Four images showing different cloud formations
Witta Priester (Asperitas Clouds); Lukas Gallo/CATERS NEWS (Kelvin-Helmholtz); Shutterstock.com (Lenticular); Boris Jordan/RMetS/Bav Media/Shutterstock (Mammatus)

Crazy Clouds

Clouds come in all kinds of shapes and sizes. Have you ever wondered how they form?

By Alice Sun
From the March/April 2024 Issue

Students will observe and describe rare and common clouds.

Other Focus Areas: Earth's Materials & Systems, Measurement & Data

Clouds can be white and wispy—or gray and lumpy. They might look like a puppy, a castle, or even a UFO! Did you know the shape of a cloud holds clues about what’s happening in the sky?

Clouds form when water evaporates, or turns into a gas called water vapor. This gas floats up into the atmosphere. There, cool temperatures turn water vapor into liquid droplets in a process called condensation. Tiny particles like dust help these droplets form. When many drops come together, they form a cloud! (See diagram below.)

Scientists group clouds into four main types. Cumulus clouds are tall and fluffy. Cirrus clouds look wispy and form high in the sky. Stratus clouds are wide and flat. Nimbus clouds look dark and create rain or snow.

“But some clouds are so rare, they get special names,” says Flor Vanessa Maciel. She’s a scientist who studies clouds at the University of California, Los Angeles. Read on to learn more about some of these strange-looking clouds and what they tell us about the weather.                     

Sky Wrinkles: Asperitas Clouds

Witta Priester

These are asperitas clouds. Asperitas means “roughness” in Latin. Do these clouds look rough to you?

These clouds form when warm air collides with cold air in the atmosphere. This temperature difference creates strong winds that disturb flat low-lying clouds. This cloud is one of the newest cloud types. It wasn’t documented by scientists until 2008!

Flying Saucers: Lenticular Clouds

Shutterstock.com

These oval-shaped clouds get their name because they look like the curved glass in a camera lens. The clouds form when moist wind blows over a mountain or tall building. Some moisture condenses above the structure, forming a flying saucer-like cloud.

Round Cotton Balls: Mammatus Clouds

Boris Jordan/RMetS/Bav Media/Shutterstock

These bubble-like clouds are a sign that stormy weather may be near. Scientists think that they form when cold air pockets sink toward the ground, making downward-facing pouches. This is unlike most clouds we see in the sky, which puff upward with warm air.

Floating Waves: Kelvin-Helmholtz Clouds

Lukas Gallo/CATERS NEWS

These wavelike clouds form when the top cloud layer is warmer, lighter, and faster moving than the bottom one. (This is similar to how ocean waves form!) The clouds are named after two scientists who studied them, Lord Kelvin and Hermann von Helmholtz.

Look at the clouds in the sky. What shapes do you see? How might they have formed?

video (1)
Activities (4) Download Answer Key
Step-by-Step Lesson Plan

1. PREPARE TO READ (10 minutes)
Watch a video about clouds and discuss unusual examples.

  • Ask students what descriptive words come to mind when they think about clouds (e.g., puffy, white), showing an image if needed. Record their ideas. Tell them to listen for new descriptive words as you share a memory of an unusual cloud you’ve seen. Ask students what descriptive words they noticed and add them to the list.
  • Begin the “All About Clouds” video, pausing to discuss why the clouds are changing so quickly. (The video is sped up.) Afterward, ask: What scientific words did the video use to talk about the clouds? Record them on the board (e.g., cirrus, cumulus). Have students pick a cloud described in the video and write a descriptive sentence about it.

2. READ AND DESCRIBE (20 minutes)
Read the article and model one of the clouds.

  • Preview the article. Give student pairs time to examine the photos and discuss new cloud descriptors based on the images. Have each pair give one word or phrase to describe the clouds. Add new words and phrases to your list.
  • Preview the STEM words, then read the introduction. Afterward, pause for questions. Then finish reading the article. Referring to your descriptive list, discuss what clouds have in common and how they differ.
  • Using a cotton ball, show students how to pull and press it to make a “cloud.” Give each student a cotton ball. Challenge students to form it into one of the cloud shapes in the article, then see if a partner can guess the type.

3. RESPOND TO READING (20 minutes on day one; 5-10 minutes on three other days)
Record cloud observations.

  • Tell students that they are going to observe real clouds, like scientists do! Explain that scientists observe clouds to learn more about Earth’s weather. Scientists also collect cloud observations from community members.
  • Preview the Cloud Observations activity. Show students an image of a cirrus or stratus cloud. Using the cloud guide (page 3 of the activity), identify it together. Then find a safe location where students can easily observe clouds.
  • Guide students to observe the clouds and record data. Explain what features to look for when classifying clouds. You can also take photos. Have students use the cloud guides to make observations on three additional days.

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