Hazards to Deep Space Astronauts 

Activity Five: Environment 

Educator Notes 

Learning Objectives 

Students will be able to 

• Compare and contrast the environments of Earth, the Moon, and Mars 

• Design to scale an enclosed, self-sustainable habitat for astronauts on a deep space mission 

• Create charts or diagrams of the life support systems or cycles within the habitat and explain how they function 

Challenge Overview Suggested Pacing 

After watching a video on the fifth hazard for deep space astronauts, Hostile/Closed Environments, 120 to 180 minutes 

students will examine various celestial bodies to compare and contrast the environments. Students 

will work in teams to design ways to mitigate the dangers of a hostile environment. They are then 

challenged to create a conceptual habitat and identify ways to make it self-sustaining. 

National STEM Standards 

Science and Engineering (NGSS) 

Disciplinary Core Ideas 

• LS2.A: Interdependent Relationships in Ecosystems: Predatory interactions may reduce the 

number of organisms or eliminate whole populations of organisms. Mutually beneficial 

interactions, in contrast, may become so interdependent that each organism requires the 

other for survival. Although the species involved in these competitive, predatory, and 

mutually beneficial interactions vary across ecosystems, the patterns of interactions of 

organisms with their environments, both living and nonliving, are shared. 

• LS2.B: Cycle of Matter and Energy Transfer in Ecosystems: Food webs are models that 

demonstrate how matter and energy is transferred between producers, consumers, and 

decomposers as the three groups interact within an ecosystem. Transfers of matter into and 

out of the physical environment occur at every level. Decomposers recycle nutrients from 

dead plant or animal matter back to the soil in terrestrial environments or to the water in 

aquatic environments. The atoms that make up the organisms in an ecosystem are cycled 

repeatedly between the living and nonliving parts of the ecosystem. 

Science and Engineering Practices 

• Developing and Using Models: Modeling in 6–8 builds on K–5 experiences and progresses 

to developing, using, and revising models to describe, test, and predict more abstract 

phenomena and design systems. 

• Constructing Explanations and Designing Solutions: Constructing explanations and 

designing solutions in 6–8 builds on K–5 experiences and progresses to include 

constructing explanations and designing solutions supported by multiple sources of 

evidence consistent with scientific ideas, principles, and theories. 

Science and Engineering Practices (continued) 

• MS-ESS1-3: Analyze and interpret data to determine scale properties of objects in the solar 

system. [Clarification statement: Emphasis is on the analysis of data from Earth-based 

instruments, space-based telescopes, and spacecraft to determine similarities and 

differences among solar system objects. Examples of scale properties include the sizes of 

an object’s layers (such as crust and atmosphere), surface features (such as volcanoes), 

and orbital radius. Examples of data include statistical information, drawings and 

photographs, and models.] 

• MS-LS2-2: Construct an explanation that predicts patterns of interactions among organisms 

across multiple ecosystems. [Clarification statement: Emphasis is on predicting consistent 

patterns of interactions in different ecosystems in terms of the relationships among and 

between organisms and abiotic components of ecosystems. Examples of types of 

interactions could include competitive, predatory, and mutually beneficial.] 

• MS-LS2-3: Develop a model to describe the cycling of matter and flow of energy among 

living and nonliving parts of an ecosystem. [Clarification statement: Emphasis is on 

describing the conservation of matter and flow of energy into and out of various 

ecosystems, and on defining the boundaries of the system.] [Assessment boundary: 

Assessment does not include the use of chemical reactions to describe the processes.] 

Mathematics (CCSS) 

Mathematical Practices 

• CCSS.MATH.CONTENT.6.RP.A.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. 

Challenge Preparation 

The educator should 

• Read the introduction and background information and Educator Notes. 

• Determine whether students will fill in the Comparison of Earth, Moon, and Mars handout or use the filled-in version; make copies 

as needed. (Both versions of the handout are located after the Student Handout.) 

• Provide reading and video links to students to save time during the activity and prepare students for discussion. 

– “Growing Plants in Space.” www.nasa.gov/content/growing-plants-in-space 

– “Can Space Gardening Help Astronauts Cope With Isolation?” www.nasa.gov/feature/can-space-gardening-helpastronauts-cope-with-isolation 

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Hazards to Deep Space Astronauts 

– Hazards of Human Spaceflight: Hazard 5: Hostile Closed Environments. (3:05) 

www.youtube.com/watch?v=LgGt03MjHfA&feature=youtu.be 

– Apollo 13: ‘Houston, We’ve Had a Problem.’ (7:00) 

www.youtube.com/watch?v=MdvoA-sjs0A&pbjreload=101 

– Real World: The Carbon Cycle – Essential for Life on Earth. (5:43) 

nasaeclips.arc.nasa.gov/video/realworld/real-world-the-carbon-cycle-essential-forlife-on-earth 

– Real World: Environmental Control on the International Space Station. (5:07) 

nasaeclips.arc.nasa.gov/video/realworld/real-world-environmental-control-on-theinternational-space-station 

– Real World: Lunar Power Plant. (6:28) nasaeclips.arc.nasa.gov/video/realworld/realworld-lunar-power-plant 

• Have videos preloaded for presentation. 

Materials 

 Paper 

 Graph paper 

 Pencil 

 Markers 

 Scissors (optional) 

Safety 

• Students should be aware of their surroundings and move carefully throughout the room 

when viewing another team’s work. 

• Students should follow safe scissor protocol when using scissors. 

Introduce the Challenge 

• Explain to students that life as we know it has adapted to the conditions on Earth. There 

are many natural systems working together to keep the conditions on Earth regulated so 

that we can continue to maintain life. The Moon, Mars, and other places in the solar system 

have different conditions that humans cannot adapt to without protection. Astronauts who 

travel beyond Earth are leaving their natural life-support system. Both their spacecraft and 

their eventual base must be designed to keep them alive, because their destination will 

have an environment that is not conducive to life as we know it. 

• Have students watch and discuss the video “Hazards of Human Spaceflight: Hazard 5: 

Hostile/Closed Environments.” Explain that the best chance of long-term survival, whether 

in a spacecraft or on a celestial body, will be to keep the environment as similar to Earth 

as possible. Have students discuss the following questions: 

– What are important characteristics of long-term survival on Earth? 

– What modifications are necessary for survival on another celestial body like the Moon 

or Mars? 

• Share the video “Apollo 13: ‘Houston, We’ve Had a Problem’” and have students discuss 

the following questions: 

– What essential element are the astronauts quickly running out of in this situation? 

– How could this situation be avoided in the future? 

– Why is it important to be for an environment to be self-sustaining? 

– Is it possible to be completely self-sustaining? 

Brain Booster 

Aquaponics is a self-contained 

lunar plant growth chamber that 

can provide both protein and 

vegetation to astronauts. Fish 

living in the bottom provide 

nitrogen and phosphate for the 

plants, while the plants provide 

beneficial bacteria to convert 

ammonia and filter the water. 

Learn more: 

spacescience.arc.nasa.gov/micro 

ecobiogeo/research/spaceexploration-technologies/biologyis-the-technology-microbialecology-of-space-foodproduction/ 

On Location 

Growing Beyond Earth is an 

educational outreach and citizen 

science program that reaches 

over 170 middle and high schools 

from Florida, Colorado, and 

Puerto Rico. NASA’s Kennedy 

Space Center plant production 

scientists Gioia Massa and Trent 

Smith train teachers who then 

receive plant growth chambers 

that mimic Veggie, the space 

garden residing on the 

International Space Station. 

Learn more: 

blogs.nasa.gov/kennedy/2019/05 

/09/students-show-off-plantresearch-at-symposium-in-miami/ 

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Hazards to Deep Space Astronauts 

• Explain that in this activity students will be faced with a hostile environment. They will have to strategize ways to make the 

environment less hostile and utilize renewable resources to create a self-sustaining habitat in that new environment. Students 

will demonstrate their idea by designing a self-sustaining conceptual habitat and explain how elements necessary for life will be 

renewed, recycled, or created. 

• Review the following criteria and constraints of the activity with students: 

Criteria Constraints 

Draw cycles you are planning to integrate in your habitat and ecosystem. Keep your habitat design to the scale size, no larger than 4.5 by 4.5 meters. 

Habitat should be drawn to scale. 

You must have all necessary parts of living quarters, including airlock 

chamber, in your final presentation. 

Habitat may have more than one level. 

Facilitate the Challenge 

Ask 

• Display a picture of a person, reptile, plant, fish, or other living thing and ask students what is necessary for this living organism 

to survive (e.g., food, water, and air). 

• Discuss with students: We all have different habitats that we live in. We can and have learned to adapt to changes within our 

environment. 

– Display pictures of different ecosystems and discuss what is living there. Discuss biotic and abiotic factors. 

– It may be helpful to have students observe self-sustaining ecosystems and the organisms and cycles within them. 

– Ask students: 

– Could the living things in the ecosystem adapt in a different latitude? For example, from the equator at 0 degrees to 

Antarctica at 82 degrees south? 

– What happens to the oxygen after we use it? The water? Nutrients? (Have students explain the complete cycles.) 

• Do a quick review of the cycles if needed (water, oxygen, nutrients, nitrogen, and carbon). 

– At their tables, assign each table a different “cycle” to draw and label with as many parts as they can without researching 

(e.g., water cycle, oxygen/carbon dioxide, nutrients, nitrogen, carbon, etc.). Note: Cycles curriculum should have already 

been covered with students prior to this activity. 

– Teams can partner up to share cycle information and see if other teams are able to add to the cycle the group originally 

created. 

– Have students use resources to research the cycles and add to their initial drawing. If time permits, have students present 

their cycles, or post them in the room so that all groups have access to the information. 

– References, if needed: 

– The Water Cycle. gpm.nasa.gov/education/water-cycle 

– The Carbon Cycle. svs.gsfc.nasa.gov/10494 

– Why Is Carbon Important? climatekids.nasa.gov/carbon/ 

– What Is the Water Cycle? climatekids.nasa.gov/water-cycle/ 

Imagine 

• Ask students to imagine they were to go to a different celestial body. Is it possible to adapt and survive? 

• Have students discuss with their table or neighbor whether they could survive on another planet or celestial body. 

• Listen to some of their ideas (without commenting, so as not to restrict student creativity). 

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Hazards to Deep Space Astronauts 

Plan 

• Tell students that in order to decide whether (and how) we could adapt, we first need to examine the features of the celestial 

bodies. Introduce the Comparison of Earth, Moon, and Stars handout. Depending on available time and student ability: 

– Have students use science resources to fill out the chart (individually, as a team, or with the whole group); or 

– Provide students with the completed chart. Group them in small teams to review the differences between the three celestial 

bodies. 

• Regroup and ask students if they think their original ideas from the Imagine phase would have kept them alive, now that they 

have done some research. 

• Discuss the differences between Earth, Moon, Mars, and the other celestial bodies selected. 

• Ask students the following questions: 

– What makes the environment hostile? 

– Could we grow food without intervention? Explain. 

– Are there some elements or features that can be useful? If so, what are they? 

• Have students read the following articles: 

– “Growing Plants in Space.” www.nasa.gov/content/growing-plants-in-space 

– “Can Space Gardening Help Astronauts Cope With Isolation?” www.nasa.gov/feature/can-space-gardening-helpastronauts-cope-with-isolation 

• Share all or part of the video “NASA STEM Stars: Veggie.” www.youtube.com/watch?v=7ukuCm7xrVY&t=44s 

Note: The excerpt from time stamp 11:45 to 15:50 is most important for student viewing. 

• Ask students to explain why they think it is important to be able to grow vegetation in space. 

• Have students get in their small teams to discuss the elements needed in a habitat for it to be self-sustaining. 

• Come together and discuss as a whole group. Be sure to discuss what is needed. 

Create 

• Remind students that humans have adapted to life on Earth, but the environments on other celestial bodies are not conducive to 

life as we know it. To keep astronauts healthy, students need to create a habitat that is adaptable to the environment. 

• Looking at the chart, have students choose a celestial body where they want to create a habitat that is self-sustainable. 

• Remind students to check the criteria and constraints. 

• Students will work in teams of no more than three and will be asked to do the following: 

1. Design and draw a habitat to scale that will sustain life on the celestial body of their choice. 

2. Explain and diagram the life support systems within the habitat. 

3. Create a diagram of how each of the following will be renewed, created, or recycled: 

– Oxygen 

– Water 

– Waste and garbage 

– Food 

– Power source 

• Have students review their design with the whole group and talk things through to be sure that the habitat will be self-sustainable. 

Encourage them to review it with another educator or adult so that they can get another person’s point of view and then make 

improvements as needed. 

– Ecosystem resource if needed: climatekids.nasa.gov/10-things-ecosystems/ 

62  Next Gen STEM 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

Hazards to Deep Space Astronauts 

Test 

• Have students meet with the instructor to discuss how the habitat will be self-sustaining. Be sure the teams can explain how all 

essentials for life are being met, how food is being produced, what the source of power is, and where their waste and garbage is 

going. 

• Make suggestions or point out areas of improvement. 

Improve 

• Have students return to their teams and adjust their habitat to address suggestions for improvement or missed objectives. 

• Have students update their drawings and explanations as needed 

Share 

• Have each team present their design to the whole group and explain how they will establish the habitat to be self-sustainable. 

• Optional: Share students’ results on social media using #NextGenSTEM. Be sure to include the module and activity name. 

Extensions 

• Have students test their ideas for the habitat on an enclosed ecosystem and try to sustain the life of a Plant-stronaut. Have them 

create a table-top-size, sealed ecosystem to test their ideas. Put a plant in the ecosystem and test the sustainability of their 

habitat. 

• Have students add additional levels to the ecosystem for their Plant-stronaut. 

• Have the whole group collaborate by taking the best parts of each habitat to design a Super Habitat. 

References 

Life Support Systems 

www.nasa.gov/stem-ed-resources/life-support.html 

Living and Working in Space: Habitat 

www.nasa.gov/pdf/176994main_plugin-176994main_HSE_TG2-1.pdf 

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Hazards to Deep Space Astronauts 

Activity Five: Environment 

Student Handout 

Your Challenge 

You will compare environments of different celestial bodies and decide which celestial body 

has the best conditions to support a self-sustaining habitat for astronauts. You will design or 

draw to scale a conceptual enclosed, self-sustainable habitat for astronauts on a deep space 

mission. You will draw diagrams that shows how you renew and recycle the needed items to 

sustain life. 

Criteria Constraints 

Draw cycles you are planning to integrate in your 

habitat and ecosystem. 

Keep your habitat design to the size no larger than 

4.5 by 4.5 meters. 

Habitat should be drawn to scale. 

You must have all necessary parts of living quarters, 

including airlock chamber, in your final presentation. 

Habitat may have more than one level. 

Ask 

• Look at the pictures displayed. What is necessary for each of the following to survive: 

– Person? 

– Reptile? 

– Plant? 

– Fish? 

– Amphibian? 

• Look at the pictures of the different ecosystems provided and discuss with your neighbor 

what you see. Talk about the biotic and abiotic factors. 

• As you examine each picture, discuss the following questions: 

– What is needed for all the living things pictured to adapt to live in a different latitude? 

– How could the organism adapt to live in Antarctica if they were from a tropical 

environment? 

– What happens to the oxygen after the animals use it? 

– What happens to the water after it is consumed? 

– What happens to the nutrients that were taken in? 

• As a team, draw the cycle your instructor has assigned and label as many parts as possible 

without researching. 

• Partner and share cycle information with another team and see if you can add to each 

other’s work. 

• Research your cycle, using a credible science resource. See if there is any information 

missing and fill it in. 

• Share your information as your instructor directs. 

Fun Fact 

Ultraviolet (UV) light has shorter 

wavelengths than visible light. 

Although UV waves are invisible 

to the human eye, some insects, 

such as bumblebees, can see 

them. This is similar to how a dog 

can hear a whistle just outside the 

hearing range of humans. 

Learn more: 

science.nasa.gov/ems/10_ultravi 

oletwaves 

Career Corner 

Dr. Gioia Massa works on space 

crop production for the 

International Space Station and 

future missions at the NASA 

Kennedy Space Center. She led 

the science team for the in-space 

validation of the Veggie 

experiment hardware and now 

leads an interdisciplinary group 

studying how both fertilizer and 

light affect the flavor of crops 

grown in Veggie. 

Learn more: 

www.nasa.gov/content/veggieplant-growth-system-activatedon-international-space-station 

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Hazards to Deep Space Astronauts 

Imagine 

• Imagine you were to go to a different celestial body. Is it possible to adapt and survive? 

• Discuss with your table or neighbor whether you think you could survive on another planet or celestial body and how. 

Plan 

• In order to decide if you could adapt and how, you first need to examine features from other potential worlds. You will be provided 

with a chart of characteristics of the Earth, Moon, and Mars. 

• After filling in or looking at the data with your team, answer the following questions: 

– What makes the environments hostile? 

– Could we grow food without intervention? Explain. 

– Are there some elements or features that could be useful? If so, what are they? 

• Read the following articles: 

– Growing Plants in Space. www.nasa.gov/content/growing-plants-in-space 

– Can Space Gardening Help Astronauts Cope With Isolation? www.nasa.gov/feature/can-space-gardening-help-astronautscope-with-isolation 

• Watch the excerpt of “NASA STEM Stars: Veggie” (11:45 to 15:50). www.youtube.com/watch?v=7ukuCm7xrVY&t=44s 

• Why do you think it is important to have the programs that were talked about in the article and in the video? 

• How can these programs benefit the space program and future missions? 

• In your team, discuss and write your ideas regarding what environmental elements and other items are needed in a habitat for it 

to be self-sustaining. 

Create 

• Humans have adapted to live on Earth. The environments on other celestial bodies are not conducive to life as we know it. To 

keep astronauts healthy, you must create a habitat that is adaptable and self-sustainable. 

• Choose a celestial body from the chart that you think will be the best for adaptation. You will be using this body to create a habitat 

that is self-sustainable. 

• Check the constraints and criteria. 

• Work in teams to do the following: 

Design and draw a habitat to scale that will sustain life on the celestial body of your choice. 

Explain and diagram the life support systems within the habitat. 

Create a diagram of how each of the following will be renewed, created, or recycled: 

– Oxygen 

– Water 

– Waste and garbage 

– Food 

– Power source 

• Review your design with the team and talk things through to be sure that the habitat will be self-sustainable. Practice explaining 

your design to another adult or teacher and have them give you feedback. 

• Review the feedback that you were given and make improvements as needed. 

Test 

• Meet with the instructor to discuss the how the habitat will be self-sustaining. Be sure you can explain how all essentials for life 

are being met (e.g., how food is being produced, the source of power, where the waste and garbage is going, etc.). 

Next Gen STEM  65 
 

 

 

 

 

 

Hazards to Deep Space Astronauts 

Improve 

• Return to your team and adjust your habitat to address suggestions for improvement or missed objectives. 

• Update your drawings and explanations as needed. 

Share 

• Present your design to everyone and explain how you will establish the habitat to be self-sustainable. 

66  Next Gen STEM 
 

 

Hazards to Deep Space Astronauts 

Directions: Using science resources, fill in the chart to compare features of Earth, the Moon, Mars, and (optional) one other celestial 

body of your choice. Optional links to use for the chart: 

• Mars Exploration Program: mars.nasa.gov/all-about-mars/facts/ 

• Planetary Data: nssdc.gsfc.nasa.gov/ 

• Temperature Variations and Habitability: icp.giss.nasa.gov/education/modules/eccm/eccm_student_1.pdf#page=3 

Next Gen STEM  67 

Earth Moon Mars Other _________ 

Atmosphere composition 

Distance from Earth at closest 

point, km 

N/A 

Distance from Earth at farthest 

point, km 

Air pressure, mb (millibars) 

Terrain composition 

Terrain texture 

Length of day 

Surface gravity, m/s2 

Temperature range, °C 

Radiation or protection from 

radiation 

Water (evidence or states of water) 

Signs of life 

Volcanic activity 

Other storms or hazards 

Special features or areas to place 

your habitat in or near 

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Hazards to Deep Space Astronauts 

Resource links to use with the chart: 

• Mars Exploration Program: mars.nasa.gov/all-about-mars/facts/ 

• Planetary Data: nssdc.gsfc.nasa.gov/ 

• Temperature Variations and Habitability: icp.giss.nasa.gov/education/modules/eccm/eccm_student_1.pdf#page=3 

Earth Moon Mars 

Atmosphere composition 78 percent nitrogen 

21 percent oxygen 

Basically none. Some carbon 

gases (CO2, CO, and methane), 

but very little of them. Pressure 

is about one-trillionth of Earth's 

atmospheric pressure. 

95 percent CO2 

2 percent nitrogen 

2 percent argon 

1 percent oxygen 

Distance from Earth at closest 

point, km 

N/A 357,000 54.6 million 

Distance from Earth at farthest 

point, km 

N/A 407,000 401 million 

Air pressure at surface, mb 

(millibars) 

1,014 >1 4 to 9, depending 

on the season 

Terrain composition Oxygen, silicon, aluminum 

and iron are the elements that 

make up the crust. 

The terrain includes weathered 

crust material, organic material, 

and moisture. 

Silicon and oxygen bound in 

minerals, glass produced by 

meteorite impacts, and small 

amounts of gases (e.g., 

hydrogen) implanted by the 

solar wind 

Silicon and oxygen, iron, 

magnesium, aluminum, 

calcium, and potassium 

Length of day, hour 24 27.3 Earth days 24.7 

Surface gravity, m/s2 9.8 1.62 3.71 

Temperature range, °C 10 to 20 –233 to 123 –60 to –125 

Radiation or protection from 

radiation 

Atmosphere and 

magnetic field block 

out most radiation. 

Cosmic rays, solar flares, the 

lunar surface itself is radioactive 

Solar and GCR radiation, no 

protection 

Water (evidence or states of water) Water in all states Water ice Traces of water, evidence of a 

watery past 

Signs of life Life! no 

Volcanic activity Yes Yes Yes, largest volcano in solar 

system, Olympus Mons, is 3 

times larger than Mount Everest 

Other storms or hazards Earthquakes, floods, etc. Meteorite strikes, water ice at 

South Pole 

Dust storms, tornadoes 

Special features or areas to place 

your habitat in or near 

N/A Answers may vary Lava tubes beneath the ground 

Answers may vary 

68  Next Gen STEM