Magic Globe – Planetarium
45 minutes – $5.25/student
Suitable for Kindergarten to Grade 6
On vacation at her grandpa’s, a little girl named Mia accidentally discovers a mysterious piece of astronomical machinery. Edmund, Mia’s eccentric uncle, tricks the girl into using the tool’s secret powers to change the world’s seasons. She quickly realizes the consequences of what they are going to do, but Edmund doesn’t want to let the plan go. Can Mia reverse her actions and return the seasons to normal?
Magic Globe is an engaging story designed to interest and challenge students from Kindergarten to Grade 6. It has a clear educational structure with all science-related topics broken down into manageable chunks and naturally woven into the storyline. It allows students to recap knowledge they already have as well as learn multiple new concepts while following the story which makes it perfect for mixed-ability audiences.
The show covers topics like motions of the Sun and Earth (including diurnal and annual motion), the reason for the seasons (including axial tilt and sun angles), animal and plant adaptation to seasonal changes, tropical vs. polar climates, and life cycles of plants and animals.
Cluster 1: Trees
K-1-05 Name and describe each of the four seasons.
K-1-06 Recognize that some trees lose their leaves in the fall, while others do not.
K-1-07 Describe seasonal changes in the life of a tree.
Cluster 1: Characteristics and Needs of Living Things
- Use appropriate vocabulary related to their investigations of characteristics and needs of living things. Include: characteristic, human, animal, plant, living things, needs, as well as descriptive words relating to life processes.
1-1-07 Recognize that plants, animals, and humans, as living things, have particular needs.
1-1-10 Describe how humans and other living things depend on their environment to meet their needs.
Cluster 4: Daily and Seasonal Changes
1-4-01 Use appropriate vocabulary related to changes over time. Include: Sun, light, heat, day, day time, night time, morning, afternoon, days of the week, yesterday, today, tomorrow, seasons, shadow, characteristic, behaviour, living things, cycle.
1-4-02 Recognize that the Sun is a source of light and heat.
1-4-03 Recognize that a day is divided into day time and night time based on the presence or absence of sunlight.
1-4-06 Observe and describe how the Sun appears to change position over the course of a day.
1-4-08 Investigate and describe changes that occur in characteristics and behaviours of living things throughout a day.
1-4-09 Compare characteristics of the four seasons.
1-4-10 Describe how humans prepare for seasonal changes.
1-4-16 Identify physical and behavioural changes that occur seasonally among Manitoba plants and animals, and discuss possible reasons for these changes.
Cluster 1: Growth and Change In Animals
2-1-01 Use appropriate vocabulary related to their investigations of growth and changes in animals. Include: food groups, Canada’s Food Guide to Healthy Eating, offspring, adult, behaviour, life cycle, stage, life processes, as well as terms relating to life cycles studied.
2-1-12 Describe and classify a wide range of animals according to various characteristics and behaviours.
2-1-14 Describe changes in the appearance and activity of various animals as they go through a complete life cycle.
2-1-16 Observe and describe an animal’s life processes.
Cluster 1: Growth and Change in Plants
3-1-01 Use appropriate vocabulary related to their investigations of growth and changes in plants.
3-1-05 Recognize that a plant uses the Sun’s energy to make its own food.
3-1-08 Explain how different adaptations of plants help them survive in particular environments.
3-1-11 Identify characteristics that remain constant and those that change throughout the life cycle of a flowering plant.
Cluster 1: Habitats and Communities
4-1-01 Use appropriate vocabulary related to their investigations of habitats and communities. Include: habitat, physical adaptation, behavioural adaptation, traditional knowledge, technological development, population, community, food chain, food web, organism, producer, consumer, herbivore, omnivore, carnivore, predator, prey, scavenger, endangerment, extinction, conservation.
4-1-02 Recognize that each plant and animal depends on a specific habitat to meet its needs.
4-1-04 Identify physical and behavioural adaptations of animals and plants, and infer how these adaptations help them to survive in a specific habitat.
4-1-09 Recognize that plant and animal populations interact within a community.
Cluster 4: Weather
5-4-01 Use appropriate vocabulary related to their investigations of weather. Include: weather; properties; volume; pressure; air masses; fronts; weather instrument; severe weather; forecast; accuracy; water cycle; climate; terms related to public weather reports, and cloud formations.
5-4-13 Explain how the transfer of energy from the Sun affects weather conditions. Include: the Sun’s energy evaporates water and warms the Earth’s land, water, and air on a daily basis
5-4-16 Differentiate between weather and climate. Include: weather includes the atmospheric conditions existing at a particular time and place; climate describes the long-term weather trend of a particular region.
5-4-17 Identify factors that influence weather and climate in Manitoba and across Canada, and describe their impacts.
Cluster 1: Diversity of Living Things
6-1-01 Use appropriate vocabulary related to their investigations of the diversity of living things. Include: classification system, classification key, paleontologist, terms related to names of kingdoms and types of vertebrates and invertebrates.
6-1-08 Observe and describe the diversity of living things within the local environment.
Cluster 4: Exploring the Solar System
6-4-01 Use appropriate vocabulary related to their investigations of Earth and space. Include: astronauts, communication and remote sensing satellites, solar system, inner and outer planets, asteroid belt, mass, weight, points of reference, apparent movement, celestial objects, astrology, astronomy, rotation, revolution, axis, moon phases, eclipses.
6-4-08 Recognize that the Sun is the centre of the solar system and it is the source of energy for all life on Earth.
6-4-12 Explain, using models and simulations, how the Earth’s rotation causes the cycle of day and night, and how the Earth’s tilt of axis and revolution cause the yearly cycle of seasons.
6-4-15 Identify points of reference in the night sky and recognize that the apparent movement of celestial objects is regular, predictable, and related to the Earth’s rotation and revolution.