AstroCreative Activities
These activities can be used to help visitors understand the science behind their images
and create interpretive content for their exhibits.
1. Kinesthetic Telescope – recreate kinesthetically how telescopes work and how
MicroObservatory images get made
2. AstroPoetry – interpret an image artistically using words
3. AstroSculpture – create a visual arts representation of an image or object
4. Kinesthetic Life Cycle of Stars – interpret images kinesthetically and learn how
stars are born, live, and die
They are taken from the “Kids Capture their Universe” astronomy apprenticeship
developed for Citizen Schools.
Kinesthetic Telescope
Goals
• To learn how telescopes work and how MicroObservatory images get made
• To work together as a team to create a human telescope
Materials
• Telescope vocabulary words (with definitions) – cut out, or written on index cards
• Kinesthetic Telescope Narration – printed out or posted somewhere in large type
• Hat, bag, box, or similar object
• Astronomical image
Preparation
• Clear a path across a room, down a hallway, or in an open area outside
• Print and cut out or re-write the telescope vocabulary words
• Place the words into the hat, bag, or box
Procedure
1. Participants draw vocabulary words out of the hat (some words are repeated).
Explain that each different vocabulary word represents part of the process of how
images are made.
2. Have participants read their vocabulary words and definitions aloud.
3. Read the narration, moving the participants into formation as you read their
vocabulary words. If you like, demonstrate what is happening at each stage.
4. Give the astronomical image to the detector when you reach that part of the
narration. Make sure (s)he keeps it hidden until the very end of the narration.
5. Demonstrate the path that light takes and what each part of the telescope does.
6. Have participants recreate the demonstration and present the narrated sequence on
their own. Each part of the telescope must explain what he or she is doing. The light
cannot move forward until it is given permission from the appropriate telescope part:
o
o
o
o
o
Light: travels from objects in space to the telescope
Aperture: lets the light into the telescope
Mirror: focuses the light toward the detector
Shutter: lets the light through to the detector
Detector: records the light to create an image
Kinesthetic Telescope Narration
1. Light travels from an object in space to the telescope
2. The aperture lets the light into the telescope
3. The mirror focuses the light toward the detector
4. The shutter lets the light through to the detector
5. The detector records the light to create an image
When you request an image from MicroObservatory, you tell the telescope
which object in space to point at, and how long to keep the shutter open.
Kinesthetic Telescope Formation
(color coded to match narration above)
Not to scale. Note that some of the light will never reach the telescope. Similarly, not all
the light will make it through to the detector…you can simulate this by having longer or
shorter “exposure times” (how long the shutter stays open) in multiple demonstrations.
Kinesthetic Telescope Vocabulary Words
Print out and cut apart or re-write on index cards
Aperture
Aperture
Narrator
The opening of the
telescope that lets light
in
The opening of the
telescope that lets light
in
Mirror
Shutter
Detector
The piece of the
telescope that reflects
and focuses the light
The piece of the
telescope that opens
and closes to let light
through to the detector
The piece of a
telescope that collects
the focused light, and
records it as an
electronic image
Object in Space
Light
Light
Light
Light
Light
AstroPoetry
Goals
• To notice details in an astronomical image
• To creatively express what is known about objects in space
Materials
• Variety of astronomical images
• Index cards
• Markers
Procedure
1. Show an astronomical image
2. Ask participants what they know about the image and what words they would use to
describe it (e.g. bright, swirling) or what it reminds them of (e.g. marble, pancake,
hula hoop)
3. For each word suggested, write down one word per index card
4. Rearrange the cards to create a poem and read the poem aloud
5. Split into teams—each team is given or chooses an astronomical image about which
to create their poem, and a stack of index cards
6. Give participants five minutes to brainstorm words (make sure they include nouns,
verbs, and adjectives!)
7. Given participants five minutes to create poem (they can add in connecting words if
desired, or add prefixes or suffixes to existing words)
8. Spend at least five minutes sharing and reflecting on the poems created
Additional Notes
• Groups can compete to make the most descriptive poem about the same object, or
they can each work on a different object (chosen or assigned)
• Poems can include astronomical information if it is known
• It is probably best to start with a professional image, such as a Hubble Space
Telescope image, but this activity should eventually be done with all sorts of images,
including those taken by MicroObservatory and processed by participants
Some Examples of AstroPoetry
Our Sun
An AstroPoem by the McCormack Apprentices
Hot Face: Bubbling Volcano
Lava Spots
Burning Pain
Orange Tomato With Zits
Supernova Sun
Destroying Fire
Killing Flare
THE SUNNY SIDE UP GALAXY
Swirling sparklers sunny side up
Thick black hole dust
White gooey Vegas snake
Snakes fighting in a circular motion
Dueling dragons blow fire and ice
Cold planets on a whirlpool roller coaster
AstroPoem by Christian, Isaiah, Juan Diego, Raul, Scott, Shawn, and Tania
! text of poem below
Exploding stars deep in space
Jumping around, falling down
like snow
Dim and bright, exciting and
boring
Big balls of gas and darkness
Star cluster image by Carrie
Poem by Miguel, Drawing by Ashley
Visit http://heritage.stsci.edu/commonpages/art/literature/index.html to see poems
created by high school students for a live planetarium program called the “Hubble
Heritage: Poetic Pictures.” The program, run in partnership between the Space
Telescope Science Institute, the Davis Planetarium at the Maryland Science Center and
Baltimore City College High School, included blending the latest astronomical research
with creative writing.
AstroSculpture
Goals
• To explore the relationship between three-dimensional objects and two-dimensional
images
• To creatively interpret the nature of astronomical objects.
Materials
• Variety of astronomical images
• Craft supplies of different shapes (flat, round, pointy, etc.), textures (smooth,
stretchy, gritty, soft, etc.), and appearances (shiny, translucent, dark, bright, etc.)
• Craft tools (scissors, glue, tape, stapler, markers, etc.)
• (Optional) Paper plate and a ball of clay or balloon
• (Optional) CD with a cotton ball in the middle
SUGGESTIONS FOR CRAFT SUPPLIES: Colored construction paper, box of clay,
cotton balls, yarn, fabric, netting (tulle), fiber batting, fiber batting (quilt filler), glow string,
bubble wrap, wax paper, aluminum foil, plastic wrap, balloons, pipe cleaners, craft
sticks, small styrofoam or squishy balls (e.g. pom-poms) of various sizes, paper plates,
toilet paper
Procedure
1. If desired, do an introductory demonstration (Moon Models or Galaxy Perspectives,
as described on the next page)
2. Split into small groups (2-3 people)
3. Each group chooses an astronomical image taken and creates a three dimensional
model of the object in the photo
4. Facilitators help the groups by asking leading questions, such as:
o
o
o
o
o
What do you think this object feels like?
Is it all one piece?
What is it made of?
What is this object doing?
How can you represent that process?
5. Each group prepares a caption (display label) to interpret their model
6. Each group should shares their model at the end of the activity
Demonstration: Moon Models
1. Show an image of the Moon
2. Hold up a paper plate and a balloon/clay ball
3. Ask participants which one is a better representation of the object in the image. Can
they explain why?
4. Ask participants for ideas about how to make their chosen model look more like the
actual object in space (draw on craters, make dents, sprinkle with dust, etc.)
Demonstration: Galaxy Perspectives
1. Show a pre-made model of a galaxy (CD with cotton ball center, for example)
2. Demonstrate how it can be viewed so that it looks like different MicroObservatory
images (face-on vs. edge-on, close vs. far away)
Some Examples of AstroSculpture
Caption text, by Michael:
“This is my creative representation of a galaxy. My
model includes swirls of gas and dust (represented
by beads and pipe cleaners) around a dense
collection of stars (foam ball). I am connected to this
not only because it is my creativity at work, but
because it demonstrates my understanding of what
a galaxy is.”
Crab Nebula supernova
remnant display (sculpture,
MicroObservatory image,
and NASA Chandra image)
Three-dimensional model of
white dwarf and planetary
nebula—a collapsed star
with shells of gas around it
Star-forming nebula: a fluffy
cloud with dusty matter
condensing to create a star
in the middle of model
Kinesthetic Life Cycle of Stars
Goals
• To learn about different types of nebulae
• To create a kinesthetic model of astronomical phenomena
Materials
• Astronomical images of various stellar life cycle stages:
o star-forming nebula (e.g. Orion Nebula)
o main sequence star(s) (e.g. Sun, Sirius)
o red giant (e.g. Betelgeuse)
o planetary nebula (e.g. Ring Nebula)
o supernova remnant (e.g. Crab Nebula)
• (Optional) Poster illustrating the life cycle of different mass stars
• Kinesthetic Life Cycle of Stars facilitator information (next page)
Procedure
1. Explain that stars, like nebulae, are made of gas and dust. They are born inside
giant star-forming nebulae and when they die they leave behind other types of
nebulae. Give an overview of all five stages for a low-mass star before asking the
group to imagine that they are clumps of gas in a star-forming nebula.
2. Use the Kinesthetic Life Cycle of Stars facilitator information sheet (next page) to
help the group act out the important stages of a low-mass star’s life and death.
o Star Forming Nebula: Clumps of gas are pulled together by the force of gravity,
forming stars
o Star: Fusion in the core of a star creates an outward pressure that balances the
force of gravity in the outer layers.
o Red Giant: fusion overtakes gravity and the outer layers of the star expand
o Planetary Nebula: The core of the star collapses and the outer layers drift
outward into space.
3. Repeat the exercise for a high-mass star (supernova instead of planetary nebula)
o Supernova (Remnant): The core of a very massive star collapses and the outer
layers fall inward and bounce off the core and explode outward, releasing
energy.
Kinesthetic Life Cycle of Stars (adapted from “Kinesthetic Life Cycle of Stars” by
Erika Reinfeld (CfA) and Mark Hartment (MKI), Astronomy Education Review, 10/08)
Five stages of stellar evolution are described and diagrammed below. In each stage,
facilitators should provide a brief narration of the science and physical actions that
are about to occur, before “starting the clock.” It may be instructive to show a poster
illustrating the stages of stellar evolution, or to preview an image that the students
will recreate at each stage. Once the action begins, students move into the
appropriate formation. Facilitators may need to provide more detailed instruction or
hands-on guidance to individual students. Once students have completed the action
of a stage, they should stop moving while facilitators summarize the process and
begin the next segment of narration.
The “description” column in the table below does not represent verbatim narration,
but rather a summary of basic principles involved in each stage. In particular,
facilitators should emphasize the interplay between the inward force of gravity
pulling the star together and the outward force resulting from fusion in the core.
Stage
Star-Forming Nebula
[Gravity rules.]
Birth of the Star
(Protostar)
[Gravity rules. Fusion
begins.]
Life of the Star (Main
Sequence)
[Gravity and fusion in
balance.]
Continued on next page...
Description
A cloud of gas and dust forms many
stars. A single star is created when
clumps of this material (mostly hydrogen
gas) are pulled together by the force of
gravity.
Action
Students, scattered
randomly throughout the
room, point in the direction
where “the most other
clumps” are, and slowly
make their way to that
point.
As a region of the cloud collapses,
gravity pulls the clumps of gas together.
The gas in the center becomes hot
enough and dense enough to begin
fusion. Hydrogen atoms inside the
clumps smash into each other,
combining to create helium and releasing
light and heat. The star begins to shine.
Students clump together,
forming a large ball. Those
on the outside (“envelope”)
continue to move toward
the center. When students
on the inside (“core”) start
bumping into each other,
they face outward.
Fusion in the core generates an outward
force to balance the inward gravitational
force from the outer layers.
Core students and
envelope students gently
push against each other,
palm-to-palm, elbows bent,
balancing. There should be
one or two envelope
students per core student.
Red Giant
[Fusion overtakes
gravity.]
Death of a Low-Mass
Star (Planetary Nebula
with White Dwarf)
[Fusion ends; gravity
wins.]
Death of a High-Mass
Star (Supernova, with
Neutron Star or Black
Hole)
[Fusion ends; gravity
wins.]
As the core nears the end of its fuel
supply, the outer layers continue to push
inward, increasing the temperature in the
core. This produces a new series of
fusion reactions that produce enough
outward force to overpower the inward
gravitational force and expand the star.
Core students fully extend
their arms, pushing the
envelope students
backwards, expanding the
star.
As the core runs out of fuel for fusion, it
emits one last push outward, ejecting the
star’s outer layers, which drift away into
space. The core then contracts under its
own gravity, forming a white dwarf.
Core students push the
envelope outward then
move together into a tight
blob at the center. The
envelope students, in a
ring-like shape, drift away
from the core.
The massive core continues to fuse
elements and expands the star so it is
even larger. Once the core runs out of
fuel, it collapses to form a neutron star.
The outer layers then collapse as well.
As material falls toward the star’s center,
it bounces off the core and explodes
outward through the star. This explosion
is called a supernova. In the most
massive stars, the collapsed core will
become a black hole.
Core students extend their
arms, expanding the star.
Then, they stop pushing
and scrunch together at
the star’s center. Envelope
students rush inward, and
bounce off the packedtogether students in the
core, exploding outward
dramatically, revealing the
collapsed core.
To transition between the deaths of low- and high-mass stars, facilitators must rewind
the clock, to the original star-forming nebula or to the main sequence stage. Recreating
all stages of the activity up to the red giant phase, from students’ memory, is most
effective because it highlights the parallel paths of the two stars and allows students to
review and teach back what they have learned.
Additional information and posters about this topic can be found at
http://imagine.gsfc.nasa.gov/docs/teachers/lifecycles/stars.html
Photographs of students in action can be found at
http://www.flickr.com/photos/24452156@N07/sets/72157605963324609/
Illustration of student motion appears on the next page.
a
b
c
d
e
a.
b.
c.
d.
e.
f.
Star-Forming Nebula (random motion)
Protostar (clumping, motion toward the center, core and envelope start to differentiate)
Main Sequence (core and envelope pushing in balance)
Red giant (core pushing harder, motion outward)
Planetary Nebula (core compacted, all other motion outward)
Supernova (core compacted, motion inward then outward)