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