Ecosystems beyond Earth
View Sequence overviewStudents will:
- identify some of the challenges of producing food in space.
- evaluate the designs of other students and provide feedback.
Students will represent their understanding as they:
- design a pod that could be used to produce food on the Moon or Mars.
- communicate their design to their peers.
- provide feedback on other students’ designs.
In this lesson, assessment is summative.
Students working at the achievement standard should have:
- identified the evidence being cited to support a claim and evaluated conflicting evidence.
- demonstrated an understanding of how energy flows into and out of an ecosystem via the pathways of food webs.
- predicted the effects on the local ecosystem when living things such as pollinators are removed.
- examining how the introduction of infectious fungi can cause changes to the population.
- consideration of abiotic factors such as waste or nutrients in the soil can impact the growth of a plant population.
- described how individuals and communities use scientific knowledge.
Refer to the Australian Curriculum content links on the Our design decisions tab for further information.
Whole class
Ecosystems beyond Earth Resource PowerPoint
Each group
Sticky notes for ideation or feedback
Drawing paper for designing food pods
Optional: materials to design models of a food pod
Each student
Individual science notebook
Lesson
The Act phase empowers students to use the Core concepts and key ideas of science they have learned during the Inquire phase. It encourages students to develop a sense of responsibility as members of society—to act rather than be acted upon. It provides students with the opportunity to positively influence their own life and that of the world around them. For this to occur, students need to build foundational skills in an interactive mutually supportive environment with their community.
When designing the Act phase, consider ways that students could use their scientific knowledge and skills. Consider their interests and lifestyles that may intersect with the core concepts and key ideas. What context or problem would provide students with a way to use science to synthesise a design? How (and to whom) will students communicate their understanding?
Read more about using the LIA FrameworkEach student comes to the classroom with experiences made up from science-related knowledge, attitudes, experiences and resources in their life. The Connect routine is designed to tap into these experiences, and that of their wider community. It is also an opportunity to yarn with community leaders (where appropriate) to gain an understanding of the student’s lives, languages and interests. In the Act phase, this routine reconnects with the science capital of students so students can appreciate the relevance of their learning and the agency to make decisions and take action.
When designing a teaching sequence, consider the everyday occurrences, phenomena and experiences that might relate to the science that they have learned. How could students show agency in these areas?
Read more about using the LIA FrameworkOur space future
Discuss how scientific knowledge of space has led to expectations of new settlements in space. Consider the ethical, environmental, social, and economic considerations of this settlement.
- Why do you think people want to travel into space or settle on the Moon or Mars?
- Some people say we need to ‘fix’ the environment on Earth first. Why do you think they say that?
- Some people are paying hundreds of thousands of dollars to travel into space on Space-X and other privately built rockets. Do you think that you could afford that? Is it fair to only go if you have the money to go? Why or why not?
- Some of the things that have been invented because of space travel include disposable nappies, water filters, scratch-resistant eyeglasses, cochlear implants, anti-corrosion coating, and memory foam. Do you think space travel is worth it? Why or why not?
- What are we learning about plants as a result of space travel?
Watch one of the following videos:
- How do you grow plants in space? | BBC News (4:19)
- Plants in Space (4:21) by the Australian Space Agency
Discuss the challenges of growing plants in space, including the need to make use of resources that are already available.
Regolith vs soil
The surface of the Moon and Mars has ‘regolith’ rather than soil.
Soil is the area of the earth where plants can grow. It is a mixture of organic matter, sand, minerals, and clay. Regolith (rhegos – soil, lithos – rock) is all matter that covers the unfragmented rock on the surface of objects in the solar system. It forms as a result of natural weathering and erosion.
Lunar Regolith
The fine dust or grains that make up the lunar regolith were formed from regular meteorite impacts. Scientists estimate that the regolith is 4-15 m deep. It does not contain organic matter. The fine lunar grains are abrasive due to the jagged edges. The lack of water and minimal atmosphere (containing helium, argon, neon, ammonia, methane, and carbon dioxide) causes the lack of weathering that could smooth surfaces. The lunar dust sticks to the astronauts' suits, gets inside the lunar module and irritates the astronauts’ eyes and lungs.
The limited atmosphere means that meteorites of all sizes hit the regolith. The mineral fragments are often held together by glass-like silicates (60-70%) and the concentrations of the elements will vary depending on the location of sampling.
| Oxide | Amount (% by weight) |
|---|---|
| K2O | 0-0.3 |
| Na2O | 0-2.1 |
| Cl | 0.5-0.7 |
| CaO | 5.6-5.9 |
| MgO | 6-7 |
| Fe2O3 | 16.5-18.5 |
| TiO2 | 0.56-0.66 |
| SiO2 | 43-44 |
| Al2O3 | 7.0-7.5 |
| SO3 | 4.9-8.1 |
Martian Regolith
The regolith on Mars is finer than that found on Earth’s moon. This is most likely due to the once-flowing water that covered its surface. The dust can remain suspended in the low-density atmosphere, contributing to the red colour often seen in photographs. It is thought that water and carbon dioxide ice are frozen within the regolith.
Martian soil contains high concentrations of toxic perchlorate (containing perchlorate ion, ClO4-) compounds. In simulations, a perchlorate level of 0.5 g/L (similar to that on the surface of Mars) was found to accumulate in the leaves and reduce the amount of chlorophyll in plants. Perchlorates at this level are toxic to humans. While some bacteria (Dehalococcides mccartyi) can break down perchlorates, UV light can break down the products into other toxic compounds. The indoor growth of hydroponic plants may be required.
Soil is the area of the earth where plants can grow. It is a mixture of organic matter, sand, minerals, and clay. Regolith (rhegos – soil, lithos – rock) is all matter that covers the unfragmented rock on the surface of objects in the solar system. It forms as a result of natural weathering and erosion.
Lunar Regolith
The fine dust or grains that make up the lunar regolith were formed from regular meteorite impacts. Scientists estimate that the regolith is 4-15 m deep. It does not contain organic matter. The fine lunar grains are abrasive due to the jagged edges. The lack of water and minimal atmosphere (containing helium, argon, neon, ammonia, methane, and carbon dioxide) causes the lack of weathering that could smooth surfaces. The lunar dust sticks to the astronauts' suits, gets inside the lunar module and irritates the astronauts’ eyes and lungs.
The limited atmosphere means that meteorites of all sizes hit the regolith. The mineral fragments are often held together by glass-like silicates (60-70%) and the concentrations of the elements will vary depending on the location of sampling.
| Oxide | Amount (% by weight) |
|---|---|
| K2O | 0-0.3 |
| Na2O | 0-2.1 |
| Cl | 0.5-0.7 |
| CaO | 5.6-5.9 |
| MgO | 6-7 |
| Fe2O3 | 16.5-18.5 |
| TiO2 | 0.56-0.66 |
| SiO2 | 43-44 |
| Al2O3 | 7.0-7.5 |
| SO3 | 4.9-8.1 |
Martian Regolith
The regolith on Mars is finer than that found on Earth’s moon. This is most likely due to the once-flowing water that covered its surface. The dust can remain suspended in the low-density atmosphere, contributing to the red colour often seen in photographs. It is thought that water and carbon dioxide ice are frozen within the regolith.
Martian soil contains high concentrations of toxic perchlorate (containing perchlorate ion, ClO4-) compounds. In simulations, a perchlorate level of 0.5 g/L (similar to that on the surface of Mars) was found to accumulate in the leaves and reduce the amount of chlorophyll in plants. Perchlorates at this level are toxic to humans. While some bacteria (Dehalococcides mccartyi) can break down perchlorates, UV light can break down the products into other toxic compounds. The indoor growth of hydroponic plants may be required.
The Act phase empowers students to use the Core concepts and key ideas of science they have learned during the Inquire phase. It encourages students to develop a sense of responsibility as members of society—to act rather than be acted upon. It provides students with the opportunity to positively influence their own life and that of the world around them. For this to occur, students need to build foundational skills in an interactive mutually supportive environment with their community.
When designing the Act phase, consider ways that students could use their scientific knowledge and skills. Consider their interests and lifestyles that may intersect with the core concepts and key ideas. What context or problem would provide students with a way to use science to synthesise a design? How (and to whom) will students communicate their understanding?
Read more about using the LIA FrameworkScience education consists of a series of key ideas and core concepts that can explain objects, events and phenomena and link them to the experiences encountered by students in their lives. The purpose of the Anchor routine is to identify and link students’ learning to these ideas and concepts in a way that builds and deepens their understanding.
When designing the Act phase of a teaching sequence, consider the core concepts and key ideas that are relevant. The Anchor routine provides an opportunity to collate and revise the key knowledge and skills students have learned, in a way that emphasises the importance of science as a human endeavour.
What have we learned about space food?
(Slide 32) Brainstorm as a class or in student groups all the things space scientists need to consider when planning for food supplies in future space settlements.
Students should consider:
- Atmosphere—the limited atmosphere on the Moon and Mars means that plants need to be in a protected environment.
- Energy—how light should be provided.
- Matter—what food should be in the first crops. Consider how much of the plant is edible and the lack of microorganisms to break down the inedible parts in a compost.
- Biosecurity—how they could protect the plants from introduced infections and pests.
- Temperature fluctuations—Moon: -133 degrees Celsius in the dark and 121 degrees Celsius in daylight; Mars: -153 degrees Celsius at the poles and 20 degrees Celsius at the equator at noon
- Length of day—Moon: 2 weeks of daylight and 2 weeks of darkness; Mars day = 24 hours and 37 minutes
- Pollination—how their plants will be pollinated if they want to produce seeds.
- Weight of rockets when planning what is needed to set up a settlement.
✎ STUDENT NOTES: Generate a mind map of all the factors that need to be considered when considering farming in space.
The Act phase empowers students to use the Core concepts and key ideas of science they have learned during the Inquire phase. It encourages students to develop a sense of responsibility as members of society—to act rather than be acted upon. It provides students with the opportunity to positively influence their own life and that of the world around them. For this to occur, students need to build foundational skills in an interactive mutually supportive environment with their community.
When designing the Act phase, consider ways that students could use their scientific knowledge and skills. Consider their interests and lifestyles that may intersect with the core concepts and key ideas. What context or problem would provide students with a way to use science to synthesise a design? How (and to whom) will students communicate their understanding?
Read more about using the LIA FrameworkWhen students use their knowledge and skills in new ways, they also have an opportunity to develop and use their creative and critical thinking skills. With scaffolded support, they can become more confident to work in a team and develop a stronger sense of autonomy. This results in stronger student outcomes, attitudes and sense of empowerment.
When designing a teaching sequence, consider what activity would allow students to showcase their knowledge and skills. Consider the current abilities of your students. What are they capable of explaining? What props could they design or build that would support their explanations? How much information would they need in their design brief to support their thinking? How does this connect with their lives and interests?
Intentional farming
Define the problem
Discuss the need to define the problem that is facing the scientists who are part of the International Space research teams. Students may need guidance if this is the first time they have done this process. The goal is to summarise the problems faced without predetermining a solution.
One possible example:
How can scientists make sure that there is enough energy and matter available for plants on the Moon so that they can grow their own food supply without infections or pests?
Ideate
Students brainstorm a variety of ideas that might mimic the conditions on Earth. Students can do this as a class, in small teams, or as individuals. Encourage students to copy ideas from Earth, but also to consider any weird and wonderful ideas. The sorting of ideas is the next stage.
Deciding the prototype
Encourage students to group their ideas in general categories including solutions for energy, matter, biosecurity, temperature, and water control. Students should use the argumentation process (claim, evidence, reasoning linking) to help with their decision-making.
Building a prototype
Prototypes can take many forms depending on the time and resources available. It may be as simple as a detailed drawing with labels and explanations, or as complex as a scaled model of the arrangements.
Allow students time to complete their prototype designs.
The Act phase empowers students to use the Core concepts and key ideas of science they have learned during the Inquire phase. It encourages students to develop a sense of responsibility as members of society—to act rather than be acted upon. It provides students with the opportunity to positively influence their own life and that of the world around them. For this to occur, students need to build foundational skills in an interactive mutually supportive environment with their community.
When designing the Act phase, consider ways that students could use their scientific knowledge and skills. Consider their interests and lifestyles that may intersect with the core concepts and key ideas. What context or problem would provide students with a way to use science to synthesise a design? How (and to whom) will students communicate their understanding?
Read more about using the LIA FrameworkA key part of Science Inquiry, the Communicate routine provides students with an opportunity to communicate their ideas effectively to others. It allows students a chance to show their learning to members of their community and provides a sense of belonging. It also encourages students to have a sense of responsibility to share their understanding of science and to use this to provide a positive influence in the community.
When designing a teaching sequence, consider who might be connected to the students that have an interest in science. Who in their lives could share their learning? What forum could be used to build an enthusiasm for science. Are there members of the community (parents, teachers, peers or wider community) who would provide a link to future science careers?
Read more about using the LIA FrameworkScientists work in teams
Receiving feedback is an important part of the design process.
Discuss with students how to give effective feedback to each other by planning the approach to be used in the classroom. Each group can use a structured feedback form, checklists, or rubrics to guide their review. The ability of students to provide feedback will vary depending on the time of year (Year 7 students may need more guidance early in the year than late in the year). This can include specific areas to review.
The science
- Have the science ideas been explained in the model?
- Does the design consider real scientific principles, like energy flow, recycling matter, biosecurity, or water conservation?
- What plants have been chosen and why?
- Have the nutritional needs (variety of food) of the astronauts been considered?
The model or design
- How realistic is the model given the constraints of the lunar environment?
- Does the model offer creative solutions to the problem?
- How practical is the model for actual implementation, considering available resources and technology?
- What could be improved in the design?
- Are there any flaws or missing elements in the model?
- What are the strengths of the model?
- Why did you choose this material for your system?
- Is the design unique and well thought out?
The communication
- How well is the model communicated, both visually and verbally?
- What are the assumptions that have been made about the model?
Reflect on this lesson
- Consider how students might change the way they view the plants they eat.
- Visit a local food producer to compare their approach to nutrients in the soil or biosecurity on their farms.
Peer-to-peer feedback
There are many ways teachers and students can provide feedback.
Giving feedback is an important part of the learning process, especially when students are working collaboratively on a project like designing a model for growing plants on the Moon. Effective peer-to-peer feedback helps improve the quality of the designs and encourages critical thinking, reflection, and refinement. Potential approaches in this teaching sequence include:
- peer review sessions.
- gallery walks.
- one-on-one feedback sessions.
- feedback rubrics.
- feedback circles.
- constructive critique.
- self-assessment.
Giving feedback is an important part of the learning process, especially when students are working collaboratively on a project like designing a model for growing plants on the Moon. Effective peer-to-peer feedback helps improve the quality of the designs and encourages critical thinking, reflection, and refinement. Potential approaches in this teaching sequence include:
- peer review sessions.
- gallery walks.
- one-on-one feedback sessions.
- feedback rubrics.
- feedback circles.
- constructive critique.
- self-assessment.