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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