Kinesthetic Astronomy
The Movement of Earth in the Solar System

Objectives
•	Students will understand the astronomical origins of our methods of keeping time (hours, days, years)
•	Students will kinesthetically experience the orbital movements of the Earth and moon
•	Students will gain a kinesthetic understanding of when and why stars become visible on Earth
•	Students will kinesthetically experience the orbital movements causing day and night on Earth

Suggested Grade Level
PreK-12

Subject Areas
Science

Timeline
One to two class periods

Standards
 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.

Vocabulary
Solar system, rotational period, orbital period, axis

Materials
Craft sticks, “E” and “W” pages, an object to represent the sun (a yellow helium balloon on a string works well)

Lesson
1.	Start the lesson by assembling the class in a large circle around the sun.  Make sure each student has an “E” and “W” sign.  Each student should have enough room when their arms are spread out that they do not hit another student.
2.	Make sure the students are facing the sun.  Explain to the students that their body is Earth.  Ask the students, “Where would the North Pole be?”  Answer: Their head.  “How about the South Pole?”  Answer: Their bottom.  “Where would the Equator be?”  Answer: Their waist.  Tell students that their nose is their home town.
3.	Explain to the students that the sizes and distances in this activity are not to scale.  Ask the students, “If they are facing the Sun, what time of day is it?”  Answer: Daytime or noon.
4.	Now, have students place the “E” sign in their left hand and the “W” in their right.  Have the students extend their arms to their side parallel to the ground.  Explain that we now have the four cardinal directions north, south, east, and west.  The east and west signs also represent the horizons of the Earth.
5.	Ask the students, “In which direction does the sun set?”  Answer: West.  Ask, “If the sun sets in the west then how should the Earth look at sunset?”  Give students time to think about this.  Ask, “Which arm should be facing the sun?”  Answer: West. “What time of day would this be?”  Answer: 6:00 p.m.
6.	Explain to the students that the Earth just moved from noon to sunset.  Ask, “Which direction, clockwise or counter-clockwise, did the Earth move?”  Answer:  Counter-clockwise.
7.	Have the students rotate to midnight.  Ask the students, “What would you see?”  Answer: Stars, space, or night.
8.	Ask, “In which direction does the sun rise in the morning?”  Answer: East.  Have the students rotate to show sunrise.
9.	Have the students rotate to noon.  Ask, “We say that the sun “rises” in the morning, but is the sun moving?”  Answer: No, the Earth is rotating on its axis and makes the sun appear to rise.
10.	Ask, “Now that we have rotated on our axis once, what is that called?”  Answer: One day.  Ask, “How long does it take for the Earth to rotate once on its axis?”  Answer: 24 hours.  Explain to the students that this is called a planet’s rotational period (the time it takes for a planet to make one rotation on its axis).
11.	Explain to the students that they can see everything from their west horizon to their east horizon.
12.	Have the students go through several more days controlled by the teacher.  Have the students start at noon.  Tell the students to make a 90 degree turn to show sunset.  Tell the students to make another 90 degree turn to show midnight.  Tell the students to make another 90 degree turn to sunrise.  Finally, tell the students to make another 90 degree turn back to noon.
13.	Once the students have mastered the understanding of this exercise the teacher can move on to explain an orbital period or year.  Explain to the students that the Earth not only rotates on its axis, but it also orbits the sun while doing this.  That is called an orbital period.  Ask, “How long does it take for the Earth to orbit the sun?”  Answer: One year or 365 days.  Ask, “In which direction, clockwise or counter-clockwise, does the Earth orbit the sun?”  Answer: Counter-clockwise.
14.	Explain that the Earth must rotate on its axis 365 times each time it orbits the sun.
15.	Ask, “How many times have you orbited the sun?”  Answer: It depends on how old you are.  A twelve year old student has orbited the sun twelve times.
16.	You may try this with your students, but be careful of not getting too dizzy.  Have the students slowly rotate on their axis under the teacher’s command of, “Show me noon.  Show me sunset.  Show me midnight.  Show me sunrise.”  Have the students slowly travel in a counter-clockwise direction around the sun.
17.	After the students have mastered this exercise, ask the students, “Is the Earth strait up and down or is it tilted?”  Answer: It is tilted on its axis 23.5 degrees.
18.	Ask, “Is the Earth’s North Pole tilted toward the sun or somewhere else?”  Answer: The North Star.  Ask, “Does the Earth’s North Pole always point toward the North Star or does it point somewhere else?”  Answer: Always points towards the North Star.  Note: The Earth’s pole does wobble somewhat.  Polaris has not always been the North Star.  In 3000 BC, Thuban in the constellation Draco was the North Star.  By the year 14,000 AD Vega will be the North Star.
19.	Pick a point (top of a tree, light pole, or building) that is about 23.5 degrees from Zenith, or strait up, to be the North Star.  Have the students point their North Pole towards the North Star.  Some students will be bending forwards, backward, sideways, and every angle in between.
20.	Explain to the students that we are going to do one rotation on our axis, but your North Pole must always be pointed toward the North Star.
21.	Tell the students to show noon.  Look around the circle to make sure everyone is facing the sun and their North Pole is pointed toward the North Star.  Allow the students to look around at the others in the circle.  This will help them make connections in their mind.
22.	Tell the students to show you sunset.  Again, check to make sure that all students are in the proper position.  Again, allow them to look around the circle.
23.	Tell the students to show you midnight.  Check to make sure everyone is in the proper position.  Allow students to observe their neighbors.
24.	Tell the students to show you sunrise.  
25.	Tell the students to show you noon.
26.	Ask, “What observations did you make?”  Answers will vary?

Extensions
You can have students pair up with one being the Earth and the other the moon.  Explain to students that the moon rotates on its axis at the same speed as the Earth so we always see the same side of the moon.  Explain that the moon orbits the Earth in about 29 days.  Therefore, the Earth student must rotate on his or her axis 29 times while the moon student makes one orbit around the Earth.

Evaluation/Assessment
Observe student participation and understanding.  Have students write in a journal the observations they made during the activity and have them add any new information or ideas that they learned.

Resources
National Science Standards:  
http://www.nap.edu/readingroom/books/nses

Wikipedia Online Encyclopedia:
www.wikipedia.org

“E” and “W” Signs

Directions for making the “E” and “W” Signs

1.	Make enough copies so that each student will get one “E” sign and one “W” sign.
2.	Cut along the solid black line for each pair of letters.

Cut here

E  E

3.	Fold along the dotted line.

E

4.	Place a craft stick in between the two halves.

E

5.	Glue the craft stick and the two halves together.

E  E
E  E

E  E

E  E
W  W
W  W

W  W

W  W