The Solar System Ballet: A Kinesthetic Spatial Astronomy Activity
Inge Heyer (University of Wyoming)
Timothy F. Slater (University of Wyoming)
Stephanie J. Slater (Center for Astronomy & Physics Education Research)
http://www.caperteam.com
Introduction
SECOND SEGMENT (grades 4+)
This assignment, like many that work well to help students visualize complex interactions, requires
students to move their bodies to act out objects’ motions. Moreover, this activity assists students in
understanding the difference between planets and moons, and helps students to understand exactly
what kinds of objects are in our Solar System. While many students can say words like “solar system,”
“planet” and “moon,” research indicates that they do not truly understand the difference. More surprisingly, most students believe that the Sun is a fundamentally different object than “the stars,” and
that our Solar System contains many, many stars. Allowing your students to act out the roles of each is
a very effective means of moving them toward more accurate scientific understandings.
We have the students take out a sheet of paper, put a spot on one side called “Sun”, and another spot
of the other side called “Pluto.” (They get mad if you leave out Pluto; beware of angry 4th graders).
Then we ask them to put in the rest of the planets (and we ask for volunteers to recite the sequence
if some have forgotten). Usually they space them out pretty evenly.
Mercury
Objective:
To learn about the planets, their motions, and their relative distances.
Prep Work:
Grades K-5: none
Grades 6+ : hopefully some basic geometry and algebra (it makes the exercise more meaningful with
it, but it can be done without it)
Equipment:
computer/laptop, LCD and Projector screen, if you like, for showing images of solar system objects
styrofoam balls, beach balls, or other planet models of different sizes
strong flash light for the Sun, if you like
labels for the planets
industrial size (25ft+) tape measure
blank paper
pencils
planet distances chart + copies
planet sizes chart + copies
some empty space in the class room (or go outside)
Then we get to work with the tape measure. We ask for 10 volunteers (one sun, nine planets). The Sun
stands at one end of the class room, and we measure out the positions of the planets. This activity
can of course also be done outside on larger scales.
It becomes clear that the planets are not evenly spaced. The inner Solar System is very crowded,
while the outer planets have lots of space between them. How come? Nobody knows, yet. We mention
the extra-solar systems discovered, and how they are all different. There is lots more to be figured
out by future researchers.
Venus
The follow-up question is, “How big is the Sun on this scale?” Usually, even the adults think on scales
of at least the size of the building. Point out that this means that all the planets would be inside the
sun, which is clearly (and fortunately) not the case. The anwer is 7mm (using the 33ft Pluto distance).
We then point out that therefore even the biggest planet is smaller than a grain of sand on the beach.
That usually gets us buggy eyed students. Yes, space is very large and very empty.
Earth
To teach people about our Solar System can be revealing and rewarding, for the students and the
teacher. Especially the little ones care not so much about the finer details, but getting to orbit is fun.
The issue with little ones (and some bigger ones, too) is that they cannot yet grasp theoretical ideas
purely with their minds. If you can show them a video, that’s better, but if they are able to learn it
with their bodies, essentially being what they learn about, they will understand and remember it
much more easily. And, as we have discovered, they will also enthusiastically tell their friends and
families about it (even though grandma may not be too keen on being the fast-moving comet).
Before we begin this activity we usually ask participants if they know the names of the planets, possibly in order (most of them do). They can either do this on a piece of paper, in groups, as a class, on
a word wall, or wherever. There are three segments to this; they can be done together or separately, depending on time limits and age of the students. Afterwards one could ask more details, how do
the planets and moons move, how are the first four different from the second four, how do we know
the Earth is round? The older ones should describe it in words, the little ones in pictures (and we get
loads of those after many classes).
THIRD SEGMENT
Mars
Pt. A (grades 4+)
This concentrates on historical measurements.
We ask for three volunteers (Sun, Earth, Moon), and have them repeat the orbiting exercise. Then
we point out the two configurations where eclipses can happen. We use a flashlight on the students’
heads if the class room is dark enough.
Jupiter
This activity was developed in Hawai`i, so we usually start out by talking story about the planets.
(In Hawai`i talking story is an important part of life). We show pictures of the planets (more detail
for grades 4+, less for the little ones), and relate the appearance and environment of each planet to
things they know from the Earth/Moon system.
Saturn
Tables of Distance and Size Scales
Then we ask for a Mercury volunteer. We ask the whole class
“Mercury is what?” [answer: Mercury is a planet]
“A planet does what?” [answer: A planet goes around the sun]
And so Mercury does (make sure it happens counter-clock-wise).
Then we ask for a Venus volunteer. We ask the whole class
“Venus is what?” [answer: Venus is a planet]
“A planet does what?” [answer: A planet goes around the sun]
And so Venus does (make sure it happens counter-clock-wise).
Uranus
Neptune
Then we ask for a Mars and two moon volunteers: Phobos and Deimos. We ask the whole class
“Phobos is what?” [answer: Phobos is a moon] “Deimos is what?” [answer: Deimos is a moon]
“A moon does what?” [answer: A moon goes around the planet]
And so the moon does.
“Mars is what?” [answer: Mars is a planet]
“A planet does what?” [answer: A planet goes around the sun]
And so Mars does (hopefully not losing Phobos and Deimos).
By now they see the pattern, and usually the whole class answers in a chorus. With the older ones
(and/or big classes) we add more moons with the outer planets, making it a bit more challenging.
We’ve had one fourth grade some years ago in a big gym, who managed to do the whole Solar System
at once without getting the orbits mixed up. We wish we’d taped that...
And if we have more students than planets and moons, we get the rest to do comet orbits. They are
allowed to run around and through the system. (They love doing the slingshot around the Sun).
Then we show a time-lapse photo of a lunar eclipse.
“What shape is the shadow?” [answer: The shadow is round]
“What shape is the object making the shadow?” [answer: The object is round]
“Which object makes the shadow?” [answer: The Earth]
Therefore, the Earth is round. We point out that this can be observed by anyone, with the naked eye,
and that it was noticed many thousand years ago. If anyone asks why it needed to be discovered
again so much later, we refer them to their history and/or politicial science classes (it is better to
avoid getting into discussions about the church). For the younger ones, we use the flashlight on random objects around the classroom to illustrate the fact the the shadow always takes the shape of the
object making the shadow.
First, we look at the whole collection and see the difference between the first four (little rocky ones)
and the second four (gas giants). We see the sun to scale, and see a picture of all the planets lined up
nose-to-nose three times and still not fill the diameter of the sun.
Then we ask for an Earth and a Moon volunteer. We ask the whole class
“The Moon is what?” [answer: The Moon is a moon]
“A moon does what?” [answer: A moon goes around the planet]
And so the Moon does (make sure it happens counter-clock-wise).
“Earth is what?” [answer: Earth is a planet]
“A planet does what?” [answer: A planet goes around the sun]
And so Earth does (make sure it happens counter-clock-wise, and that Earth doesn’t lose the Moon).
The second follow-up question is, “How far away is the nearest star on this scale?” (Proxima Centauri
at 4 light years). Guessing ensues. The answer (from Hilo) is in Waimea (~50 miles as the crow flies).
With the older ones that often results in a discussion on travel to other stars and the inefficiency of
emailing friends on other planets. We always happily indulge them.
One could add another bit on doing the Solar System object sizes to scale, i.e. have the Sun be as high
as the class room (10ft), and scale everything else accordingly. That would be a great homework assignment.
FIRST SEGMENT (any age)
Once they know a little bit about the planets, it’s time to orbit. We ask for a volunteer to be the Sun
(for the little ones we ask the teacher). If there is a way to do this outside or in a gym that’s best as
you can have many planets and moons in motion at one time. If there isn’t that much room, we do it
one planet at a time. Each volunteer gets to hold a model of their subject.
Then we show them a chart of the real distances of the planets from the Sun (in AU, which we explain). The third column shows Pluto at the classroom scale of 33ft. For middle school and up we
make them do the math for the other eight planets. First, we set up the equation for Earth together,
solve it, and then the class gets divided up in several groups to work on the others. We’ve had mixed
results, some 6th graders go at it like greased lightning, some 8th graders look at us like we’re nuts
having them do actual math. We take our cue from the teacher in these cases. For the younger ones
we have a filled-out chart, high schoolers get no breaks.
Pluto
The photos show K-12 students and their teachers practicing the Solar
System activities on the Big Island of Hawai`i and in Cape Town, South
Africa.
The images of the sun and planets on this poster are not to scale. All
images are from NASA missions.
Object
Sun
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto
Distances (real, in AU)
0
0.4
0.7
1.0
1.5
5.2
9.5
19.2
30.0
40.0
Distances (class room, in ft)
0
0.3
0.6
0.8
1.2
4.0
7.6
15.4
24.0
33.0