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The Weather
Fulldome Version
A Modular Program
The following items are included with this product to provide a complete educational experience:
The Weather fulldome modular planetarium program designed in three segments that can be paused in-between to allow for live interaction or be played straight through without pauses.
A list of standards and topics covered
A suggested live interaction script (including a list of images)
Program images to be used during the live interaction pieces of the presentation.
Pre and Post-planetarium lesson activities.
Science in the Dome Series
The Weather – Standards and Topics Covered
Recommended for Grades K – 2
National Standards Covered: Changes in the Earth and Sky: Weather changes from day to day and over the seasons. Weather can be described by measurable quantities, such as temperature, wind direction and speed, and precipitation.
Next Generation Science Standard
1) Disciplinary Core Ideas:
ESS2.D: Weather and Climate
Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time. (K-ESS2-1) Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next. (3-ESS2-1)
PSS1.A: Structure and Properties of Matter and PSS1.B: Chemical Reactions Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties. (2-PS1-1) Heating or cooling a substance may cause changes that can be observed. Sometimes these changes are reversible, and sometimes they are not. (2-PS1-4)
2) Crosscutting Concepts Patterns
Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. (K-ESS2-1) Patterns of change can be used to make predictions. (3-ESS2-1),(3-ESS2-2)
Systems and System Models Systems in the natural and designed world have parts that work together. (K-ESS2-2)
3) The Nature of Science Scientists use different ways to study the world (including their five senses). Science investigations use a variety of methods, tools, and techniques.
Topics Covered:
Using the five senses to observe and predict weather
Cloud types and how they help us predict the weather
Ways to describe weather.
Measuring weather (including tools to measure weather)
Parts of the water cycle
The Weather – Live Script
This program includes three separate automated modules. The modules cover the following topics:
1. Module 1 – Using the senses to observe weather and identifying cloud types.
2. Module 2 –Describing and measuring weather.
3. Module 3 – Identifying the basic features of the water cycle.
The program has been designed to be paused in-between each of the modules to allow for live interaction or to be played straight through.
Live interaction: A live interaction script and supporting visuals are provided to maximize the educational value of this program. The careful design of the live scripting content supports an increase in audience member’s content understanding and strengthens their abilities to engage in scientific practices. The supporting visuals for the live interaction segments are designed to come in order as described in the live interaction script. For most systems, an operator would want to pause on each image to allow time for discussion. The scripting is provided as a suggested guide, however, presenters are encouraged to make their live segments their own and adjust the level based on the abilities of audience members.
Suggested Live Interaction Implementation:
Prior to the running the automated Module 1, present Live Segment A, Using the Five Senses to Observe Weather.
After running Module 1 and prior to Module 2, present Live Segment B, Reviewing the Types of Clouds and How they Help Us Predict the Weather and present Live Segment C, Describing Weather.
After running Module 2 and prior to Module 3, present Live Segment D, Reviewing Ways that We Can Measure the Weather and present Live Segment E, Name the Parts of the Water Cycle.
After running Module 3, present Live Segment F, Review the Water Cycle.
LiveSegmentA–UsingtheFiveSensestoObserveWeather
Purpose–Tointroduceusingthefivesensestolearnaboutweather.
Todaywearegoingtobelearningaboutweather.Weatherissomethingthatyouallexperienceeveryday.Itcanchangeyourplansfortheday.Itcanhelpyoudecidewhattowearfortheday.Itcanevenchangeyourmood.
Likeagoodscien�st,wecanusemostofoursensestolearnaboutweather.Doesanyoneknowanyofthefivesenses?
Answer:Seeing,Hearing,Touching,Smelling,Tas�ng
Great,solet’sthinkaboutwhichofthesesensesweusethemosttolearnaboutweatherandhowtheycanhelpuslearnaboutweather.Whatsensedoyouthinkyouusetolearnaboutthekindofweatherthatisgoingonrightnowoutside?A�erini�alresponsesaregiven,suchasseeingandfeeling,encourageaudiencetothinkaboutifwecanusetheothersensesaswelltotellwhattypeofweatheritisoutside.
PossibleAnswersandResponses:Seeing–wecanlookwithoureyestoseeifitissunnyorcloudyorrainingorwindy.Whatkindofweatherdoyouthinkishappeningintheseimages?Whatcanyoutellbylookingwithyoureyes?
Hearing–some�meswecanuseourearstolearnaboutthetypeofweather.Whatkindofweatherdoyouthinkitisifyouhearbirdschirping?
Answer:sunny,nice
Whatifyouhearsoundsofwaterhi�ngyourroof?Whatkindofweathermightthatmean?
Answer:rainy
Touching–whenweareoutsidewecanfeelweather.Whatdoyouthinkthisduckwouldbefeeling?
Smelling–some�mestheweatherthatisgoingoncanactuallyhaveasmell.Next�methatitrainstakeabigwhifftoseeifyoucansmelltherain.
Thefi�hsense tas�ng isnotusedasmuchtolearnabout
DisplayImage1–“TheWeather”
Asaudiencemembersstateoneofthesensesputthecorrespondingsenseimageuponthedome.DisplayImage2,Image3,Image4,Image5,Image6
Takefivesensesimagesdownoffthedome.
Seeing–DisplayImage7(sunnyday)andImage8(rainyday)together.Discusseachimageandhowwhatweseecantellusabouttheweather.
Hearing–DisplayImage3(earicon)
Touching–DisplayImage9–Duckintherain.Discusswhytheduckwouldbeabletotellitisrainingbyusingthesenseoftouch.
Smelling–DisplayImage10–Girlsmellingthesky.
Tas�ng–DisplayImage11–Boyea�ngsnow
LiveSegmentB–ReviewingtheTypesofCloudsandHowtheyCanHelpUsPredicttheWeather
Purpose–Toreinforcecloudtypesandhowtheycanhelpuspredicttheweather.
Wesawhowoursensescanhelpuslearnabouttheweather.Thetypeofcloudsthatweseewithoureyesisonewaythatwecanpredictwhattheweatherwillbelikeinthefuture.Doesanyonerememberthenameofoneofthethreemaintypesofclouds?
Answer:Cirrus,Cumulus,andStratus
Good.Andeachofthesecloudtypeslooksdifferentinthesky.
Howwouldyoudescribethecirrusclouds?
PossibleAnswersandResponses:thin,featherylookingclouds
Whatdidthegirlfindoutaboutcirrusclouds?Whatdoesitmeaniftheyaremoving?
PossibleAnswers:Theyusuallyappearonnicedays,butcanmeanachangeiscoming.Thedirec�onthecirruscloudsmovetellsusthedirec�onthattheweatherismoving.
Sothemovementofcirruscloudscanhelpuspredictwherenewweatheriscomingfrom.Thiscanmeanthattheweatherischanging.
HowwouldyoudescribeCumulusclouds?
PossibleAnswersandResponses:puffy,round,some�mesgrayonthebo�om
Theseareo�endescribedasaco�onballsinthesky.
Iftheseareallwhite,itusuallymeansitwillbeanicedayaswell.Butwhatifthebo�omofthesepuffycloudsstartstolookgray.Whatdoesthatmean?
PossibleAnswer:Thatitwillprobablyrainsoon.
Yep,andspeakingofrain,whatdostratuscloudslooklike?
PossibleAnswersandResponses:blanke�ngclouds gray
DisplayImage12–Girltouchingthesky
Astheaudiencerespondsdisplaytheimageupofeachofthecloudtypes.
Image13-CirruscloudtabletimageImage14-Cumuluscloud–tabletimageImage15-Stratuscloud–tabletimage
Removecloudimagesdown.
DisplayImage16-Cirruscloud
DisplayImage17-Feathers
DisplayImage18-Cumuluscloud
DisplayImage19-Co�onballs
DisplayImage20–GreyCumulusclouds
DisplayImage21–Stratuscloud
DisplayImage22-Blanket
LiveSegmentC–DescribingWeather
Purpose–Tointroducewaysthatwecandescribeweather.
Now,let’stalkaboutwaysthatwecandescribetheweatheroutside.Ifyouhaveeverwatchedameteorologist(thatisapersonthattellsyouabouttheweather)youprobablyno�cedthatmeteorologisto�endescribedifferentaspectsofweather.
Cananyonethinkofoneofthewaysthatwedescribethetypeofweatherthatweexperience?
PossibleAnswers:Temperature,AmountofSunlight,Humidity,AirPressure,WindDirec�onIfaudienceishavingdifficultyinthinkingoftheseprovidesomehints.
Wellthereabunchofdifferentwaysthatwecandescribetheweather.Partofameteorologist’sjobistomeasurethedifferenttypesofweather.Wearegoingtowatchthenextpartofourprogramtolearnsomeofthewayswecandescribeandmeasureweather.
DisplayImage23–Girlinrain
PlayModule2.
LiveSegmentD–ReviewingWaysthatWeCanMeasureWeather
Purpose–Toreviewandreinforcetheways(includinginstrumentsthatareused)tomeasureweather.
Asugges�onforthismoduleistohavesampleofrealweathertoolsavailableforaudiencememberstosee.
Let’sreviewsomeofthewaysthatwecanmeasureweather?Let’sstartwithtemperature.Whoknowswhatinstrumentweusetomeasurethetemperature?
Answer:Athermometer.
Yes,athermometerisusedtomeasurethetemperature.Therearedifferenttypesofthermometers.Somejustshownumbersandsomeyouhavetoreadinaglassorplas�ctube.Cananyonetellmewhattemperaturethedigitalthermometersays?
Answer:Thedigitalthermometeris98.6degreesFahrenheit
Doyouthinkthisisahotdayoracoldday?
Answer:Hotday
Yes,temperaturesnear100degreesFahrenheitarehot.
Thenextweathertoolthatthegirllearnedaboutintheprogramwasabarometer.Doesanyonerememberwhatabarometermeasures?
Answer:AirPressure.
Yes,abarometermeasuresairpressure.Whenabarometerisrisingitmeanssunnyanddrycondi�ons.Sowhatdoyouthinkitmeansifabarometerisfalling?
Answer:Itcanmeanstormyandwetcondi�ons.
Tohelpyourememberjustthinkingafallingbarometermightleadtofallingrain!!!
Speakingofrain,whoknowswhattheinstrumentiscalledthatwecanusetomeasuretheamountofrainthatisfalling?
Answer:Araingauge.
Raingaugeshavenumbersonthesidethatcanletusknowjusthowmuchrainhasfalleninagivenspot.Youcouldputoneoutsideyourhouseorclassroomnext�meitrains!
DisplayImage24andImage25(thermometers)
DisplayImage26-Barometer.
DisplayImage27-Raingauge.
LiveSegmentE–NamethePartsoftheWaterCycle
Purpose–TointroducethepartsoftheWaterCycle
Thelastpartofourprogramtodayisgoingtodiscusssomethingcalledthewatercycle.Wearegoingtotakeafewminutesfirsttolearnthedifferentpartsofthewatercycle.First,doesanyoneknowwhatacycleis?
Answer:Acycleisarepea�ngpa�ernthathappensoverandoveragain.
Yesandwhenyouunderstandtheorderofacycleyoucanpredictwhatisgoingtohappennext.
Thepartsofthewatercycleinclude:Evapora�on,Condensa�on,Precipita�onandCollec�on.Theseareallpre�ybigwordssolet’sprac�cesayingeachofthemonce.Repeata�erme:
Evapora�on
Condensa�on
Precipita�on
Collec�on
Let’swatchandlearnwhateachofthesepartsofthewatercycleisandorderofthewatercycle.
DisplayImage29–Partsofthewatercycle
PlayModule3
LiveSegmentF–ReviewtheWaterCycle
Purpose–Toreviewthepartsofthewatercycle.
List of Images for Live Segment
Let’sreviewhowthewatercycleworks.Weusuallythinkofthewatercycleasstar�ngwhenwaterisheatedupandleavesthelandbyrisingintothesky.Whorememberswhatthatiscalled?
Answer:Evapora�on
Yes,evapora�onishowthewatergetsbackupintothesky.Watertakestheformofsteamandrisesintotheair.Whoknowswhathappensa�eritgetsintothesky?
Answer:Itcollectsintheskyandcools.Whenthishappensitturnsbackintoliquidform.
Whenthewaterthatroseintotheskyturnsbackintoliquidformwecallthatcondensa�on.Thisiswhatformscloudsinthesky.
A�erawhilemoreandmorewatercondensesandtheaircannotholditanymore.Atthispointitfallsbacktothegroundinwhatwecallprecipita�on.Cananyonegiveanexampleoftypesofprecipita�on?
Answers:rain,sleet,hail,snow
Doesanyonerememberthelaststepofthewatercycle?
Answer:Collec�on.
Yescollec�oniswhenthewaterthatfallsendsupbackontheearth.Thiswatercouldendupinoceans,riversorlakes,orbackontheland.
Togetherevapora�on,condensa�on,precipita�onandcollec�onformthatwecallthewatercycle.
DisplayImage30-Evapora�on
DisplayImage31-Condensa�on
DisplayImage32-Precipita�on
DisplayImage33-Collec�on
DisplayImage29–Partsofthewatercycle
Image 1 – The Weather
Image 2 – Eye Icon
Image 3 – Ear Icon
Image 4 – Mouth Icon
Image 5 – Hand Icon
Image 6 – Nose Icon
Image 7 – Sunny Day
Image 8 – Rainy Day
Image 9 – Duck in the Rain
Image 10 – Girl Smelling the Sky
Image 11 – Boy Eating Snow
Image 12 – Girl Touching the Air
Image 13 - Cirrus Cloud Tablet Image
Image 14 – Cumulus Cloud Tablet Image
Image 15 – Stratus Cloud Tablet Image
Image 16 – Cirrus Clouds
Image 17 – Feathers
Image 18 – Cumulus Clouds
Image 19 – Cotton Balls
Image 20 – Grey Cumulus Clouds
Image 21 – Stratus Clouds
Image 22 – Blanket
Image 23 – Girl in the Rain
Image 24 – Digital Thermometer
Image 25 – Glass Thermometer
Image 26 – Barometer
Image 27 – Rain Gauge
Image 28 – Weather Vane
Image 29 – Parts of the Water Cycle
Image 30 – Evaporation
Image 31 – Condensation
Image 32 – Precipitation
Image 33 – Collection
Pre-Planetarium Program Lesson
Materials:FiveSensesWorksheet,WaterCycleWorksheet,TheWeatherPowerPoint,WaterCycleDemonstra�onEquipment
Lesson:
Part1–FiveSensesandObservingWeather
UsingthePowerPoint,iden�fythefivesensesanddiscusshoweachofthefivesenseshelpsusobservetheworldaroundus.Discusshowgoodscien�stsusetheirfivesensestolearnabouttheworldaroundthem.
HavestudentsdotheFiveSensesWorksheetindividuallyorasaclass.Thisworksheethelpsstudentsmaketheconnec�onbetweenthefivesensesandhowtheycanbeusedtoobservetheweather(whereapplicable).
Part2–WaystoDescribeWeather
LookingattheFiveSensesWorksheet,havestudentsiden�fywhichofthewordscoulddescribetheweather.Havestudentsunderlineeachofthedescribingwordsandthendiscussasagrouphowthesewordsarerelatedtothesensethatobservesthem.
Part3–TheWaterCycle
ReviewthepartsofthewatercycleonthePowerPoint.
TeacherDemonstra�on–Usingahea�ngsource,glasscontainer,water,andaliddemonstratehowwatergoesthroughthewatercycle.UsingtheWaterCycleWorksheet,havestudentsdraweachstageofthewatercycleastheyobservethedemonstra�on.StudentsmayusetheimagesonthePowerPointtohelpthem.Alwaysuseprecau�onaroundheatsources.Asanextensionsac�vitymeasurethemassofthewater/container/lidcombina�onthroughoutthewatercycle(beforehea�ng,assomeofthewaterisevaporatedandcondensing,anda�erthewateriscollected).Thiswilldemonstratetheconserva�onofmassaswatergoesthroughaphysicalchange.
Post-Planetarium Program Lesson
Materials:
Lesson:
Part1–CloudTypes
Part2–MeasuringWeather
Part3–TheWaterCycle
The Weather
Program Notes
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