Planetary Surface Challenges

Overview

In lesson 4 of 8 in Designing for Other Worlds, students analyze images and simple data about planetary surfaces, including craters, dust, ice, mountains, and storms. They use evidence to select a target world, define an exploration problem, and write an engineering design brief that will guide later design work.

Learning intentions

Students will be able to:

• Identify surface features and environmental challenges on different worlds.
• Determine the central idea of an informational source and summarize it accurately.
• Use evidence from images and data to define an exploration problem.
• Write an informative engineering design brief using precise, domain-specific vocabulary and transitions.

Success criteria

• I can identify at least two surface features and explain why they create challenges.
• I can summarize information without adding opinions or unrelated prior knowledge.
• I can name a target world, define a specific exploration problem, and support it with evidence.
• I can write a clear brief with logical transitions and scientific vocabulary.

Curriculum links

• Informative and explanatory writing in science and technical subjects.
• Determining central ideas and writing accurate summaries of scientific texts.
• Drawing evidence from informational sources to support analysis and design decisions.
• Using transitions, precise language, and domain-specific vocabulary to explain relationships among ideas.

Lesson structure (45 minutes)

1. 0–5 min · Hook and prior knowledge. Display a striking image of a rover near a steep, dusty crater using the opening planetary surface image. Ask, “What could stop a rover from exploring this place?” Students silently list two possible challenges, then share with the group. Record ideas without confirming them yet.

2. 5–13 min · Surface challenge mini-lesson. Use the surface features and challenge examples to introduce craters, dust, ice, mountains, and storms. Explain that a surface feature becomes an engineering challenge when it affects movement, communication, energy collection, safety, or scientific instruments. Students complete the feature-to-challenge examples on the planetary surface evidence worksheet as the teacher models one example.

3. 13–21 min · Read and summarize evidence. Give each student a different short informational profile or data panel from the planetary surface evidence worksheet. Students underline the central idea, circle useful numerical or visual evidence, and write a one- or two-sentence summary. Prompt students to distinguish evidence from opinions: “What does the source show or state, and what are you adding yourself?” Students briefly teach their source to the group.

4. 21–28 min · Compare target worlds. Display the target-world comparison prompt and have students compare their sources. As a group, discuss which world presents the most clearly documented exploration challenge. Students complete a comparison chart, noting the target world, surface condition, possible effect on a mission, and evidence. Check that each claim is connected to a source detail.

5. 28–36 min · Define the engineering problem. Model turning a broad concern into a focused problem: “Mars is difficult” becomes “A rover needs to move across loose dust without losing traction.” Students choose a target world and complete the problem statement on the planetary surface evidence worksheet: “How might we design a tool or vehicle feature that can ___ on ___, despite ___?” They must include one surface feature and two pieces of evidence. Confer with each student and ask, “What exactly must the design do?”

6. 36–43 min · Write the design brief. Show the engineering design brief structure. Students write a short brief on the worksheet containing the target world, the exploration problem, relevant surface evidence, a proposed design need, and constraints or criteria. Encourage transitions such as “because,” “therefore,” “however,” and “as a result,” plus vocabulary such as terrain, traction, crater, radiation, dust, ice, storm, and instrument. Students exchange briefs and use the worksheet checklist to identify one strength and one place needing clearer evidence.

7. 43–45 min · Plenary and exit check. Return to the final reflection prompt. Each student reads one sentence from their brief and completes the exit response on the worksheet: “The most important surface challenge is ___ because ___.” Collect responses to determine whether students can connect a feature to an engineering need.

Resources

• the planetary surface challenges slide deck
• the planetary surface evidence worksheet
• Projector or interactive display
• Four short target-world image and data profiles
• Highlighters or colored pencils
• Pencils
• Timer
• Board or chart paper

Assessment

• During source analysis, check whether students identify central ideas and select evidence rather than opinions.
• During problem definition, assess whether each student names a target world, a specific surface challenge, and two relevant evidence details.
• Review the design brief and exit response for informative organization, logical transitions, precise vocabulary, and accurate use of evidence.

Differentiation

• Provide sentence starters such as “The source’s central idea is…,” “This feature creates a challenge because…,” and “The design must…”
• Offer a reduced-choice set of two target worlds and read source profiles aloud for students who need reading support.
• Use a word bank with icons and allow students to orally rehearse their brief before writing; provide enlarged text or speech-to-text as needed.
• Challenge students to identify a constraint, such as limited energy, extreme temperature, communication delay, or rough terrain, and explain how it affects the design criteria.