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2026–27 • Labs & wellness

Clouds and Rain

Observe clouds and rain in today’s weather and earlier records.

Classroom lesson: Clouds and Rain

Today I can…

compare weather observations

Words to know

Words for this lesson

CLOUDRAINDROPSKYWINDOW

Follow along

What we will do

  1. 1

    Look at the sky

    Look at today’s sky photo or a safe window view.

  2. 2

    Choose today

    Choose the weather picture that matches today.

  3. 3

    Watch falling drops

    Watch an adult drop water into the tray.

  4. 4

    Read earlier records

    Find rain in the dated weather records.

  5. 5

    Count rainy records

    Count the records that show rain.

  6. 6

    Compare weather

    Choose the weather seen most in these records.

Speech, sign, point, eye gaze, or AAC

Tell us what you need

Choose a word when you are ready.

CLOUDRAINDRYHELPBREAK
Teacher & para guideMaterials, learning objectives, access, and safety

Materials

  • Today's sky view/photo; two dated local weather records; cloud/rain photos; large weather chart; adult-held dropper; water; tray; towel; AAC choices.

Safety first

Keep learners seated at a shared display; offer observation without touch and AAC, gaze, gesture or speech. Honor NO, STOP and BREAK; allow wait time and follow individual vision, allergy, mouthing and supervision plans. Select support individually, never by age or House. Use a safe seated window view or photos; never look directly at the sun. Adults control the dropper and water over a tray and dry spills. Clouds contain tiny droplets or ice crystals, not sponge material. Falling drops model only falling water, not cloud formation or the full rain process. Do not infer a weather pattern from one observation.

Follow each student's IEP, health, feeding, allergy, behavior, and mobility plans.

Individual learning objectives

Choose Level 1, 2 or 3 individually in either House group. A House is not an ability level. Watching, directing and communicating a boundary are valid participation.

Level 1

Match cloud or rain.

Level 2

Describe one weather observation.

Level 3

Compare today with earlier weather records.

Skill focus: Weather science, water-cycle awareness, visual tracking, cause-and-effect

30-minute teaching sequence

Introduce · 5 min

5 min: Look through a safe window or at today's sky photo. Ask, "Clouds? Rain?" Clouds contain tiny water droplets or ice crystals. Some grow large enough to fall as precipitation; clouds are not sponges.

I do · 10 min

I do 10 min: Record today's weather beside two dated local records. Show water droplets falling from an adult-controlled dropper into a tray. This models falling drops only; it does not show how clouds form or explain all rain processes.

We do · 10 min

We do 10 min: Learners match CLOUD/RAIN, select today's weather and compare the dated records. Adults operate the dropper if needed. Count rainy observations together; do not invent a weather pattern from only one observation.

Exit choice · 5 min

L1: Cloud or rain? L2: What is today's weather? L3: Which weather happened more in our records? Accept AAC, gaze, gesture or speech. Record response/support; cue ALL DONE.

Science note: Rain is water falling from clouds.

Curriculum connection: NGSS K-ESS2-1 connection.

Prepare for this learner

Seat students at one shared display. Offer watch/no-touch, AAC, gaze, gestures or speech; wait and respect NO/BREAK. Use one-step cues. Follow individual vision, allergy, mouthing and supervision plans. Select levels individually in either House group.

Record the response, access method, opportunities and support used. Record observed, declined or not assessed separately; a communicated refusal is not a failure of participation.

Word lesson plan

Editable classroom source plan. Source files may retain earlier titles. Use the individual level choices and safety guidance above when preparing the session.

Download editable lesson plan (Word)

Access supports

Communication Model five core words; accept speech, AAC, eye gaze, gestures, object choices, signs, and partner-assisted scanning.

Sensory Present one material at a time. Offer tools, gloves, observe-only, a scent-free choice, and a quiet break.

Motor Stabilize containers, pre-loosen parts, use adapted grips, and offer seated, standing, partner, or directing roles.

Learning Show the finished result, model first, use short visual steps, repeat, and record the least support needed.

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