Multicultural Sun, Moon & Star Activities
The Story:
Coyote and the Night Sky
Once there was a curious coyote who lived with his friends, the five wolf brothers. Every day the wolf brothers and their dog would go hunting. When they came home, they shared their meat with coyote. They also talked around the campfire about something strange and frightening they had seen in the sky. But they would never tell coyote what it was.
Every night coyote would ask the wolf brothers what they had seen in the sky. His curiosity grew and grew. Finally one of the wolf brothers said, "Let's tell coyote what we have seen." They agreed to tell him that very night.
The wolf brothers told coyote about two strange animals they had seen high in the sky. They were very brave hunters, but there was no way they could get near the creatures. Soon coyote had a plan!
Coyote gathered many arrows together and began shooting the arrows into the sky. The first arrow stuck. The second arrow stuck to the first, and the third arrow stuck to the second. After a while, there was a trail of arrows leading up into the sky.
The next morning coyote, the five wolf brothers, and their dog climbed the arrow trail. They climbed for many days and nights, and finally reached the sky. The two animals in the sky were fierce grizzly bears, and coyote was afraid. But the two youngest wolf brothers were not afraid. They approached the grizzly bears and nothing happened, so the next two wolf brothers followed. Finally, the oldest wolf brother and his dog joined the group.
Coyote admired the beautiful picture they made in the sky. He began to back down the trail of arrows, breakng off the arrows as he went. To this day, the wolf brothers and their dog face the two grizzly bears in the sky. We call this sky picture the Big Dipper. When Meadowlark sings at night, he is telling everyone to come and look at coyote's picture in the sky.
The grizzly bears are the stars in the Big Dipper's bowl that point to the North star. The youngest wolf brothers are the stars that face the bears acorss the bowl of the dipper. The middle wolf brothers are the fist and last stars in the handle of the dipper. The oldest wolf brother and his dog are Mizar and Alcor, the two stars which appear as the middle star of the handle.
A. STAINED GLASS SUN SYMBOLS
Background: Stories about and artistic representations of the Sun, Moon, and stars can be found in many cultural traditions worldwide. Sharing these different points of view with students allows them to value traditions that see other than the Man-in-the-Moon or the Sun as a Happy Face. Once students have basic factual information about the Sun, Moon, and stars, introducing them to non-scientific interpretations by observers in other times and places allows them to enjoy the stories that purported to explain what was seen while gaining a scientific understanding of craters, Sun spots, lunar phases, eclipses, constellations, etc. Students can write their own creative explanations for astronomical phenomena, as well as scientific reports, to integrate writing skills, literature, and science.
Objectives: Students will explore the different artistic views of the Sun as expressed by ancient and contemporary cultures. They will create a Sun symbol Sun catcher based on a traditional design. Options: Students can create a construction paper or rock art symbol of their own design.
Materials:
cardboard backing, 1 per student
plastic wrap (preferably Saran Wrap) or transparencies
permanent markers (e.g., Sharpie pens)
masking tape, cellophane tape
pictures of Sun symbols
Procedure:
1. Present grade-appropriate factual information about the Sun.
2. Introduce the concept of a picture or symbol representing an object. Discuss Sun symbols, e.g., differences, similarities, importance to the people who designed them, scientific accuracy (or lack of scientific accuracy). Use the Sun symbols provided, as well as those found in clothing and jewelry catalogs, calendars, paper goods (napkins, stationery, date books), etc.
3. Share Sun legends, myths, and folklore from a variety of countries with the students.
4. Constructing stained glass Sun symbols:
a. Ask each student to choose a Sun symbol (use those provided or others you may find). Carefully tape the picture by the edges to the work surface with masking tape.
b. Provide scrap cardboard cut into rectangles slightly larger than the Sun symbols for backing. Paper plates also work well if you prefer round Sun catchers.
c. Tear a sheet of plastic wrap several inches larger than the cardboard backing. Place the plastic wrap over the Sun symbol. (Saran Wrap is less likely to tear or leak than many other brands.)
d. Trace the symbol with permanent markers. Bright colors, black outlines, and filled-in areas work better than light colors and fine-line outlining. Note:Transparencies work better than plastic wrap, but are expensive.
e. Tear a piece of aluminum foil a little larger than the cardboard backing.
f. Crumple the foil gently, then carefully flatten it. The uneven surface will catch the light, creating a stained-glass effect.
g. Lay the foil over the cardboard, folding overlapping edges to the back.
h. Place the plastic wrap picture over the foil, folding overlapping edges to the back. Tape securely with cellophane tape.
i. As an alternative, cut out the centers of two paper plates, sandwich the plastic wrap between them, staple the edges of the plates together, and trim away any excess plastic wrap. This creates a ''see-through'' effect. Plastic wrap which is very ''stretchy'' works best for this option.
5. Option: Ask the students to design construction paper Sun symbols of their own. Discuss the significance of each completed symbol. Use the symbols for a bulletin board display.
6. Option: After they have created a Sun symbol on paper, students can use paint or markers to transfer their symbols onto smooth rocks.
7. Option: Cut brown paper grocery bags into squares. Ask the students to crumple the paper until it is soft and wrinkled. Using water colors or markers, have the students put their Sun symbols on the brown paper to simulate rock or cave paintings.
8. Option: Allow the students to write their own legends. Suggested topics: how the Sun got into the sky, sunspots, solar eclipses, why we don't see the Sun at night, etc.
B. SUN, MOON AND STAR STORY BOXES
Objectives: Students will explore the different artistic views of the Sun, Moon and stars as expressed by ancient and contemporary cultures. They will re-tell a myth or legend for themselves or to peers, providing practice in storytelling, sequencing, listening, and comprehension.
Materials:
box, basket, or other appropriate storage container
patterns (for tracing) or pictures of main characters
1 large piece of fabric (about 1 sq. ft.)
scraps of cloth, felt, oaktag
scissors
glue
plastic or wood figures, if appropriate
Procedure:
1. Present grade-appropriate factual information on the Moon or stars. Share an astronomical myth, legend, or folktale such as How Coyote Arranged the Night Sky. The full text can be found in They Dance in the Sky, Native American Myths, by J. G. Monroe and R. A. Williamson, 1987.
2. Assemble a story box, as described below.
3. Discuss the origin of the story (historic time, location) and the differences between scientific information and legends.
4. Allow the children (singly or in small groups) access to the story box so that they can use the manipulatives to re-tell the story.
5. Stress that the stories were important to their originators and the story boxes should be treated gently. All small pieces must be wrapped in the background cloth and stored carefully in the box or basket.
6. Allow other options for responding to the story, e.g., drawing, painting, using clay, or writing their own legend.
Assembling the Story Box:
1. Choose a sturdy shoe box, basket, or other container for storing the background cloth and small pieces.
2. Represent key figures and objects in the story with felt cut-outs, pictures glued to tagboard, or small figurines or recycled items. ''Antique'' items from yard sales often lend authenticity to the storytelling. (Patterns for the coyote story characters have been provided.)
3. Choose a piece of fabric to serve as a surface for the manipulatives during the storytelling. Wrap small pieces in this background cloth. Try to choose a color and type of fabric appropriate to the story. A piece of fabric about 1 foot square works well; however, the size really depends on the sizes and numbers of manipulatives included.
4. Assemble the manipulatives, wrap them in the background cloth, and place them in a sturdy box. Label the box with the name of the story (or with representative pictures, if students are not yet reading). Store the box where the students can access it.