Atmospheres and Climate

Overview

In this third lesson of Designing for Other Worlds, students examine how atmospheric composition, pressure, temperature, and weather differ across planets and moons. They interpret graphs and tables, cite evidence, and use data to identify environmental constraints that affect robot materials, movement, and sensors.

Learning intentions

Students will be able to:

• Explain how atmospheric conditions vary among planets and moons.
• Read and compare data presented in tables and graphs.
• Cite specific evidence to support a scientific claim.
• Connect environmental conditions to robot design decisions.

Success criteria

• I can identify patterns and differences in planetary atmosphere and climate data.
• I can accurately describe information shown in a graph or table.
• I can cite at least two specific data points as evidence.
• I can explain how one environmental condition could affect a robot.

Curriculum links

• Reading science and technical texts: cite specific textual and data-based evidence to support analysis.
• Reading science and technical texts: analyze how sections, headings, graphs, and tables organize information.
• Reading science and technical texts: integrate quantitative information in words, tables, and graphs.
• Writing in science and technical subjects: write an evidence-based argument focused on robot design.

Lesson structure (45 minutes)

1. 0–5 min · Hook and prediction. Open with the hook and comparison slides showing a rover operating on Earth and a conceptual rover on Mars, then ask, “Would the same robot work on both worlds?” Students make a quick prediction and name one environmental factor that might matter.

2. 5–12 min · Build background. Use the atmosphere and climate teaching slides to review atmosphere, atmospheric composition, pressure, temperature, weather, and climate. Teacher emphasizes that weather describes short-term conditions, while climate describes patterns over time; students record one definition and one example on the atmosphere and climate data investigation.

3. 12–17 min · Model data reading. Display a sample graph and table from the worked data example. Think aloud while identifying the title, variables, units, highest and lowest values, and one comparison. Students answer: “What does the graph show, and which data point proves it?” Teacher models a complete evidence statement: “Mars has lower atmospheric pressure than Earth because the table shows…”

4. 17–30 min · Partner data investigation. Place students in two pairs and distribute the atmosphere and climate data investigation. Each pair analyzes data for Earth, Mars, Venus, Titan, and the Moon, including atmospheric gases, pressure, temperature range, wind or precipitation information, and a simple graph. Students answer comparison questions, cite two exact data points, and identify two design constraints for a robot. Teacher conferences with each pair and checks that students use units and distinguish weather from climate.

5. 30–38 min · Design decision challenge. Use the robot design challenge slides to assign each pair a target world. Students choose one material, one movement feature, and one sensor or protective system for a robot. They write a short claim using the frame: “Our robot should use ___ because ___; the data show ___ and ___.” Partners exchange papers and underline the evidence in one another’s explanations.

6. 38–45 min · Share and exit assessment. Invite each pair to give a one-minute design briefing using the discussion and exit prompt slides. Students complete the final worksheet prompt independently: “Which environmental condition is the greatest constraint for your target world? Use two specific data points and explain one effect on robot design.” Collect responses to assess evidence use and reasoning.

Resources

• the Atmospheres and Climate presentation deck
• the atmosphere and climate data investigation
• Projector or interactive display
• Four pencils and colored pencils
• Calculator or classroom data reference, if needed
• Whiteboard and markers
• Timer

Assessment

• During modeling, listen for accurate identification of variables, units, trends, and comparisons.
• During partner work, check whether students cite exact values and connect atmospheric data to materials, movement, or sensors.
• Use the independent exit response to assess data interpretation, evidence-based reasoning, and the quality of the design claim.

Differentiation

• Provide sentence starters such as “The graph shows…,” “Compared with…, …,” and “This matters because…”
• Offer a reduced data table with highlighted headings and one completed example for students who need reading or processing support.
• Allow students to explain their claim orally before writing and pair developing readers with a supportive partner.
• Extend students by asking them to identify a trade-off, such as a material that protects against extreme temperature but increases robot mass.
• Preteach and display terms including atmosphere, pressure, composition, temperature, weather, climate, constraint, and sensor; use icons and read graph labels aloud for EAL students and students with visual or language needs.