feb 10, Keisha Paddyfoot rated it it was amazing Mar 18, Moniquemckenzie rated it it was amazing Jan 21, Dee rated it it was amazing Apr 05, Camilla rated it liked it Apr 04, M'nina added it Jun 21, Sasha marked it as to-read Feb 23, Tracey Gidarsingh marked it as to-read Apr 08, Kenique Gidarsingh added it Apr 09, Shafaq marked it as to-read Mar 19, Nas Clarke marked it as to-read Sep 27, Jorgia Rowe marked it as to-read Dec 03, Angella marked it as to-read Oct 07, Quamric Turnbull is currently reading it Nov 02, Gevon Smith marked it as to-read Nov 04, Kiana Ferril marked it as to-read Nov 22, Samantha Perez marked it as to-read Dec 10, The National Science Education Standards NSTA, identified "making observations" as a key component of inquiry-based, discovery-focused learning in science instruction.

This means that students engage with an inquiry question, topic, concept, or problem in science through direct observation of the natural world and develop the skills to record the data from their observations, analyze and interpret it, and infer explanations and draw conclusions from what they have observed Hanuscin, When students practice observing in science, they use their senses to collect information about objects and events related to a question, topic, or problem to solve in science.

This information is the data they will organize and analyze to answer questions and learn through discovery. It's important to support students by providing ways to organize their data collection. Equally important is providing time for students to share and discuss their ideas about their observations as a part of conceptual development and change in science instruction, an approach that reflects a social constructivist theoretical perspective. Teachers can effectively scaffold student understanding through careful questioning as students share their observations of the natural world.

Literature-Based Teaching in Science: What's in the Sky?

In a study on the use of teacher questions about students' observations and readings about the moon, Van Zee, Iwasyk, Kurose, Simpson, and Wild made three assertions about eliciting student thinking:. Science as Inquiry Abilities necessary to do science inquiry; Understandings about science inquiry. Introduce a topic related to objects in the sky, changes in the sky, and earth in the solar system by reading aloud both fiction and nonfiction children's books; then discuss them with students, using reader response questions to engage students, tap into their prior knowledge, and generate questions for inquiry in space science.

The sky and the objects in it is a topic that lends itself to book pairings: a book of fiction, poetry, myth, or traditional tales along with a book of nonfiction at the appropriate level for each grade. Next, provide a grade-appropriate method for students to directly observe and record information on phenomena in the sky over time, such as taking observational notes, keeping journals, and establishing a place and time to do observations to compare them over time.


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These data can be kept by the whole class on a chart or students can collect them individually, in pairs, or in small groups. After a period of data collection and discussion of observations, model a means for students to collapse their data using charts — comparing their data with those of other students and compiling a class set of all the data.

Your virtual guide to the wonders of the sky

During the period of observation and data collection, provide other resources for students to learn more about the phenomena or events they are observing in the sky:. Finally, students can begin to summarize the findings of their data collection and prepare to communicate what they have found through a variety of means:. The NASA website has extensive multimedia to add virtual observations to the actual observations made by students e.

Introduce the topic of the sun in the sky by reading aloud a pair of books, an African folktale and a nonfiction book about the sun. It is a retelling by E. Dayrell , of an African pourquoi , or why folktale, beautifully illustrated by Blair Lent.


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  7. It demonstrates that long before people had telescopes or means of space travel, they wondered about what they saw in the sky. Lead a discussion, asking reader response questions: What have you wondered about what is in the sky? Write students' comments under the "W" heading in the middle column of a KWL. What we know , What we want to know, What we learned. The main character is a child like the students, and the narrative follows that child's experiences with the sun through a day.

    Lead a discussion and ask reader response questions: Has anything like this ever happened to you? What do you know about the sun? Add students comments to the KWL chart under the heading "K. Lead students in observations of the sun each day. The beginning of the month would be a good time to start. Prepare a large calendar chart with a space for each day and regular times each day when the class will go or look outside to observe the sun. For example, this could be done each hour in a half-day kindergarten class, or every few hours in a full-day kindergarten or 1st- or 2nd-grade class.

    Also, find a fixed point in the yard such as a tree or utility pole so students can note the position of the sun throughout the day. Other things to note are the sky and weather conditions, such as clouds or rain, and the appearance of the sun as a result. Students can draw and take notes on individual chalk- or whiteboards or on paper on a clipboard, or they can dictate their observations if necessary. The result would be a month long observation of the sun's movement throughout the day and of its changes in appearance due to changes in the sky.

    This could be recorded on the large classroom calendar, displayed on a bulletin board with one child's drawing for that day, or made into a book of the day's drawings by each child. Send a letter home to parents explaining the activity and asking them to observe with their student what time the sun goes down each day; the students can bring a drawn or written observation of this to class at the end of a specified time period.

    Students can use their observations to complete the KWL chart, make additional observations — such as what happens when a magnifying glass is held over a leaf with the sun shining on it or how the sun casts shadows — and record these observations to extend information acquired through reading other books about the sun in the sky. Students can launch a month-long period of observations to answer the following question: Where is the moon tonight? The narrative in each book in this series focuses on an unusual but effective teacher, Ms. Frizzle, who takes her students on amazing field trips in a magic school bus so they can learn about a subject first-hand.

    All About Clouds for Kids: Types and Names of Clouds - FreeSchool

    Students can respond to reader response questions and prompts:. Send a letter home to parents requesting permission for their student to participate in observations of the moon each night at home and also requesting their assistance with their student. These can be kept in a plastic sandwich bag with either a white or yellow crayon or piece of chalk.


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    The students can plan to observe the moon from the same position each night e. They can note the date and time of each observation, draw a picture of the moon, and make notes on the back of the paper. They can share their observations in small groups the next day and discover that the moon goes through phases and changes shapes.