Space Innovation

Overview

Lesson 13 of 18 in Innovate or Invent: Year 3–4. Students explore space technologies, identify challenges astronauts face and explain how inventions help solve those challenges. The lesson uses a low-variance sequence: connect, teach, practise, apply and review.

Learning intentions

Students will:

• identify challenges astronauts may experience in space
• describe how a space technology helps address a challenge
• compare technologies according to their purpose and benefits
• communicate an idea using labelled drawings and clear explanations

Success criteria

• I can name a challenge faced by astronauts.
• I can explain how a space technology helps solve that challenge.
• I can draw and label a space innovation.
• I can explain why my innovation would be useful.

Curriculum links

• Technologies: explore how designed solutions meet needs and opportunities.
• Technologies: investigate materials, systems and technologies used to solve problems.
• Technologies: generate, communicate and evaluate design ideas.
• Technologies: consider how designed solutions affect people and environments.

Lesson structure (45 minutes)

1. 0–5 minutes – Connect and introduce the challenge Open with the space challenge hook. Ask: “What would be difficult about living and working in space?” Students think silently, then share one idea each. State the learning intention and briefly explain that innovations are new or improved ideas that solve a problem.

2. 5–12 minutes – Explore astronaut challenges Use the astronaut challenges and space technology examples to introduce challenges such as floating, limited oxygen, extreme temperatures, communication delays, collecting water and travelling safely. Show examples including spacesuits, water-recycling systems, solar panels, robotic arms and rover vehicles. Pause after each example and ask: “What problem does this solve?” and “How does it help astronauts?”

3. 12–17 minutes – Model design thinking Model one example, such as a spacesuit: “Astronauts need protection from extreme temperatures and tiny pieces of space dust. A spacesuit provides layers of protection, air and communication.” Complete the first example on the space innovation investigation and design worksheet. Think aloud using the sequence: challenge, user, idea, useful features.

4. 17–29 minutes – Investigate and discuss Give each student the space innovation investigation and design worksheet. Students choose or are assigned one space technology from the slide examples and complete the challenge, technology and purpose sections. Use the group role cards to assign rotating roles such as reader, materials manager, recorder and reporter. Support discussion with: “What does it do?”, “Who uses it?” and “What might happen without it?”

5. 29–39 minutes – Invent a solution Students design a new innovation for astronauts on the worksheet. They draw, label and describe at least two features. Encourage practical ideas such as a food organiser, a safer space-walking tool, a sleeping system or a robot that finds ice. Students may use the slide prompts in the invention task and design prompts. Circulate, ask questions and provide brief feedback linked to the success criteria.

6. 39–43 minutes – Share and evaluate Each student gives a one-minute explanation of their invention: “The challenge is… My innovation is… It helps by…” Peers identify one useful feature and one question. Display the sharing prompts and evaluation questions to maintain concise, predictable responses.

7. 43–45 minutes – Review and exit reflection Revisit the learning intention using the plenary and reflection slide. Students finish the Success Criteria exit ticket slips by indicating which criteria they met and writing one new thing they learned about space technology. Collect worksheets and exit slips.

Resources

• the space innovation lesson deck
• the space innovation investigation and design worksheet
• the group role cards
• the Success Criteria exit ticket slips
• Pencils, coloured pencils and erasers
• Optional space-themed images or toy construction materials
• Visible timer and quiet working space

Assessment

• Listen to student explanations during the investigation and record whether they can connect a technology with a specific astronaut challenge.
• Check worksheets for a clearly identified challenge, relevant technology, labelled design and explanation of usefulness.
• Use the exit slips to identify students needing further support with the relationship between needs, problems and designed solutions.

Differentiation

• Provide a choice board with pictures and simple labels for students who need support; allow oral responses before writing.
• Use short, single-step instructions, a visible timer and predictable transitions for students with ADHD or autism.
• Offer a quiet workspace, reduced visual clutter and permission to use a scribe, speech-to-text or adult recording.
• Extend confident students by asking them to explain materials, energy needs, safety features or possible environmental impacts of their invention.