National Aeronautics and 

Space Administration

Tech Logic

LESSON SERIES

You Can’t Take It 

All With You

GRADES K–5

ELEMENTARY 

EDUCATOR GUIDE

1

Tech Logic

LESSON SERIES

CLASS TIME

2 × 50 min

GROUP SIZE

up to 4

You Can’t Take It 

All With You 

GRADES K–5

ELEMENTARY 

EDUCATOR GUIDE

INTRODUCTION

When early settlers first arrived in North America, and 

eventually moved west, they had to utilize local resources 

to build settlements and survive. Likewise, NASA’s Additive 

Construction with Mobile Emplacement project (ACME) 

is exploring how local, or in situ, resources can be used 

to build habitats and structures on other planets. NASA 

engineers and scientists are developing ways to prepare 

for human settlement on other planetary bodies, like the 

Moon and Mars, while limiting the amount of materials 

needed to be sent from Earth. One major challenge they 

face is determining the right combination of regolith and 

binder material needed to create structures that are ready 

and safe for astronauts off Earth.

To simulate the ACME project, students will become 

materials engineers by using sand, glue, and water to 

create “Martian” building bricks. Groups will then become 

structural engineers by designing and building a Martian 

structure with their bricks. Students can use a limited 

amount of “Earth-based materials” (wooden craft sticks 

and aluminum foil) to add strength and stability to their 

structure. The structure’s protective abilities will be tested 
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You Can’t Take It All With You Elementary Educator Plan

by shining a light on the structure to check for leaks. Based 

on students’ math abilities, they can calculate the square 

footage, perimeter, volume, or other aspects of their 

structure.

Materials Needed

 Student engineering log (1 per student)

 Play sand, of uniform consistency (approximately 2 

cups per group)

 Mixed gravel (approximately 2 cups per group)

 Glue (approximately 1 cup per group)

 Water

 Bowls or cups (several per group) 

 Mixing spoons (several per group) 

 Ice cube trays, plastic, or silicon (2 per group) 

 Petroleum jelly, cooking spray, or plastic wrap to line 

ice cube trays (optional) 

 Wooden craft sticks (several per group)

 Aluminum foil (1 square foot per group)

 Tarp, newspapers, disposable table coverings, or other 

coverings for work area

 Graph paper (1 sheet per group)

 Writing utensils 

 Strong light, such as a flashlight or higher intensity 

desk light

 Optional: Small human figurines to provide students a 

sense of scale

 Engagement Activity Cards (1 location card per group)

 Short stories of early American settlers and their use of 

local resources, which can be found here: 

• http://www.americaslibrary.gov/about/welcome.html

• https://americanhistory.si.edu/blog/2012/10/

conestoga-wagons-and-the-american-frontier.html

• https://learningenglish.voanews.com/a/americanhistory-series-settlers-rush-to-claim-westernland-90841054/115787.html

• https://www.archives.gov/education/lessons/

homestead-act

• http://www.loc.gov/teachers/classroommaterials/

presentationsandactivities/presentations/timeline/

colonial/indians/

Time Required

Approximately two 50-minute class periods, plus drying 

time for Martian bricks (overnight or over the weekend 

works best). Some bricks can be created ahead of time to 

shorten activity time. For this option, students can still 

create their own bricks, but would use the premade bricks 

for the build portion of the activity.

Engagement Activity: 

Early Explorers

To begin, ask students what they would need to pack if 

they went on a trip or vacation. Provide several scenarios 

that require the students to pack differently (such as staying in a hotel, camping in an RV, backpacking, etc.). Ask 

students how what they want to bring is different from 

what early American and western settlers packed. 

Divide students into groups, preferably no more than 

four students per group. Provide each group with an 

Engagement Activity card (included in this Educator 

Guide). Each card includes a different location, which 

requires settlers to bring different supplies and utilize 

different local resources. Locations include:

 Fairbanks, Alaska (snowy and cold)

 Arizona desert (hot and dry, large rock formations)

 Pacific Northwest (rainy, heavily wooded)

 Rocky Mountains (rocky, mountainous terrain, pine 

forests)

 Caribbean Islands (warm island environment, rich 

vegetation)

 Virginia (rich farmland)

Groups will use the assigned location on their Engagement 

Activity cards to answer questions in their student engineering logs. Students will describe and draw a picture 

of their assigned territory and list the resources available 

and materials they would have needed to bring if they 

were early settlers. Students will then use the graph paper 

in their student engineering logs to design a small living 

habitat at their destination, using local resources. You can 

decide how large students need to make their habitat. 

You can make this a simple exercise or add more math 

requirements to this section to increase the complexity. 

For example, you can ask students to make a 10' × 10' 
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You Can’t Take It All With You Elementary Educator Plan

habitat or you can provide a required square footage and 

allow students to choose specific dimensions. 

Students will read stories about early American and western settlers and the materials they brought with them and 

the local resources they used. In their student engineering logs, students will answer questions based on their 

assigned reading. 

Activity: Using Local Resources

Now that students have learned how previous settlers 

have used in situ resources, it is time to apply these 

concepts to space exploration. For this part of the activity, 

students will work in groups as materials engineers to create their own “Martian bricks.” Students can build two different types of bricks: 1) bricks made of sand and glue; and 

2) bricks made of sand, rocks, and glue (with water added 

if desired). The less glue used, the quicker the drying time.

Once bricks are completed and dry, students will use the 

bricks to build Martian structures intended to protect 

astronauts. In addition to their bricks, students can add 

a few materials representing items brought from Earth—

wooden craft sticks and aluminum foil—in order to 

strengthen their structures and better protect their astronauts. As a design challenge, each structure must have one 

door and one window.

Once completed, students will shine a bright light onto 

their structures to test the structures’ protective abilities. 

Students will look for any safety breaches where light 

penetrates the structure.

Note: This activity is messy! It is advisable to cover 

tables with newspaper or tablecloths. Bags of sand and 

rocks can be stored in plastic tubs. A cleanup area is 

also helpful.

Preparations

The following materials are needed for each group (recommended group size is up to four students):

 Sand

 Sand and rock mixture

 Glue

 Water (optional) 

 Mixing bowls or cups

 Mixing spoons

 2 lined ice cube trays (can be lined with plastic wrap or 

greased with petroleum jelly or cooking spray)

 1 square foot of aluminum foil (for use when building 

Martian structure)

 Several wooden craft sticks (for use when building 

Martian structure; decide ahead of time how many 

sticks you will allow each group to use)

 Strong light source 

 Student engineering logs (1 per student) 

 Extra graph paper (for use when building Martian 

structure)

 Small human figurines (optional)
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You Can’t Take It All With You Elementary Educator Plan

Task 1: Create Bricks for Your Structure

1. Students will mix together sand and glue in order to 

create a dough-like material. (As previously mentioned, 

the less glue used, the faster the drying time. Two parts 

sand to one part glue (2:1) is a good ratio to start with.)

2. Students will record how much sand and glue they 

used for the first batch of bricks in their student engineering logs.

3. After students record their mixture recipes, groups 

should spoon the mixture into each well of the first ice 

cube tray. Each well should be packed tightly in order 

to make the most compact bricks possible.

4. Groups will set their ice cube trays aside and allow the 

bricks to dry. 

5. Students will create a second batch of bricks, this time 

using both sand and gravel. Glue or a mixture of glue 

and water will be used to bind the sand and gravel 

mixture together.

6. Again, students should record how much of each 

material is used for the second set of bricks in their 

student engineering logs.

7. Again, set the ice cube trays aside and allow the bricks 

to dry. 

8. Students will describe their process, including the 

equipment they used (cups, spoons, bowls, etc.), in 

their student engineering logs. 

NOTE: Most bricks will take at least 24 hours to dry. 

It is sometimes helpful to remove sand bricks from the 

trays when they are partially dry. It can also be helpful 

to set trays in direct sunlight—warmer environments 

can help speed up the process. However, be careful not 

to remove the bricks too early or they may fall apart.

9. Have students record their observations as the bricks 

dry in their student engineering logs. 

10.Once dry, carefully remove bricks from the ice cube 

trays (adults may want to help with this, some bricks 

may be a bit fragile). Groups will analyze the results of 

the building process and record their findings in the 

student engineering logs. The analysis can range from 

simple observation to more quantitative data, such 

as density.

Task 2: Design and Build Your Shelter 

1. To begin, students will work with their groups to 

design a Martian structure using the bricks they 

created. Groups will decide on any additional materials they want to use, such as aluminum foil and/or 

wooden craft sticks, and how these materials will be 

used. Groups should carefully design their structures 

to ensure as little light leaks inside as possible. As a 

design challenge, the structures should have one door 

and one window. Students will record their materials and draw their structure design in their student 

engineering logs. Before building begins, have students 

submit their design to you for approval. Approval will 

be noted by signing in the space designated in the 

student engineering logs. 

2. Students will work with their groups to construct 

their Martian structures. No additional glue or other 

adhesives should be used. If desired, groups can build 
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You Can’t Take It All With You Elementary Educator Plan

their structure on a piece of graph paper, which will 

allow students to easily calculate the perimeter, square 

footage, etc.

Task 3: Test Your Shelter

1. Students will shine a bright light on their structures to 

test for any leaks. Adjustments can be made accordingly before the structure is tested again. Students 

should record all of their findings in their student 

engineering logs. Action figures or mini-figures can be 

used for scale, if desired.

2. If the finished structure is on top of graph paper, as 

suggested previously in this guide, students can trace 

the base of their structure and record measurements 

on the graph paper. If students will be calculating 

volume, they should measure the height of their structures as well. All measurements should be recorded in 

the student engineering logs.

3. Groups can share their results with their classmates, 

as a presentation, tour of each group’s shelter, etc. An 

evaluation rubric is included at the end of this guide, 

if desired.

Explain

Throughout history, explorers and settlers traveling long 

distances or for long periods of time could not take 

everything they needed with them. Instead, they had to 

rely on local resources in addition to what they carried. 

Using local, or in situ, resources allows explorers to carry 

less with them, which reduces weight and costs. This also 

allows explorers to better adapt to their new surroundings. NASA is looking at ways to use in situ resources when 

humans travel into space.

Every kilogram of material sent into space requires lots of 

fuel, takes up valuable cargo space, and usually needs to 

be replaced by more materials created and prepared on 

Earth. Once materials arrive in space, astronauts need to 

unpack and manage these materials. This is why reusability 

is crucial on the International Space Station and any other 

off-Earth location. Currently, astronauts on the space 

station use many Earth-based resources that need to be 

continuously replenished. Once used, the waste generated 

from these materials is packaged into a nonreusable cargo 

vessel and jettisoned from the space station to burn up in 

the atmosphere. 

The space station does have some capabilities to generate 

and recycle its own products. Water is collected and recycled using two different water recovery systems. In 2010, a 

Sabatier system was delivered to the space station, which 

takes “waste” hydrogen and carbon dioxide and produces 

water. The Sabatier process, developed by French chemist 

Paul Sebatier in the early 1900s, had previously been used 

in commercial and military applications, but its use in 

space travel has further reduced astronauts’ dependence 

on deliveries from Earth. This helps pave the way for 

farther space exploration as well as settlement on planets 

and moons that may not have a ready supply of water. 

For missions to other planetary bodies, such as the Moon 

and Mars, NASA will need to send even more materials 

into space. Therefore, more astronauts will be needed 

to handle these materials. Saving travel time is also an 

important factor when sending items to space. For 

example, if astronauts are living and working on Mars, it 

will take at least 6 months to get a spacecraft there from 

Earth—astronauts might not be able to wait that long! 

NASA’s Space Technology Mission Directorate (STMD) 

and others are working on ways to address these challenges. STMD is developing technologies that allow NASA 

to use materials more efficiently and effectively, including 

using in situ resources on other planetary bodies. STMD 

is also exploring how to use and manipulate materials 

autonomously, reducing the manpower needed. Imagine a 

few astronauts traveling to Mars, setting up a system that 

can start building structures and other foundational parts 
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You Can’t Take It All With You Elementary Educator Plan

of a settlement autonomously, and overseeing this system 

remotely as it prepares for future astronauts to arrive. This 

is what NASA is working on.

Currently, there is a 3D printer on the space station, which 

allows astronauts to print materials—such as tools—when 

needed. The first tool printed aboard the space station 

was a ratchet wrench in 2014. The wrench was designed 

on Earth and delivered to the space station as a file, ready 

for astronauts to print. You can find the wrench file, along 

with other NASA 3D models, here: https://nasa3d.arc.

nasa.gov/. 

STMD is taking 3D printing, also referred to as additive 

manufacturing, to new levels by creating larger printers 

for new uses. This includes developing techniques that 

utilize in situ resources, such as Martian regolith, lunar 

regolith or Earth-based soils, to 2D or 3D print roads, landing pads, building structures, radiation shelters, and other 

objects off Earth. For Earth-based projects, islands such as 

Hawaii can reduce building costs by manufacturing buildings and other structural needs using in situ resources 

instead of shipping materials to remote locations. 

STMD’s Additive Construction with Mobile Emplacement 

project has several goals, including investigating regolith 

and binder mixtures, demonstrating additive manufacturing for construction, analyzing materials for additive construction on other planets, and providing the first steps for 

using additive manufacturing in deep space missions.

Differentiation Ideas

 Ask students to calculate square footage, perimeter, 

and/or the volume of their Martian structure.

 Give students limited design parameters—provide 

students with limited square footage, perimeter, and/

or volume requirements as design constraints.

 Strength test individual bricks and/or completed 

structures. This can be done by adding items to the 

top of bricks/structures, blowing a fan at the bricks/

structures, subjecting the bricks/structures to a heat 

lamp, etc.

 For students who may need more support with 

constructing a building or have motor control issues, 

prebuilt blocks such as LEGO bricks or other blocks 

can be used, since they are sturdier and of a more 

uniform size.

Glossary

In Situ Resources: The collection, processing, storing, 

and use of materials encountered in the course of human 

or robotic space exploration that replace materials that 

would otherwise be brought from Earth.

Regolith: Loose rock, dust, and sometimes soil that is 

found on top of the solid rock on a planet, moon, or other 

planetary body.

Binder: Any material or substance that is used to hold 

other materials together. 

Materials Engineer: An engineer who uses and improves 

existing materials and develops new materials.

Structural Engineer: An engineer who focuses on the 

design and construction of structures (bridges, buildings, 

dams, etc.).

Sabatier Process: A process whereby hydrogen and carbon dioxide, under high temperatures and pressures in the 

presence of a nickel catalyst, produces methane and water.

Additive Manufacturing: Also known as 3D printing, 

additive manufacturing builds a structure by adding material to a structure, layer by layer, until it is complete.
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You Can’t Take It All With You Elementary Educator Plan

Evaluation Rubric

0–1 point 2–3 points 4–5 points

Total 

Points 

Earned

Early Settler 

Habitat

Early settler habitat 

was missing and/or 

did not follow location 

specifications.

Early settler habitat 

matched location 

specifications but 

was inaccurate and/or 

incomplete.

Early settler habitat 

matched location 

specifications and 

accurately accounted for 

location needs. ⁄5

Shelter Design Students either did not 

design a shelter or did 

not follow any design 

parameters.

Students designed a shelter 

but did not follow all design 

parameters.

Students successfully 

designed a shelter, 

following all design 

parameters.

⁄5

Mathematical 

Calculations

Mathematical calculations 

were missing.

Mathematical calculations 

were incorrect or not 

completed according to 

directions.

Mathematical calculations 

were completed according 

to directions and were 

correct.

⁄5

Shelter 

Construction 

and Evaluation

The shelter was not 

completed and/or the 

evaluation was missing or 

incomplete.

Students built their 

structure and completed 

their evaluation. However, 

their shelter was not 

constructed according to 

design parameters and/

or some of their evaluation 

was incomplete.

Students successfully built 

their structure according 

to design parameters and 

completed all evaluation 

steps.

⁄5

Shelter 

Improvement 

Plan

Shelter improvement plan 

was missing or incomplete.

Shelter improvement plan 

was included but did 

not address all required 

components needed for 

improvement.

Shelter improvement plan 

was complete and included 

all required components.

⁄5
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You Can’t Take It All With You Elementary Educator Plan

Engagement Activity Cards

Fairbanks, Alaska

You and your team of explorers are traveling to Fairbanks, 

Alaska. What do you know about this area? Take a look at the 

map below and see if you might be able to predict what the 

weather is like.

Fairbanks

Fairbanks, Alaska is often colder than many other places in the 

United States. There are some streams and rivers in this area. It 

is classified as subarctic, which means it has long winters and 

short, warm summers. Fairbanks is considered the coldest city 

in the United States, with temperatures that are often –40 

degrees F (–40 degrees C) in the winter. Each year, Fairbanks 

averages 65 inches of snow. When the weather is cold, the 

rivers and streams are frozen.

Arizona Desert

You and your team of explorers are traveling to the Arizona 

desert. What do you know about this area? Take a look at the 

map below and see if you might be able to predict what the 

weather is like.

The Arizona desert is hot and dry and has sand, dirt, and large 

rock formations. Many summer days reach over 125 degrees F 

(52 degrees C). However, at night, the temperature can drop by 

70 degrees F (21 degrees C). There is very little rain, but watch 

out for dust storms. Some cacti live in the Arizona desert. You 

can find animals such as snakes, spiders, scorpions, and lizards 

there, as they are all equipped to survive the harsh conditions 

of the desert. 
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You Can’t Take It All With You Elementary Educator Plan

Engagement Activity Cards (continued)

Pacific Northwest

You and your team of explorers are traveling to the Pacific 

Northwest region of the United States. What do you know 

about this area? Take a look at the map below and see if you 

might be able to predict what the weather is like.

One of the first things explorers in the Pacific Northwestern 

region of the United States may notice is the heavy amount of 

rainfall. Unlike in drier climates, temperatures in this area do 

not change drastically over the course of the day or during the 

year. During the warmest month, temperatures are around 79 

degrees F (26 degrees C) and cold temperatures are around 45 

degrees F (7 degrees C) in winter. Because the weather is warm 

and rainy, large trees grow there. Over half the land is covered 

in forests. Lots of shrubs, flowers, and other plants also grow in 

the Pacific Northwest. 

Rocky Mountains

You and your team of explorers are traveling to the Rocky 

Mountains. What do you know about this area? Take a look at 

the map below and see if you might be able to predict what 

the weather is like.

To live in the Rocky Mountains, you must survive in a high 

elevation. Many mountain peaks in this region are more than 

14,000 feet high. Rocky terrain, dense pine forests, and cooler 

temperatures are typical in the Rocky Mountains, located in 

the middle of the United States. Lightning storms with lots of 

rain are common in the summertime. Some higher areas have 

snow for more than 6 months every year. There are many lakes 

and streams, along with large fields of grasses and wildflowers. Bears, mountain lions, and other predators live in the 

Rocky Mountains.
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Engagement Activity Cards (continued)

Bahamas

You and your team of explorers are traveling to the islands of 

the Bahamas. What do you know about this area? Take a look 

at the map below and see if you might be able to predict what 

the weather is like.

Bahamas

Many islands make up the Bahamas. The temperature most 

days is between 70–80 degrees F (21–26 degrees C), all year 

round. Since the islands are surrounded by water, the weather 

is humid. During the summer, people who live in the Bahamas 

can expect around 44 inches of rain and need to watch out for 

hurricanes during hurricane season. Hardwood forests, shrubs, 

and low trees populate the islands. The coasts are very rocky. 

Because of the steady, warm temperatures, many different 

animals live there, too, including iguanas, flamingos, bats, and 

frogs. 

Virginia

You and your team of explorers are traveling to the state of 

Virginia. What do you know about this area? Take a look at the 

map below and see if you might be able to predict what the 

weather is like.

Virginia is known for its nutrient-rich soils and farmland. 

The state has four distinct seasons, including a warm, humid 

summer and plenty of rain all year, which makes Virginia 

a good place to grow crops and raise livestock. Lakes and 

rivers are found in Virginia. Winters often see snowfall, while 

summers can reach around 100 degrees F (38 degrees C). Large 

deciduous trees grow in Virginia. Abundant wildlife allows for 

hunting deer, rabbits, and many other animals.
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You Can’t Take It All With You Elementary Educator Plan

Standards

NGSS

1. Scientific and Engineering Practices (K–5)

a. Asking questions and defining problems 

b. Developing and using models 

c. Planning and carrying out investigations 

d. Analyzing and interpreting data

e. Using mathematics and computational thinking

f. Constructing explanations and designing solutions

g. Obtaining, evaluating, and communicating 

information

2. Crosscutting Concepts (K–5)

a. Cause and effect: mechanism and explanation 

b. Scale, proportion, and quantity 

c. Systems and system models 

d. Structure and function 

3. Disciplinary Core Ideas

a. Physical Sciences

i. PS1: Matter and its interactions (2-PS1-2, 5-PS1-3)

ii. PS3: Energy (K-PS3-2)

b. Life Sciences

i. LS2: Ecosystems: Interactions, energy, and 

dynamics (K-LS1-1)

c. Earth and Space Sciences

i. ESS1: Earth’s place in the universe 

ii. ESS2: Earth’s systems (K-ESS2-2, 3-ESS2-2)

iii. ESS3: Earth and human activity (K-ESS3-1, 3-ESS3-1)

d. Engineering, Technology, and Applications of 

Science

e. ETS1: Engineering design (K–2-ETS1-1, 3–5-ETS1)

f. ETS2: Links among engineering, technology, 

science, and society (K–5) 

Common Core

CCSS-ELA/Literacy

SL.K.3 Ask and answer questions in order to seek help, get 

information, or clarify something that is not understood. 

(K-ESS3-2)

SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. (K-ESS3-1)

RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (2-PS1-4)

W.2.7 Participate in shared research and writing projects 

(e.g., read a number of books on a single topic to produce a 

report; record science observations). (2-PS1-1), (2-PS1-2), (2-PS1-3)

W.2.8 Recall information from experiences or gather 

information from provided sources to answer a question. 

(K-2-ETS1-1), (K-2-ETS1-3)

W.3.7 Conduct short research projects that build knowledge about a topic. (3-ESS3-1)

W.5.7 Conduct short research projects that use several 

sources to build knowledge through investigation of different aspects of a topic. (5-PS1-2), (5-PS1-3), (5-PS1-4), (3-5-ETS1-1), 

(3-5-ETS1-3)

CCSSM

MP.2 Reason abstractly and quantitatively. (K-ESS3-1), (2-PS1-2), 

(3-ESS2-1), (3-ESS2-2), (3-ESS3-1), (5-PS1-1), (5-PS1-2), (5-PS1-3), (3-5-ETS1-1), 

(3-5-ETS1-2), (3-5-ETS1-3)

MP.4 Model with mathematics. (K-ESS2-1), (2-PS1-1), (2-PS1-2), 

(K-2 ETS-1), (3-ESS2-1), (3-ESS2-2), (5-PS1-1), (5-PS1-2), (5-PS1-3), (3-5-ETS1-1), 

(3-5-ETS1-2), (3-5-ETS1-3)

MP.5 Use appropriate tools strategically. (2-PS1-2), (3-ESS2-1), 

(3-ESS3-1), (5-PS1-2), (5-PS1-3), (3-5-ETS1-1), (3-5-ETS1-2), (3-5-ETS1-3) 

5.MD.C.3 Recognize volume as an attribute of solid figures 

and understand concepts of volume measurement. (5-PS1-1)

5.MD.C.4 Measure volumes by counting unit cubes, using 

cubic cm, cubic in, cubic ft, and improvised units. (5-PS1-1)
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You Can’t Take It All With You Elementary Educator Plan

Resources

http://www.nasa.gov/spacetech

http://homeandcity.nasa.gov

https://www.nasa.gov/mission_pages/station/research/

benefits/water_in_space

https://www.nasa.gov/sites/default/files/atoms/files/

fs_acme_factsheet_150910.pdf

https://techport.nasa.gov/view/17558

https://ntrs.nasa.gov/archive/nasa/casi.ntrs.nasa.

gov/20160013562.pdf

https://www.bradley.edu/challenge/

https://www.cia.gov/library/publications/the-worldfactbook/graphics/ref_maps/political/jpg/north_america.

jpg

About This Lesson

Author

April Lanotte

Wings Over the Rockies Air & Space Museum

Denver, CO

In collaboration with the

Space Technology Mission Directorate

National Aeronautics and Space Administration

Washington, DC

Acknowledgments

Special thanks to the Wings Over the Rockies Teacher 

Envoys for providing feedback, testing in classrooms, and 

editing this resource.

Image Credits

Cover: Mars Science Laboratory spacecraft approaching Mars—NASA. 

Page 1: Illustration of Mars settlement—NASA. 3–5: Experimental 

setup images—April Lanotte/NASA. 6: 3D printed tool–Made in Space 

(https://www.nasa.gov/sites/default/files/ratchet_pic1.jpeg); 

8–10: Map of North America—https://mapswire.com/north-america/

physical-maps/; Map of the United States— https://www.cia.gov/library/

publications/the-world-factbook/graphics/ref_maps/physical/jpg/

united_states.jpg. Back cover: Illustration of Mars settlement—NASA; 

Sand mixture in ice cube tray and student building a structure—April 

Lanotte/NASA; Contour Crafting Robot on the moon—Behnaz Farahi/

NASA.

Published January 2020

Tech Logic is a lesson series produced by the Space Technology Mission Directorate.

www.nasa.gov Learn more at www.nasa.gov/spacetech.

NP-2019-09-2760-HQ