Guided by the constructivist learning theory, this paper designs an interdisciplinary experimental project titled Simulating Cloud Formation. Through three sets of controlled experiments—condensation nucleus screening, water vapor thermodynamic control, and refrigeration source optimization—junior high school students are guided to independently construct the concepts of atmospheric physics. The experiment innovatively replaces professional equipment with dailylife materials and integrates local meteorological issues in Chongqing to enhance the cultivation of geographic practical competence. The progressive experimental design significantly improves students’ability to control variables; situational transfer enables them to explain the causes of differences in urban fog and cloud days; and reflective dialogue promotes students’understanding of the nature of science. The proposed“CLOUDS”experimental teaching model provides a replicable teaching approach to break through the bottlenecks in atmospheric science education.