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Kinesthetic Astronomy
Movement of Celestial Objects Across the Night Sky
Objectives
Participants will:

Kinesthetically experience the orbital movements resulting in the apparent rising and setting of the
stars and constellations.

Gain an understanding of what stars become visible at what time from Earth.

Understand why Venus is seen as a morning or evening “star” from Earth.
Suggested Grade Level
PreK-12th
Subject Areas
Science
Timeline
1 to 2 class periods
Standards
NSS.K-12.4 Earth and Space Science
 Earth in the solar system
 Origin and evolution of the earth system
 Origin and evolution of the universe
Background
Studies have shown that children learn best through body movement, or kinesthetics until their brains are
more developed. The purpose of teaching astronomy through kinesthetics is to help children understand
abstract ideas such as orbits, scale of the solar system, and the universe in ways that they will be able to
understand.
In this lesson, students will gain an understanding of the movement of the stars through the night sky. They
will also gain an understanding of the constellations and in particular those of the zodiac. The signs of the
zodiac were chosen because the “wandering stars” or planets (Mercury, Venus, Mars, Jupiter, and Saturn)
traveled through these constellations. These planets were the ones visible to the naked eye in ancient
history.
Before starting this lesson the area must be set up according to the Kinesthetic Astronomy Placement of the
Signs of the Zodiac page. These signs must be set up outside the circle of students. The easiest thing to
do is to tape the signs to chairs and place the chairs in a circle.
Vocabulary
Solar system, rotational period, orbital period, axis, northern hemisphere, southern hemisphere,
constellation, zodiac
Materials
“E” and “W” signs
An object to represent the sun (a yellow helium balloon on a string works well)
Signs with the twelve signs of the zodiac
Signs for Summer Solstice, Winter Solstice, Fall Equinox, and Spring Equinox
Lesson
1. Have students gather in a circle around the sun, but inside the Zodiac circle.
2. Make sure the students have the “E” and “W” signs.
3. Have students face noon. Make them note what season of the year it is for them.
4. Ask students, “Which constellations are visible?” Answer: None because it is daylight.
5. Have the students move to sunset. Ask, again, “Which constellations are visible?” Answer: None
because it is still daylight.
6. Have the students slowly start turning towards midnight. Point out that as they are turning the sun
is slowly disappearing below the horizon. At this point it should start being dark enough for the
students to see the constellations. Have them call out or ask specific students which constellations
of the zodiac they can see in their field of view.
7. Have the students continue to midnight and stop. Point out to the students that as they are rotating
on their axis the constellations appear to move across the sky from east to west.
8. Once students are stopped at midnight, have them observe the constellations that are visible in
their field of view.
9. Ask, “Would there be any planets visible at this time?” Answer: Yes, Mars, Jupiter, Saturn, Uranus,
and Neptune. Ask, “Would Mercury and Venus be visible?” Answer: No, they would be “behind”
Earth.
10. Ask, “Would we ever be able to see Mercury and Venus?” Answer: Mercury is very hard to see
because it is so close to the sun. Only on rare occasions do we get to see Mercury. We can see
Venus just before sunrise or just before sunset. Venus is called the Morning or Evening Star
because it is the brightest “star” at sunrise or sunset.
11. Have students continue slowly to sunrise. Have the students notice the constellations moving
across the sky.
12. Have the students stop just before sunrise. Point out that if Venus were in the correct position you
would be able to see it just before sunrise.
13. Have students come back to noon. Point out that they are now facing the sun, Mercury, and
Venus. Because the sun is so bright it is difficult to see those two planets.
14. Point out the Zodiac signs and the solstice and equinox signs to the students. Have students line
up in order around the circle according to their birthday. For example, if a student’s birthday is
June 21 that student would line up directly in front of the Spring Equinox. If the student’s birthday
is June 12, that student would line up to the left of the previous student. (Note: This may take a
few minutes.)
15. After students have arranged themselves correctly have them face noon. Slowly, have them turn
to sunset and midnight. Ask, “Are you looking at your sign of the Zodiac?” Answer: No.
16. Have the students turn back to noon. Point out that their “sign” is across from them on the other
side of the circle. Their sign is determined by where the sun rises on their birthday.
Extensions
Have students do another orbital rotation to observe the constellations of the Zodiac. This time, however,
have them add the tilt of the Earth on its axis. Have them observe how the path of the stars is different than
before.
Evaluation/Assessment
Observe student participation and understanding during the lesson.
Resources
Kinesthetic Astronomy, Morrow, C and Zawaski, M.
http://www.spacescience.org/education/extra/kinesthetic_astronomy/index.html
National Science Standards:
http://www.nap.edu/readingroom/books/nses
Wikipedia Online Encyclopedia:
www.wikipedia.com
Kinesthetic Astronomy
Placement of the Signs of the Zodiac
Gemini
Taurus
Cancer
Aries
Winter
Solstice
Leo
Pisces
Spring
Equinox
Fall
Equinox
Virgo
Aquarius
Summer
Solstice
Libra
Capricorn
Scorpio
Sagittarius
Sagittarius
Capricorn
Aquarius
Pisces
Aries
Taurus
Gemini
Cancer
Leo
Virgo
Libra
Scorpio