Activity 1.1: shapeshifters

Introduction

In the context of creating shapes students discover and explore what they know about space. They can work solo, in pairs or in small groups (where more collaborative learning can take place) using physicality and imagination.

Duration

5–10 minutes

Resources

• Open space large enough for students to move comfortably and safely
• Music (for example, film scores from Star wars, Solaris or Planet of the apes)

• Activity stepsShow details

  Making

  1. Have students stand in a spot by themselves and close their eyes.
  2. Ask them to imagine being in space where the stars and planets are, where spaceships travel. Feed in prompts or ideas – what might they see? What might they hear?
  3. Introduce music to set the mood and prompt students' imaginations.
  2. Next, explain that they are going to use their bodies to make the shapes of space objects. The shapes will be still shapes, as if a photograph has captured a moment in time.
  3. The shapes can be whatever they choose and can manage. They can put their body into any position they like, using arms, legs, hands and feet. They can be stretched out, curled up, standing or lying on the floor. Examples of shapes could include: a star, a half or full moon, a comet, a meteorite, the Sun, the Earth, an astronaut or the fire from a rocket ship.
  4. Remind students to behave safely and respectfully of others.
  3. Next, have students work in pairs or threes and combine their bodies to make other objects. Examples include a space station, a planet with orbiting moons, an alien spacecraft, a giant telescope, a rocket ship in parts, or an exploding star. Once again these are still shapes.
  4. To limit excessive talking and focus students on the activity, consider counting down from ten to zero, indicating to the children that their shapes must be made by zero.
  5. Extend the activity by having each group add a sound to their frozen shape. They agree on just one sound as 'their sound'. They then remake the shapes as you call them and use the sound – softly, then louder, then perhaps one at a time.
  4. Extend the activity by imagining that the frozen shapes are in a space museum and you are taking a guided tour. Explain that as the 'guide' you will point out each shape as an 'exhibit' and describe it to an imaginary tour group. Children have to 'hold' their shapes for the tour group to see.

  
  

  Responding

  1. Halve the class and have one half make their group shapes while the other half observes. What do they see as they look at the shapes? Are there different ideas?
  2. Ask students to record the ideas and understandings of space they have demonstrated and discovered through the activity.
  3. Discuss the objects or things that were part of the activity? What further information do they now know about space?
  4. Make this record 'live' so that new discoveries can be added as they are made.