KINESTHETIC LEARNING INSTRUCTION

INTRODUCTION
In recent years, there has been much discussion on the use of kinesthetic activity in the
classroom to improve health and educational outcomes among youth. School efforts that
incorporate movement into the curriculum have been found to improve learning efficiency while
decreasing stress and contributing to a pleasant classroom climate (Culp, B., & Oberlton, M.
2019). The activity will be going to show how does kinesthetic approach can be applied in
classrooms. Request that the class generate a list of probable explanations for the phenomenon
of moon phases. Avoid making judgments about the soundness of the theories presented.
Students should jot out their own explanations based on what they've heard.
Because some students may struggle with the imagery in this activity, consider performing it
with a smaller group while the rest of the class works on a moon phase chart or another project,
or do it more than once.

LEARNING OBJECTIVES

 Students will be able to use Earth, Sun and the Moon to discover why moon phases
occur.
 Students will develop critical thinking skills on how the moon phases from one moon to
the next.

SUBJECT MATTER

 Title : Moon Phases through Kinesthetic approach

 Materials : Styrofoam ball, Pencil, Video Guide, Coloring Materials, Pictures,
A lamp to represent the Sun at the center of the circle
 Grade Level : Grade 6
 Duration : Practically 45 – 60 minutes

PROCEDURE
The Experiment
1. Give each pupil a Styrofoam ball and a pencil, and instruct them to insert the pencil
inside the ball.
2. Students should form a semicircle or circle facing the lamp. Explain that the lamp
represents the Sun and that their heads each represent Earth, with their noses
representing their hometown.

3. Request that pupils hold the model Moon at arm's length. Allow time for them to
investigate how the model Sun's light bounces off the model Moon as they move it
around their heads. (Them generally notice that their own shadows cover the model
 Moon when it is opposite the light source, simulating a moon eclipse during the full moon
phase; instruct them to hold the model above or below the shadow of their heads for the
time being, and disregard the eclipse.)

4. Assign each pupil a place where they can see the full moon (looking away from the sun).
o How much of the moon is lighted as seen from Earth? [the complete
circumference]
o How much of the moon is actually exposed to sunlight [the front half]?

o Please remind me in which direction the Earth rotates on its axis.

[counterclockwise]

5. Instruct students to slowly revolve counterclockwise like the Earth, observing how the
light illuminating the moon changes. Stop at important moments (gibbous, quarter, new,
etc.), but encourage children to observe and describe instead of shouting vocabulary
phrases. At each stage, ask questions like:
o How much of the moon is lighted as seen from Earth? What words would you use to
describe the shape?
o Which side of the moon appears to be getting brighter or darker? [for the Northern
Hemisphere, use the right side]
o What percentage of the moon is truly illuminated by the sun's rays? [half]
o Why do astronomers refer to one of the phases as a "quarter moon" when half of the
surface seems illuminated? [Difficult answer: Because the moon has finished or will
complete 14 of its orbits.]
6. Step 5 should be repeated, but this time introduce or refresh vocabulary.
7. The moon goes through various phases as it orbits the Earth.
o How long do you think it will take for the moon to entirely orbit our planet? Consider how
often you might see a full moon. [about 1 month; 29.5 days]
o Can we see more than one full moon every month if the moon's orbital period is 29.5
days? [Yep! A calendar month can have two full moons, one at the beginning and one at
the end of the month. When this happens, the second full moon is dubbed a "blue
moon," despite the fact that its hue is unaffected. These occurrences occur every few
years.]
o The moon goes through various phases as it orbits the Earth.
How long do you think it will take for the moon to entirely orbit our planet?
Consider how often you might see a full moon. [about 1 month; 29.5 days]
8. Give time for children to continue experimenting with the Moon's movement. Consider
having them collaborate to construct each phase by drawing a diagram of the Moon's
changing location. Give them the enclosed schematic with blank spots to fill in drawings
and phase names.

DEBRIEFING

 Conduct a class discussion in which students can express their newfound knowledge of
the Moon's phases.
  Request that the students rewrite their moon phase descriptions and discuss any
changes from their previous ideas. (Remember that the spinning Earth allows us to
watch the Moon rise and set every day, but it has no effect on the Moon's phase; the
changing proportion of the Moon's sunlit side that we view as the Moon orbits Earth
produces the moon phases.)
 Encourage students to think about their physical abilities and how they used these
concepts during the experiment.

REFLECTION & DISCUSSION

 The teacher will conduct a discussion on the importance of understanding how the moon
has its own phases and how it is related to the rotation of the planets and the sun.
 The significance of participating in and finding new things through experimentation.
 Encourage that students provide any new discoveries they made in class today.

ASSESSMENT

 Evaluate students based on their involvement, then let them to reflect on the exercise
and present it in the following session.

SUMMARY
People with bodily-kinesthetic intelligence, in general, learn better by doing, exploring, and
discovering. This kinesthetic role-playing activity enhances not only language abilities but also
teamwork, critical thinking, and creativity. It provides students with a hands-on atmosphere in
which to conduct experiments in a real-world context, making learning more engaging and
memorable.

Prepared by:

GRAZELL MAE DOBLON

Student of BEED – 4 th Year