Habitation With Gateway 

Educator Guide 

Educator Guide 

Educators and Students Grades 6 to 8 

 

 

Habitation With Gateway 

Contents 

Preface ................................................................................................................................................................................................ 1 

STEM Education Standards............................................................................................................................................................... 1 

Engineering Design Process............................................................................................................................................................. 2 

Introduction and Background ........................................................................................................................................................... 3 

A New Era of Lunar Exploration .................................................................................................................................................... 3 

The Gateway: A Home Base for Human Missions to the Moon and Mars .................................................................................... 4 

Building the Gateway .................................................................................................................................................................... 4 

The Importance of Water Filtration................................................................................................................................................ 5 

New Challenges Ahead: Radiation Shielding................................................................................................................................ 6 

Activity One: Assess the Structural Integrity of a Space Module.................................................................................................. 9 

Educator Notes.............................................................................................................................................................................. 9 

Student Handout ......................................................................................................................................................................... 13 

Activity Two: Design and Build a Space Habitat ........................................................................................................................... 15 

Educator Notes............................................................................................................................................................................ 15 

Student Handout ......................................................................................................................................................................... 19 

Activity Three: Experiment With Water Filtration.......................................................................................................................... 21 

Educator Notes............................................................................................................................................................................ 21 

Student Handout ......................................................................................................................................................................... 24 

Activity Four: Test Materials for a Radiation Shield...................................................................................................................... 26 

Educator Notes............................................................................................................................................................................ 26 

Student Handout ......................................................................................................................................................................... 30 

Appendix: STEM Standards and Practices .................................................................................................................................... 31 

Next Generation Science Standards (NGSS).............................................................................................................................. 31 

NGSS Science and Engineering Practices.................................................................................................................................. 32 

International Society for Technology in Education (ISTE) Standards for Students ..................................................................... 32 

Common Core State Standards (CCSS) for Mathematics........................................................................................................... 33 

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Habitation With Gateway 

Preface 

Habitation With Gateway was published by NASA’s Office of STEM Engagement as part of a series of educator guides to help middle 

school students reach their potential to join the next-generation STEM workforce. The activities can be used in both formal and 

informal education settings as well as by families for individual use. Each of these activities is aligned to national standards for science, 

technology, engineering, and mathematics (STEM), and the NASA messaging is current as of September 2019. 

STEM Education Standards 

The STEM disciplines matrix shown below aligns each activity in this module to standards for teaching STEM according to four 

primary focus areas within each discipline. The four focus areas for science were adapted from the Next Generation Science 

Standards (NGSS) middle school disciplinary core ideas. The four focus areas for technology were adapted from the International 

Society for Technology in Education (ISTE) Standards for Students. The four focus areas for engineering were adapted from the 

National Science Teaching Association (NSTA) and NGSS science and engineering practices. The four focus areas for mathematics 

were adapted from the Common Core State Standards (CCSS) for Math middle school content standards by domain. Find additional 

matrices in the Appendix: STEM Standards and Practices. 

Activity 

STEM Disciplines 

Science Technology Engineering Math 

NGSS Disciplinary 

Core Ideas 

ISTE Standards 

for Students 

NSTA and NGSS 

Practices 

CCSS Content Standards by 

Domain 

Physical SciencesLife SciencesEarth and Space SciencesEngineering, Technology,and the Application ofSciencesKnowledge ConstructorInnovative DesignerComputational ThinkerGlobal CollaboratorAsk Questions and Define ProblemsDevelop and Use ModelsPlan and Carry OutInvestigationsConstruct Explanations and Design SolutionsRatios and ProportionalRelationshipsThe Number SystemStatistics and ProbabilityGeometry 

Assess the Structural 

Integrity of a Space Module          

Design and Build a Space 

Habitat         

Experiment With Water 

Filtration        

Test Materials for Radiation 

Shielding    

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Habitation With Gateway 

Engineering Design Process 

The engineering design process (EDP) is crucial to mission success at NASA. The EDP is an iterative process involving a series of 

steps that engineers use to guide them as they solve problems. The steps outlined below can be used by student teams to solve the 

challenges in this activity guide. Learn more about the EDP with NASA’s Educator Professional Development Collaborative at 

https://www.txstate-epdc.net/models-of-the-engineering-design-process/. 

1. ASK: Identify the problem, requirements that must be met, and the constraints that must be considered. 

2. IMAGINE: Brainstorm solutions and research what others have done in the past. 

3. PLAN: Select and sketch a design. 

4. CREATE: Build a model or a prototype. 

5. TEST: Evaluate solutions by testing and collecting data. 

6. IMPROVE: Refine the design. 

7. SHARE: Communicate and discuss the process and solutions as a group. 

Tip: In order to manage the dynamics within each team, it may be helpful to assign each student within the group a specific task, such 

as materials manager, design engineer, fabrication engineer, communications specialist, or team manager. Having each team 

member in charge of a different element of the task may reduce internal conflict within teams. 

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Habitation With Gateway 

Introduction and Background 

As NASA sets its sights on returning to the Moon 

and preparing for Mars, it is laying the foundation for 

human exploration deeper into the solar system by 

creating an orbital outpost near the Moon called the 

Gateway. 

Some of the Gateway features include 

• Lunar communications systems 

• Habitation modules containing environmental 

control, life support, radiation protection, and 

safety systems 

• Science and research facilities 

• Cargo stowage 

• Crew and science airlocks 

• Robotic and autonomous systems 

• Docking capabilities 

• Rendezvous sensor packages 

While orbiting the Moon, this spacecraft will be a temporary home and office for astronauts. The commute from Earth to the Gateway 

will take about 5 days and cover approximately 250,000 miles (about 400,000 kilometers). The Gateway will have living quarters, 

laboratories for science and research, and docking ports (physical connecting points) for visiting spacecraft. These docking ports will 

serve as both parking spots for the vehicles and entrances to the Gateway. The Gateway will give NASA and its partners access to 

more of the lunar surface than ever before, supporting both human and robotic missions. 

A New Era of Lunar Exploration 

NASA scientists and engineers believe the Gateway will be the key to a new era of lunar exploration—both in orbit and on the surface 

of the Moon. By studying the geology of the Earth, the Moon, and Mars, and the ways in which they are similar and different from 

each other, scientists can learn important things about how planets and planetary systems form. 

NASA also wants to use the Gateway as a science platform to look back at the Earth, observe the Sun, and get unobstructed views 

of the vast universe. One of the unique things about the Gateway is that NASA can move it to other orbits around the Moon to do 

more science in new locations. 

In 2009, NASA discovered that the Moon contains millions of tons of water ice. The Gateway will be able to move to the ideal position 

to have astronauts descend to the lunar surface and extract the ice for use in producing water, oxygen, or hydrogen. This will assist 

in future missions to Mars. 

Illustration of the Gateway (left) and Orion (right). (NASA) 

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Distribution of surface ice at the Moon’s south pole (left) and north pole (right). (NASA)

 

 

 

 

 

 

 

 

Habitation With Gateway 

The Gateway: A Home Base for Human Missions to the Moon and Mars 

The Gateway will benefit from the years of research performed by astronauts continuously living and working on board the 

International Space Station since November 2000. The space station is a large spacecraft in orbit around Earth. It serves as a unique 

scientific platform that enables researchers from all over the world to put their talents to work on innovative experiments that could 

not be done anywhere else. The Gateway is similar to the space station in its design, but it will be an orbital home base for astronaut 

expeditions to the Moon. It will also serve as a practice ground for deep space missions—a place to train for life far away from Earth, 

including future human missions to Mars. 

The Gateway is much smaller than the space station. Its interior is about the size of a studio apartment, whereas the space station is 

larger than a six-bedroom house. Once docked, astronauts can live and work aboard the Gateway for up to 3 months at a time, conduct 

science experiments, and take trips to the surface of the Moon. Even without a crew present, cutting-edge robotics and computers will 

operate experiments inside and outside the Gateway, automatically returning data back to Earth. 

NASA is looking at options for astronauts to shuttle between the Gateway and the Moon on reusable landers. Just as planes use an 

airport on Earth, spacecraft bound for the lunar surface or for Mars can use the Gateway to refuel, replace parts, and resupply things 

like food and oxygen without going home first. During months-long crew expeditions to the Gateway, this could enable multiple trips 

down to the lunar surface and exploration of new locations on the Moon. 

Building the Gateway 

NASA has already started working on the Gateway. The first major Gateway part will provide power and propulsion for the spacecraft 

and is targeted to launch on a private rocket in 2022. After the power and propulsion element reaches orbit and test-drives its power 

and communications, NASA will launch four astronauts on a Space Launch System (SLS) and Orion mission carrying two new 

sections that will add a small living space and initial science and operational capabilities. Each year after that, astronauts will travel 

to the Gateway with new parts until it is fully assembled, currently targeted for 2026. 

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Habitation With Gateway 

Configurations and capabilities of the Gateway. (NASA) 

NASA is planning to work with U.S. companies to build a small living and working area for the Gateway called a habitation module. 

The addition will leverage years of research and demonstrations under Next Space Technologies for Exploration Partnerships 

(NextSTEP), a public-private partnership model seeking commercial development of deep space exploration capabilities to support 

human space flight missions. NASA is also discussing plans with international partners to provide expanded living space, advanced 

robotics, transportation, and science capabilities. 

NASA plans to build the Gateway with just five or six rocket launches—far fewer than the 34 launches it took to build the International 

Space Station. NASA’s powerful SLS rocket and Orion are key to the overall assembly and operations. SLS will launch the larger 

components for the Gateway on flights along with Orion, and Orion will be used as a tug to deliver those components to the required 

orbit for assembly. Together, Orion, SLS, and the Gateway represent the core of NASA’s sustainable infrastructure for human 

exploration. 

The Importance of Water Filtration 

Water, essential to sustaining life on Earth, is that much more highly prized in the unforgiving realm of space travel and habitation. 

Given the launch cost per pound of cargo, each gallon of water at 8.33 lb (3.78 kg) quickly adds up in cost. Likewise, ample water 

reserves for drinking, food preparation, and bathing would take up an inordinate amount of storage space and infrastructure, which 

is always at a premium on a vessel or station. 

Water rationing and recycling are an essential part of daily life and operations on the International Space Station and will be equally 

important on the Gateway. In space, where Earth's natural life support system is missing, these spaceports must provide abundant 

power, clean water, and breathable air at the right temperature and humidity for the duration of human habitation and with virtually 

no waste. NASA’s Environmental Control and Life Support System (ECLSS), under continued monitoring by the Marshall Space Flight 

Center, helps astronauts use and reuse their precious supplies of water on the space station. 

The ECLSS Water Recovery System (WRS) reclaims wastewater from humans and lab animals in the form of breath condensate 

(from exhaling), urine, hygiene and washing, and other wastewater streams. On Earth, biological wastewater is physically filtered by 

granular soil and purified as microbes in the soil break down urea, converting it to a form that plants can absorb and use to build new 

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Habitation With Gateway 

tissue. Wastewater also evaporates and returns as fresh rainwater—a natural form of distillation. WRS water purification machines 

on the space station mimic these processes, though without microbes or the scale of Earth’s natural system. 

The astronaut crew that will be onboard Gateway will need a system similar to WRS to efficiently recycle wastewater and reduce the 

need to provide the resource via resupply. Without this capability, the Gateway would not be able to support the needs of the crew 

during missions of up to 3 months, and resupply is not even an option for the long-duration space travel planned for future missions 

to Mars. 

The Gateway will use filtration and temperature sterilization to ensure the water is safe to drink. During this process, water is checked 

often to ensure it meets water quality requirements, and it is monitored closely for bacteria, pollutants, and proper pH level. The pH 

scale ranges from 0 to 14 and is a tool used by scientists to measure the strength of an acid or base. Proper pH balance of 7 is 

important to a human body. 

Public water systems must meet a pH level of 6.5 to 8.5. The space station water is required to be within the range of 6.0 to 8.5, and the 

same will likely be required for the Gateway. The recycled water that comes from this process is sterile, so there is no odor or bad taste. 

pH COLOR CHART pH SCALE 

Measure Type Examples 

Below 7 Acid Citrus juices such as lemon, orange, or lime 

Sodas such as cola 

7 Neutral Pure, clean water 

Above 7 Base Toothpaste, baking soda 

pH color chart (left) and pH scale (right). 

New Challenges Ahead: Radiation Shielding 

Designing the Gateway presents engineers with new challenges in 

keeping astronauts safe and healthy while in space and after they 

return. As astronauts venture to interplanetary space, they will be 

exposed to higher levels of cosmic radiation from the Sun and galactic 

cosmic rays. This is called ionizing radiation because it has enough 

energy to knock electrons out of atoms or molecules, creating ions. 

Through these interactions, radiation disrupts cellular functions within 

the body, resulting in damage to the nervous system and producing 

symptoms such as nausea and fatigue. Long-term effects could include 

increased risks of cancer and cardiac disease. 

Earth’s atmosphere and magnetosphere—the magnetic field 

generated by the Earth’s spinning iron core—are important because 

they provide shielding from most of the harmful high-energy particles. 

On Earth, galactic cosmic radiation is intercepted by oxygen and 

nitrogen molecules in the atmosphere before it reaches the surface, so 

it is of little danger to humans. As seen in the illustration below, most 

of the high-energy particles from the Sun are deflected around the 

Earth by its magnetosphere, which extends far beyond the atmosphere. 

Space radiation is made up of protons and all the elements on the periodic 

table. It enters the human body at energies approaching the speed of light 

and can damage deoxyribonucleic acid (DNA). (NASA) 

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Habitation With Gateway 

 

Sources of ionizing radiation in interplanetary space. (NASA)

 

 

 

One form of radiation from the Sun that can have a negative impact for humans on Earth is ultraviolet (UV) radiation. UV radiation is 

a type of light that is invisible to the human eye because its wavelength is too short to detect. UV light is classified into three groups 

according to its wavelength. UVA and UVB travel through the atmosphere and can reach the Earth’s surface. They cause sunburns 

and can lead to skin cancer. UVC is extremely dangerous, but it is completely absorbed by the ozone layer and does not reach the 

surface of the Earth. 

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Electromagnetic spectrum. (NASA)
 

 

 

 

 

 

Habitation With Gateway 

The International Space Station has been hosting astronauts for the last two decades for extended stays as long as a year in length, 

but it has remained in low Earth orbit—just outside the atmosphere but still within the protective boundary of the Earth’s 

magnetosphere. In contrast, the Gateway will be placed in orbit around the Moon, far from the protection of Earth’s atmosphere and 

magnetosphere. To protect astronauts and sensitive equipment from long-term exposure to increased levels of radiation while aboard 

the Gateway, scientists and engineers must come up with new methods and technologies for shielding them against high-energy 

charged particles of galactic cosmic rays, solar particle events, and secondary protons and neutrons. 

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Habitation With Gateway 

Activity One: Assess the Structural Integrity of a Space Module 

Educator Notes 

Challenge Suggested Time 

Students will work as a team to design and build the skeletal structure or framework for a 60 minutes 

spaghetti space module that can support as much weight as possible. 

Learning Objectives 

Students will 

• Apply the steps of the engineering design process to successfully complete a team challenge. 

• Design, build, and test their own space habitat module. 

• Collect data after each weight test for comparison with other groups. 

• Improve their model based upon the results of the experiment. 

• Understand the relationship between mass and weight. 

Curriculum Connection 

Science and Engineering (NGSS) 

Disciplinary Core Ideas 

• MS-ETS1-1 Engineering Design: Define the criteria and constraints of a design problem with 

sufficient precision to ensure a successful solution, taking into account relevant scientific 

principles and potential impacts on people and the natural environment that may limit possible 

solutions. 

– ETS1.A: The more precisely a design task’s criteria and constraints can be defined, the more 

likely it is that the designed solution will be successful. Specification of constraints includes 

consideration of scientific principles and other relevant knowledge that are likely to limit 

possible solutions. 

• MS-ETS1-3 Engineering and Design: Analyze data from tests to determine similarities and 

differences among several design solutions to identify the best characteristics of each that can be 

combined into a new solution to better meet the criteria for success. 

– ETS1.B: There are systematic processes for evaluating solutions with respect to how well 

they meet the criteria and constraints of a problem. Sometimes parts of different solutions 

can be combined to create a solution that is better than any of its predecessors. 

– ETS1.C: Although one design may not perform the best across all tests, identifying the 

characteristics of the design that performed the best in each test can provide useful information 

for the redesign process—that is, some of those characteristics may be incorporated into the 

new design. 

Crosscutting Concepts 

• Cause and Effect: Events have causes, sometimes simple, sometimes multifaceted. Deciphering 

causal relationships, and the mechanisms by which they are mediated, is a major activity of 

science and engineering. 

Crosscutting Concepts (continued) 

• System and System Models: A system is an organized group of related objects or components; 

models can be used for understanding and predicting the behavior of systems. 

• Interdependence of Science, Engineering, and Technology: Engineering advances have led to 

important discoveries in virtually every field of science, and scientific discoveries have led to the 

development of entire industries and engineered systems. 

Science and Engineering Practices 

• Asking Questions and Defining Problems: A practice of science is to ask and refine questions that 

lead to descriptions and explanations of how the natural and designed world works and which can 

be empirically tested. 

• Develop and Use Models: A practice of both science and engineering is to use and construct 

models as helpful tools for representing ideas and explanations. These tools include diagrams, 

drawings, physical replicas, mathematical representations, analogies, and computer simulations. 

• Planning and Carrying Out Investigations: Scientists and engineers plan and carry out 

investigations in the field or laboratory, working collaboratively as well as individually. Their 

investigations are systematic and require clarifying what counts as data and identifying variables 

or parameters. 

• Construct Explanations and Design Solutions: The products of science are explanations and the 

products of engineering are solutions. 

Technology (ISTE) 

Standards for Students 

• Innovative Designer: Students use a variety of technologies within a design process to identify 

and solve problems by creating new, useful, or imaginative solutions. 

– 4a: Students know and use a deliberate design process for generating ideas, testing 

theories, creating innovative artifacts or solving authentic problems. 

– 4c: Students develop, test, and refine prototypes as part of a cyclical design process. 

• Computational Thinker: Students develop and employ strategies for understanding and solving 

problems in ways that leverage the power of technological methods to develop and test solutions. 

Standards for Students (continued) 

– 5c: Students break problems into component parts, extract key information, and develop 

descriptive models to understand complex systems or facilitate problem-solving. 

• Global Collaborator: Students use digital tools to broaden their perspectives and enrich their 

learning by collaborating with others and working effectively in teams locally and globally. 

– 7c: Students contribute constructively to project teams, assuming various roles and 

responsibilities to work effectively toward a common goal. 

Mathematics (CCSS) 

Content Standards by Domain 

• CCSS.MATH.CONTENT.6.NS.B.3: Fluently add, subtract, multiply, and divide multi-digit 

decimals using the standard algorithm for each operation. 

• CCSS.MATH.CONTENT.6.SP.B.5: Summarize numerical data sets in relation to their context, 

such as by: 

– CCSS.MATH.CONTENT.6.SP.B.5.A: Reporting the number of observations. 

– CCSS.MATH.CONTENT.6.SP.B.5.B: Describing the nature of the attribute under investigation, 

including how it was measured and its units of measurement. 

Mathematical Practices: 

• CCSS.MATH.PRACTICE.MP1: Make sense of problems and persevere in solving them. 

• CCSS.MATH.CONTENT.MP3: Construct viable arguments and critique the reasoning of others. 

• CCSS.MATH.PRACTICE.MP5: Use appropriate tools strategically. 

• CCSS.MATH.PRACTICE.MP6: Attend to precision. 

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Habitation With Gateway 

Preparation Time 

15 minutes 

• Read the Introduction and Background, Educator Notes, and Student Handout to become 

familiar with the activity. 

• Gather and prepare all supplies listed on the materials list. 

• If using a glue gun, even with cool-melt glue, set up a glue gun station for safety and 

supervision. 

• Print copies of the Student Handout for each team. 

• If presenting videos or web-based resources, test the links and the classroom technology 

ahead of time. 

• Determine the internal volume constraint for the space module in advance of the lesson. 

Any lightweight cylinder, ranging in size from a toilet paper tube to a 12-oz aluminum can, 

will work. 

Materials 

 Toilet paper tubes, aluminum cans, or similar lightweight cylinders (1 per team for use 

as a volume constraint) 

 30 pieces of uncooked spaghetti for each team 

 Clear tape or low-temperature glue gun with cool-melt glue (Note: teams will have 

limited quantities per challenge constraints) 

 Index cards 

 Mass (lead weights, coins, large washers, or similar) 

 Scissors 

 Metric scale 

 Rulers 

 Paper and pencils for brainstorming 

 Copies of Student Handout and blank paper 

Introduce the Challenge 

• Provide context for this activity using the Introduction and Background information in this 

guide. Discuss the different types of modules in a space habitat. 

• Engage students with the following discussion questions: 

– Why is a space habitat made up of individual modules? 

– Why is it important for modules to be hollow with as much open space inside as 

possible? 

– If a space habitat orbits in a microgravity environment, why does it need to be 

lightweight? 

– What are some safety concerns or consequences of a module that is not structurally 

strong? 

– What types of forces do modules experience on Earth, during launch, during 

assembly, and while in use? 

• Explain the role of engineers in designing technology to solve problems. Share the NASA 

for Kids video Intro to Engineering and introduce the engineering design process. 

• Divide the class into teams of three to five students and pass out the Student Handout to 

each team. Use the handout to explain the details of the challenge, including the design 

constraints and your expectations for teamwork and classroom management. 

Share With Students 

Brain Booster 

NASA is looking at options for 

astronauts to shuttle between the 

Gateway and the Moon on 

reusable landers. Just as planes 

use an airport here, spacecraft 

bound for the lunar surface or for 

Mars can use the Gateway to 

refuel, replace parts, and 

resupply things like food and 

oxygen without going home first. 

Learn more: 

https://appel.nasa.gov/2019/06/0 

6/nasa-selects-partners-for-lunarlander-development/ 

On Location 

The Marshall Space Flight Center 

in Huntsville, Alabama, will 

manage NASA’s plans to build a 

lunar landing system that will 

carry the next man and the first 

woman to the surface of the 

Moon by 2024. Check out 

Touchdown, an engineering 

design challenge for students to 

investigate gravity, motion, and 

forces to design and build a 

shock-absorbing system for a 

lunar lander. 

Touchdown Activity: 

https://www.nasa.gov/stem-edresources/otm-touchdown.html 

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Habitation With Gateway 

Design Constraints 

1. The volume constraint cylinder must fit completely and securely within the spaghetti structure 

each team builds. It cannot be attached to the structure with tape or any other means; it must 

remain loose within the structure without falling out. 

2. Teams are only allowed to use the supplies provided. If they make a mistake or change their 

design, they cannot trade in used tape, glue sticks, or broken spaghetti pieces for more, nor 

can they trade materials with another team. Instead, they must recycle used materials into their 

design. 

3. The module frame will be tested standing upright on its end (oriented like a soda can), and there 

should be a gap between the top of the volume constraint cylinder and the spaghetti structure. 

Facilitate the Challenge 

Ask, Imagine, and Plan 

• Answer any questions teams have about the challenge or design constraints. 

• Consider requiring teams to submit their design for review before allowing them to collect 

building materials. 

Create 

• In the first phase of the challenge, teams may only use 25 pieces of uncooked spaghetti and 50 cm of tape or one small glue 

stick to design and build the skeletal structure or framework of a space habitat module. 

• In order for the interior of their module to remain open for “usable” space, the framework must be built around the cylindrical 

volume size constraint. The cylinder (toilet paper tube or aluminum can) must be loose within the framework and not attached in 

any way. 

Test and Improve 

1. Each team will test the strength of their design by placing it upright on its end (oriented like a soda can) and gradually adding 

weights until the structure “fails.” The structure has “failed” when it meets any of the following three criteria: 

– Any piece of spaghetti has broken/snapped. 

– Any end of a piece of spaghetti has become detached from the tape or glue. 

– Any piece of spaghetti has bent to the point that it touches the top of the volume constraint cylinder. 

2. After the first weight failure test, students will measure and record the mass that was necessary to cause their module structure 

to fail. In the second phase of the challenge, teams will receive five additional pieces of spaghetti and an additional 10 cm of tape 

(no additional glue) to repair and improve their design. 

3. After their improved design is complete, students will again 

test their module structures to failure. Their goal is to increase 

the mass that their structure can support by 50 percent. 

Share 

Allow teams time to share their designs with the class. Engage 

students with the following discussion questions: 

• What was the greatest challenge for your team today? How 

did you address this challenge? 

• Which was most difficult: Keeping the spaghetti from bending, 

breaking, or becoming detached? 

• What was the purpose of the design constraints? Why were 

you limited in how much the spaghetti could bend? 

• Would this challenge be more difficult with a larger or smaller 

cylinder used as a size constraint? Why? 

Volume 

constraint 

cylinder 

Spaghetti 

structure 

Northrop Grumman Innovation Systems has proposed a Gateway module 

design based on its Cygnus cargo spacecraft, pictured here. (NASA) 

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Habitation With Gateway 

Extensions 

• Add a cost constraint to the challenge and create a budget for your students to “purchase” materials. Assign cost to each piece 

of spaghetti and centimeter of tape. Challenge students to create the most efficient design (smallest ratio of cost to mass 

supported). 

• Repeat the challenge using different materials for the structure. 

References 

Modified from the following activities: 

Spaghetti Anyone? Building With Pasta. https://www.jpl.nasa.gov/edu/teach/activity/spaghetti-anyone/ 

NASA Engineering Design Challenges: Spacecraft Structures. https://www.nasa.gov/pdf/361814main_EP_2009_06_115_MSFC.pdf 

Additional Resource 

• Digital Badging: Online NASA STEM Learning. https://www.txstate-epdc.net/digital-badging/ 

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Activity One: Assess the Structural Integrity of

a Space Module 

Student Handout 

Your Challenge 

Design and build the skeletal structure or framework for a spaghetti space module that can 

support as much weight as possible. 

Design Constraints 

1. The volume constraint cylinder provided by your teacher must fit completely and securely 

inside the spaghetti structure you build. It cannot be attached to the spaghetti structure 

with tape or any other means. It must stay loose inside your structure, and it cannot fall 

out. 

2. You are only allowed to use the supplies provided by your teacher. If you make a mistake 

or change your design, you cannot trade in used tape, glue sticks, or broken spaghetti 

pieces for more, and you cannot trade materials with another team. Instead, you must 

recycle used materials into your design. 

3. Your module frame will be tested standing upright on its end (oriented like a soda can). 

When you place the module on its end, there should be a gap between the top of the 

volume constraint cylinder and your spaghetti structure. 

Ask, Imagine, and Plan 

• Discuss different design and assembly methods for your module. 

• What are the strengths and weaknesses of the materials provided in the challenge? 

• How can you best use the limited number of supplies? 

• What are some design elements that you can include in your design to maximize 

strength? 

• Sketch your module design on the paper provided by your teacher. Remember to include 

the volume constraint cylinder. 

Create 

Your team will build a skeletal structure or framework for a space module using only the 

materials provided. It must be constructed around the provided volume constraint cylinder, 

which represents the interior “usable” space of the module. 

Test and Improve 

1. After building your module, you will test its strength using a weight failure test. Write down 

any observations about how your structure performs during the test. 

2. Weight failure test: Place your module upright on one end (oriented like a soda can) and 

place a single index card on top. Slowly add mass on top of the card until your structure 

fails in one of the following ways: 

– Any piece of spaghetti has broken/snapped 

– Any piece of spaghetti has become detached from the tape or glue 

– Any piece of spaghetti has bent to the point that it touches the top of the volume 

constraint cylinder 

3. After your structure has reached its failure point, measure the mass you added and record 

the mass in grams on your brainstorming paper. 

Habitation With Gateway 

Fun Fact 

Practice makes perfect! The 

Gateway will be a home base for 

astronaut expeditions on the 

Moon and future human missions 

to Mars. Even before the first trip 

to Mars, astronauts will use the 

Gateway to train for life far away 

from Earth. 

Learn more: 

https://www.youtube.com/watch? 

v=YOG3tAkPpPE 

Career Corner 

Geology is the study of rocks, 

and geologists are the people 

who study them. There are 

different types of geologists. 

Planetary geologists at NASA 

study planets and their moons, 

asteroids, comets, and 

meteorites. NASA wants to use 

the Gateway as a science 

platform to look back at the 

Earth, observe the Sun, and get 

unobstructed views of the vast 

universe. By studying the 

geology of the Earth, the Moon, 

and Mars, we can learn important 

things about how planets and 

planetary systems form! 

Learn more: 

https://solarsystem.nasa.gov/peo 

ple/500/phil-christensen/ 

Next Gen STEM  13 
 

 

 

 

 

 

 

 

 

Habitation With Gateway 

4. Now it is time to repair and improve your design. The goal for your redesign is to hold 50 percent more mass than your previous 

weight failure test. Calculate your goal by multiplying the mass from the first test by 1.5 and record on your paper. 

5. You must reuse the existing structure, but you will receive five additional pieces of spaghetti and another 10 cm of tape (no 

additional glue). Recall what caused your design to eventually fail. Discuss what improvements you can make based on your 

experience and your new materials. 

6. Sketch your module redesign on your paper. Be sure to indicate where you made design improvements and why. 

7. Make the indicated changes to your existing structure. 

8. Repeat the weight failure test with your redesigned module structure, slowly adding mass until it fails. On your paper, record the 

mass in grams for the second weight failure test. 

Share 

• What improvements did you make to the structure of your module based on your first test? 

• Did you meet your goal of supporting 50 percent more weight in the second test? Describe the results. 

• As you compare the various team designs, what characteristics did the most successful structures have in common? 

• If you could repeat the experiment, what changes would you make to your structure? 

14  Next Gen STEM 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Habitation With Gateway 

Activity Two: Design and Build a Space Habitat 

Educator Notes 

Challenge Suggested Time 

Students will work as a team to design and build a model of a space habitat using the engineering 90 to 120 minutes 

design process. (Two full activity periods) 

Learning Objectives 

Students will 

• Apply the steps of the engineering design process to successfully complete a team challenge. 

• Design and build their own space habitat. 

• Test their design, make observations, and collect data for analysis. 

• Improve their model based upon the results of the experiment. 

Curriculum Connection 

Science and Engineering (NGSS) 

Disciplinary Core Ideas Crosscutting Concepts 

• MS-PS2-1 Motion and Stability: Forces and Interactions: Apply Newton’s third law to design a • Cause and Effect: Cause and effect relationships may be used to predict phenomena in natural or 

solution to a problem involving the motion of two colliding objects. designed systems. 

• MS-ETS1-1 Engineering Design: Define the criteria and constraints of a design problem with • Systems and System Models: Models can be used to represent systems and their interactions— 

sufficient precision to ensure a successful solution, taking into account relevant scientific principles such as inputs, processes, and outputs—and energy and matter flows within systems. 

and potential impacts on people and the natural environment that may limit possible solutions. • Interdependence of Science, Engineering, and Technology: Engineering advances have led to 

– ETS1.A: Defining and Delimiting Engineering Problems: The more precisely a design task’s important discoveries in virtually every field of science, and scientific discoveries have led to the 

criteria and constraints can be defined, the more likely it is that the designed solution will be development of entire industries and engineered systems. 

successful. Specification of constraints includes consideration of scientific principles and Science and Engineering Practices 

other relevant knowledge that are likely to limit possible solutions. • Asking Questions and Defining Problems: A practice of science is to ask and refine questions that • MS-ETS1-3 Engineering Design: Analyze data from tests to determine similarities and differences lead to descriptions and explanations of how the natural and designed world works and which can 

among several design solutions to identify the best characteristics of each that can be combined be empirically tested. 

into a new solution to better meet the criteria for success. 

– ETS1.B: Developing Possible Solutions: There are systematic processes for evaluating 

solutions with respect to how well they meet the criteria and constraints of a problem. 

Sometimes parts of different solutions can be combined to create a solution that is better 

than any of its predecessors. 

– ETS1.C: Although one design may not perform the best across all tests, identifying the 

characteristics of the design that performed the best in each test can provide useful 

information for the redesign process—that is, some of those characteristics may be 

• Developing and Using Models: A practice of both science and engineering is to use and construct 

models as helpful tools for representing ideas and explanations. These tools include diagrams, 

drawings, physical replicas, mathematical representations, analogies, and computer simulations. 

• Planning and Carrying Out Investigations: Scientists and engineers plan and carry out 

investigations in the field or laboratory, working collaboratively as well as individually. Their 

investigations are systematic and require clarifying what counts as data and identifying variables or 

parameters. 

incorporated into the new design. 

Technology (ISTE) 

Standards for Students Standards for Students (continued) 

• Innovative Designer: Students use a variety of technologies within a design process to identify and • Computational Thinker: Students develop and employ strategies for understanding and solving 

solve problems by creating new, useful, or imaginative solutions. problems in ways that leverage the power of technological methods to develop and test solutions. 

– 4a: Students know and use a deliberate design process for generating ideas, testing – 5c: Students break problems into component parts, extract key information, and develop 

theories, creating innovative artifacts, or solving authentic problems. descriptive models to understand complex systems or facilitate problem-solving. 

– 4c: Students develop, test, and refine prototypes as part of a cyclical design process. • Global Collaborator: Students use digital tools to broaden their perspectives and enrich their 

– 4d: Students exhibit a tolerance for ambiguity, perseverance, and the capacity to work 

with open-ended problems. 

learning by collaborating with others and working effectively in teams locally and globally. 

– 7c: Students contribute constructively to project teams, assuming various roles and 

responsibilities to work effectively toward a common goal. 

Mathematics (CCSS) 

Content Standards by Domain 

• CCSS.MATH.CONTENT.6.SP.B.5: Summarize numerical data sets in relation to their context, 

such as by: 

– CCSS.MATH.CONTENT.6.SP.B.5.A: Reporting the number of observations. 

– CCSS.MATH.CONTENT.6.SP.B.5.B: Describing the nature of the attribute under investigation, 

including how it was measured and its units of measurement. 

• CCSS.MATH.CONTENT.7.G.B.6: Solve real-world and mathematical problems involving area, 

volume and surface area of two- and three-dimensional objects composed of triangles, 

quadrilaterals, polygons, cubes, and right prisms. 

Mathematical Practices: 

• CCSS.MATH.PRACTICE.MP1: Make sense of problems and persevere in solving them. 

• CCSS.MATH.PRACTICE.MP3: Construct viable arguments and critique the reasoning of others. 

• CCSS.MATH.PRACTICE.MP5: Use appropriate tools strategically. 

• CCSS.MATH.PRACTICE.MP6: Attend to precision. 

Next Gen STEM  15 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Habitation With Gateway 

Preparation Time 

15 to 30 minutes for setup, but several days to collect building materials 

• Read the Introduction and Background, Educator Notes, and Student Handout to become 

familiar with the activity. 

• Gather and prepare all supplies listed on the materials list. 

• If using a glue gun, even cool-melt glue, set up a glue gun station for safety and supervision. 

• Print copies of the Student Handout for each team. 

• If presenting videos or web-based resources, test the links and the classroom technology 

ahead of time. 

Materials 

 Copies of Student Handout and blank paper 

 Meterstick 

 Paper and pencil for brainstorming 

 Scissors 

 Stapler and staples 

 Tape 

 White glue 

Note: This activity also requires a large variety of building materials that can be obtained from 

craft scraps and recyclable materials—use your imagination! It is advised to start collecting these 

materials several days in advance. 

The following are some suggested materials. 

 Aluminum foil 

 Balloons 

 Bamboo skewers 

 Bubble wrap 

 Buttons or beads 

 Cardboard scraps 

 Cardboard tubes 

 Foil plates 

 Paper bags 

 Paper clips 

 Pipe cleaners 

 Plastic bottles 

 Plastic cups 

 Popsicle sticks 

 Straws 

 String 

Introduce the Challenge 

• Provide context for this activity using the Introduction and Background information in this 

guide. Discuss the different types of modules in a space habitat and the types of forces they 

might experience during launch and assembly. 

• Explain the role of engineers in designing technology to solve problems. Share the NASA 

for Kids video Intro to Engineering and introduce the engineering design process. 

• Divide the class into teams of three to five students and pass out the Student Handout to 

each team. Use the handout to explain the details of the challenge, including the design 

constraints and your expectations for teamwork and classroom management. 

Share With Students 

Brain Booster 

The Gateway will be much farther 

from Earth's surface than the 

International Space Station, which 

orbits an average of 400 km 

(250 miles) above our planet. The 

Gateway will be about 1,500 km 

(930 miles) above the Moon’s 

surface at its closest approach. 

The space station orbits Earth in 

about 90 minutes, completing 

nearly 16 orbits per day, but the 

Gateway will take 8,640 minutes, 

or 6 days, to orbit the Moon once! 

This 6-day orbit will keep the 

Gateway out of the Moon’s shadow 

at all times, allowing constant 

communication with Earth and 

enabling the Gateway to serve as 

an outpost for both lunar surface 

and future deep space missions. 

Learn more: 

https://www.nasa.gov/topics/moo 

n-to-mars/lunar-gateway 

On Location 

NASA’s Goddard Space Flight 

Center in Greenbelt, Maryland, is 

playing a vital role in the areas of 

communications and instrument 

development to advance 

spacecraft-based instruments 

and laser communication 

capabilities for use in lunar 

landing missions. 

Learn more: 

https://www.nasa.gov/feature/god 

dard/2019/goddardtechnologists-and-scientistsprepare-for-a-new-era-of-humanexploration 

16  Next Gen STEM 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Habitation With Gateway 

Design Constraints 

The space habitat must contain the following five modules: 

1. Power and propulsion module with solar panels and thrusters 

2. Habitation module with an exterior docking port 

3. Laboratory module with an exterior docking port 

4. Storage module with two exterior docking ports 

5. Airlock module with an external hatch 

In addition to the five modules, the following must be attached to the outside of the spacecraft: 

1. Robotic arm to assist in construction and docking 

2. Communications array for contacting Earth, a ground station, or other spaceships 

3. Instrument package to study a nearby planet or moon 

Testing Requirements 

1. Drop test: To ensure that the five modules can withstand the stress of launching into space, each one must “survive” a drop test 

with no structural damage from a height of 1 m in order to be certified for assembly and installation to the space habitat. If any 

components break or fall off, teams must improve the design and test again. 

2. Volume constraint: To ensure that the space habitat does not exceed the volume constraint, the entire space habitat cannot be 

more than 1 m high, 1 m long, or 1 m wide. 

3. Structural strength test: To ensure that the space habitat will stay together in orbit, the completed model must undergo a 

structural strength test. Once it has been assembled, a team member must be able to hold it with one hand without any modules 

or other pieces falling off. 

Facilitate the Challenge 

Ask 

• Answer any questions students have about the challenge or design constraints. 

Imagine 

• Allow students to view the available building materials before they begin planning. 

Plan 

• Consider requiring teams to submit their design for review before allowing them to collect building materials. 

Create, Test, and Improve 

• Go over classroom safety and management of the supplies before teams begin building and testing. 

• Do not discourage failure, as testing and improving are part of the engineering design process. 

• Ask guiding questions to help teams analyze how to apply STEM concepts to improve their design before testing again. 

Safety: Students will likely be using scissors to cut irregularly shaped materials. Ensure that they are using safe cutting 

practices. If using glue guns, make sure the glue gun station is monitored at all times. 

Share 

• Allow each team an opportunity to present their model to the rest of the class. 

• Engage students with the following discussion questions: 

– What challenges did your team face when completing this activity? 

– After completing the activity, what would you change about your original design? 

– What types of challenges do you think engineers are facing while designing and building components of a space habitat for 

NASA? 

Next Gen STEM  17 
 

 

Habitation With Gateway 

Extensions 

• Challenge students to use leftover materials to create spacecraft and landing vehicles that can dock with their space habitat. 

• Add a cost constraint to the challenge and create a budget for students to “purchase” materials. Assign cost to all materials based 

on mass, area, or type of material. 

Reference 

Modified from Build a Satellite to Orbit the Moon activity in NASA’s BEST Students: Beginning Engineering, Science, and Technology. 

https://www.nasa.gov/pdf/530250main_6to8NBSGuide.pdf 

Additional Resources 

• Rocket Science Ride to Station (includes simulated docking activity for students). https://rocketsciencec2e.ksc.nasa.gov/ 

• Digital Badging: Online NASA STEM Learning. https://www.txstate-epdc.net/digital-badging/ 

18  Next Gen STEM 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Habitation With Gateway 

Activity Two: Design and Build a Space Habitat 

Student Handout 

Your Challenge 

Work as a team to design and build a model of a space habitat using the engineering design 

process. 

Design Constraints 

The space habitat must contain the following five modules: 

1. Power and propulsion module with solar panels and thrusters 

2. Habitation module with an exterior docking port 

3. Laboratory module with an exterior docking port 

4. Storage module with two exterior docking ports 

5. Airlock module with an external hatch 

In addition to the five modules, the following must be attached to the outside of the spacecraft: 

1. Robotic arm to assist in construction and docking 

2. Communications array for contacting Earth, a ground station, or other spaceships 

3. Instrument package to study a nearby planet or moon 

Testing Requirements 

1. Drop test: To ensure that the five modules can withstand the stress of launching into 

space, each one must “survive” a drop test with no structural damage from a height of 1 m 

in order to be certified for assembly and installation to your space habitat. If any 

components break or fall off, improve your design and test again. 

2. Volume constraint: To ensure that the space habitat does not exceed the volume 

constraint, the entire space habitat cannot be more than 1 m high, 1 m long, or 1 m wide. 

3. Structural strength test: To ensure that your space habitat will stay together in orbit, your 

model must undergo a structural strength test. Once your habitat has been assembled, 

you must be able to hold it with one hand without any modules or other pieces falling off. 

Ask 

• Does your team know what they are expected to design and build? 

• Does your team understand the design constraints? 

• What questions does your team have about today’s challenge? 

Imagine 

• Look over the building materials and supplies provided by your teacher. As a team, discuss 

and imagine how each of the materials can be used to build the parts of a space habitat. 

Make a list of a few of your ideas on the paper provided by your teacher. 

Plan 

• Draw your team’s design for a space habitat model on the paper provided by your teacher. 

• Make sure to label each of the five modules: power and propulsion, habitat, laboratory, 

storage, and airlock. Refer back to the Design Constraints section to review what is 

required for each module. 

• Make sure to include the robotic arm, communications array, and instrument package. 

Fun Fact 

Illustrations of the Earth and the 

Moon often make them look 

really close together. Don’t be 

fooled! They are actually really 

far apart. The Moon is an 

average of 384,400 km (238,855) 

away from Earth. How far away is 

that? That’s about 30 Earth 

diameters away. 

Learn more: 

https://spaceplace.nasa.gov/moo 

n-distance/en/ 

Career Corner 

How about a career in aerospace 

engineering? Modern spacecraft 

design requires the use of 

sophisticated computer 

equipment and software design 

tools, modeling, and simulations 

for tests, evaluation, and training. 

A 4-year bachelor's degree is the 

minimum necessary to enter this 

field. Colleges and universities 

also offer graduate programs 

where students can earn 

master's and doctoral degrees. 

The annual median wage for 

aerospace engineers is over 

$100,000! 

Learn more: 

https://www.youtube.com/watch?t 

ime_continue=9&v=bnxcib-8S4s 

Next Gen STEM  19 
 

 

 

 

 

 

 

 

 

 

 

 

Habitation With Gateway 

Create, Test, and Improve 

1. Build and test each module individually. Modules will not be attached to each other until after the team has successfully completed 

each drop test. 

2. Drop test: Create a Drop Test Notes and Observations table on the paper provided by your teacher. Use the table below as an 

example. Drop each of the five modules from a height of 1 m and fill in the information on your table. Note any modules that were 

damaged and discuss as a team what adjustments could be made to improve the design and prevent damage during retesting. 

Drop Test Notes and Observations 

Module Tested Describe Any Damage Suggested Improvements 

Power and Propulsion 

Habitation 

Laboratory 

Storage 

Airlock 

3. Once all modules have successfully completed the Drop Test, assemble the modules according to the team’s design. Additional 

materials may be added to strengthen the connection between each module. Remember to attach your robotic arm, 

communications array, and instrument package. 

4. Volume constraint: Create a Volume Notes table on your paper like the example below. Using a meterstick, measure the length, 

width, and height of your completed space habitat in centimeters. Record the measurements in the table on your paper. 

Volume Notes 

Dimensions Measurement, cm 

Length 

Width 

Height 

5. Are any of your measurements longer than 1 m (100 cm)? If so, how can the modules be rearranged so the space habitat is 

within the design constraints? List any design changes the team makes to comply with the design restraints on your paper. 

6. Structural strength test: Using only one hand, pick up your space habitat model. When lifted, do any of the modules or other 

pieces fall off? If so, make a list, noting each item and the team’s plan to reattach and make it stronger. 

Share 

• What challenges did your team face when completing this activity? 

• After completing the activity, what would you change about your original design? 

• What types of challenges do you think engineers are facing while designing and building components of a space habitat for 

NASA? 

• Be prepared to discuss your design with the class. 

20  Next Gen STEM 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Habitation With Gateway 

Activity Three: Experiment With Water Filtration 

Educator Notes 

Challenge Suggested Time 

Students will work as a team to create a water filtration system using an assortment of materials 60 minutes 

that will produce filtered water with a pH level of 6.5 to 8.5. 

Learning Objectives 

Students will 

• Measure length and volume using metrics. 

• Demonstrate teamwork and communication skills to perform a task. 

Curriculum Connection 

Science and Engineering (NGSS) 

Disciplinary Core Ideas 

• MS-ETS1-2 Engineering Design: Evaluate competing design solutions using a systematic 

process to determine how well they meet the criteria and constraints of the problem. 

– ETS1.B: Developing Possible Solutions: There are systematic processes for evaluating solutions 

with respect to how well they meet the criteria and constraints of a problem. 

• MS-ETS1-4 Engineering Design: Develop a model to generate data for iterative testing and 

modification of a proposed object, tool, or process such that an optimal design can be achieved. 

– ETS1.B: Developing Possible Solutions: A solution needs to be tested, and then modified on the 

basis of the test results, in order to improve it. Models of all kinds are important for testing 

solutions. 

– ETS1.C: Optimizing the Design Solution: The iterative process of testing the most promising 

solutions and modifying what is proposed on the basis of the test results leads to greater 

refinement and ultimately to an optimal solution. 

• MS-LS2-1 Ecosystems: Interactions, Energy, and Dynamics: Analyze and interpret data to 

provide evidence for the effects of resource availability on organisms and populations of 

organisms in an ecosystem. Emphasis is on cause and effect relationships between resources 

and growth of individual organisms and the numbers of organisms in ecosystems during periods 

of abundant and scarce resources. 

– LS2.A: Interdependent Relationships in Ecosystems: Organisms, and populations of organisms, 

are dependent on their environmental interactions both with other living things and with nonliving 

factors. In any ecosystem, organisms and populations with similar requirements for food, water, 

oxygen, or other resources may compete with each other for limited resources, access to which 

consequently constrains their growth and reproduction. Growth of organisms and population 

increases are limited by access to resources. 

• MS-LS2-5 Ecosystems: Interactions, Energy, and Dynamics: Evaluate competing design 

solutions for maintaining biodiversity and ecosystem services 

– LS4.D: Biodiversity and Humans: Changes in biodiversity can influence humans’ resources, 

such as food, energy, and medicines, as well as ecosystem services that humans rely on—for 

example, water purification and recycling 

Disciplinary Core Ideas (continued) 

– ETS1.B: Developing Possible Solutions: There are systematic processes for evaluating 

solutions with respect to how well they meet the criteria and constraints of a problem. 

Crosscutting Concepts 

• Cause and Effect: Events have causes, sometimes simple, sometimes multifaceted. Deciphering 

causal relationships, and the mechanisms by which they are mediated, is a major activity of 

science and engineering. 

• Stability and Change: For both designed and natural systems, conditions that affect stability and 

factors that control rates of change are critical elements to consider and understand. 

• Influence of Science, Engineering, and Technology on Society and the Natural World: All human 

activity draws on natural resources and has both short- and long-term consequences, positive as 

well as negative, for the health of people and the natural environment. 

Science and Engineering Practices 

• Develop and Using Models: A practice of both science and engineering is to use and construct 

models as helpful tools for representing ideas and explanations. These tools include diagrams, 

drawings, physical replicas, mathematical representations, analogies, and computer simulations. 

• Analyzing and Interpreting Data: Scientific investigations produce data that must be analyzed in 

order to derive meaning. Because data patterns and trends are not always obvious, scientists use 

a range of tools—including tabulation, graphical interpretation, visualization, and statistical 

analysis—to identify the significant features and patterns in the data. Scientists identify sources of 

error in the investigations and calculate the degree of certainty in the results. Modern technology 

makes the collection of large data sets much easier, providing secondary sources for analysis. 

• Engaging in Argument from Evidence: Argumentation is the process by which explanations and 

solutions are reached. 

Technology (ISTE) 

Standards for Students 

• Knowledge Constructor: Students critically curate a variety of resources using digital tools to 

construct knowledge, produce creative artifacts, and make meaningful learning experiences for 

themselves and others. 

– 3d: Students build knowledge by actively exploring real-world issues and problems, developing 

ideas and theories and pursuing answers and solutions. 

• Computational Thinker: Students develop and employ strategies for understanding and solving 

problems in ways that leverage the power of technological methods to develop and test solutions. 

Standards for Students (continued) 

– 5c: Students break problems into component parts, extract key information, and develop 

descriptive models to understand complex systems or facilitate problem-solving. 

• Global Collaborator: Students use digital tools to broaden their perspectives and enrich their 

learning by collaborating with others and working effectively in teams locally and globally. 

– 7c: Students contribute constructively to project teams, assuming various roles and 

responsibilities to work effectively toward a common goal. 

Mathematics (CCSS) 

Content Standards by Domain 

• CCSS.MATH.CONTENT.6.SP.B.5: Summarize numerical data sets in relation to their context, 

such as by: 

– CCSS.MATH.CONTENT.6.SP.B.5.A: Reporting the number of observations. 

– CCSS.MATH.CONTENT.6.SP.B.5.C: Giving quantitative measures of center (median 

and/or mean) and variability (interquartile range and/or mean absolute deviation), as well 

as describing any overall pattern and any striking deviations from the overall pattern with 

reference to the context in which the data were gathered. 

Mathematical Practices: 

• CCSS.MATH.PRACTICE.MP2: Reason abstractly and quantitatively. 

• CCSS.MATH.PRACTICE.MP3: Construct viable arguments and critique the reasoning of others. 

• CCSS.MATH.PRACTICE.MP5: Use appropriate tools strategically. 

• CCSS.MATH.PRACTICE.MP6: Attend to precision. 

Next Gen STEM  21 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Step 2 

Step 1 Step 3 

Habitation With Gateway 

Preparation Time 

45 minutes 

• Read the Introduction and Background, Educator Notes, and Student 

Handout to familiarize yourself with the activity. 

• Print copies of the Student Handout for each team. 

• Gather and prepare all supplies listed on the materials list. Instructions for 

the water filtration system structure and the gray water follow here. 

– Water filtration system structure: Construct a water filtration system 

structure for each team of three to four students. (Structures can be 

reused in subsequent class periods.) 

1. Cut off the bottom of the 2-liter bottle, just above the curve. 

2. Cover the mouth of the bottle with at least 10 layers of 

cheesecloth and secure with a rubberband. 

3. Punch a hole just below the rim of each of the 4 large plastic cups. 

This will allow air pressure to escape as water drips into the cups. 

− Gray water: Make enough gray water for each team to have its own 600-mL supply (100 mL of Italian salad dressing mixed 

with 500 mL of water). 

1. Test your tap water before making the gray water solution. Your clean water should have a pH level between 6.5 and 

7.5. If your tap water’s pH level is not between pH 6.5 and 7.5, use store-bought drinking water. 

2. Mix 1 part Italian salad dressing to 5 parts water in a large, clean container. 

3. Ensure that the pH level of the gray water is about 4. If not, add vinegar until the pH tests to about 4. 

Materials 

Per student:  Metric ruler 

 Safety glasses  5 litmus paper strips 

 Copies of Student Handout and blank paper  pH color chart 

 4 large, clear plastic cups with a hole punched just 

Per group (3 to 4 students): below the rim 

 3 paper plates  Water filtration system structure  Mesh bag  2-liter bottle 

 Assorted materials for filtration layers  10 layers of cheesecloth  Aquarium gravel  Rubberbands 

 Play sand  600 mL of gray water  Activated carbon/activated charcoal  Italian dressing  Marbles  Tap water or bottled water with a pH level of 6.5 to 7.5  Cotton balls  Optional: Vinegar  Coffee filters, wadded up  600 mL of clean water with a pH level of 6.5 to 7.5  Packing materials (StyrofoamTM packaging,  Metric liquid measuring cup packing peanuts, etc.) 

Introduce the Challenge 

• Discuss with students the importance of water filtration devices to produce clean water both here on Earth and in space. 

– How are processes for recycling water on Earth and in space the same or different? 

• Review the concept of pH with students, including base, neutral, and acid. 

• Explain the steps for testing pH using litmus paper and pH color charts. 

• Define safe pH levels for drinking water. In the United States, public water systems must meet a pH level of 6.5 to 8.5. 

• Challenge students to create and test water filtration devices to produce clean water with a pH level of 6.5 to 8.5 using three 

different types of filtration materials. 

22  Next Gen STEM 
 

 

 

 

 

 

 

 

 

 

 

Habitation With Gateway 

Facilitate the Challenge 

Ask and Imagine 

Engage students with the following discussion questions: 

• Why would water filtration devices be crucial to future deep space exploration missions? 

• How is water filtered for use on Earth? Where do you get your drinking water? 

• Where is potable (safe for drinking) water a problem on Earth? 

• Why is it important to run a control test? 

Plan 

• Each team will choose three types of filtration materials to create their water filtration 

device. 

– Each chosen material will become a 5- to 8-cm filtration layer within the water filtration 

system. Note: Some materials may need to be compacted when placed in the water 

filtration system. 

• Teams should use the blank paper to sketch their design and document their plan to build 

a water filtration device. 

Create and Test 

1. Teams must follow their plan and design to create their water filtration device. 

2. Each team will conduct a control trial and document the results. 

3. Next, teams will record their predictions, observations, and results for the functionality and 

pH level of the water produced by their water filtration system for three experimental trials 

on the blank paper. 

Share 

Engage students with the following discussion questions: 

• What was the greatest challenge for your team today? How did you address this challenge? 

• How did the function of your water filtration device change throughout the trials? 

• Which filtration material do you think worked best? Why? 

• If you were to create another water filtration device, what would you do differently? 

• If your device was used in space instead of on Earth, what would you have to modify? 

Why? 

Extensions 

• Add another iteration of the design challenge for teams to create a new water filtration 

device using what they learned from the first iteration. 

• Add another iteration of the design challenge for teams to create a new water filtration 

device using different materials or a different filtration layer thickness. 

• Ask teams to retest their previously filtered water through their water filtration device. 

– Does repeating the filtration process further clean the water? 

Reference 

Modified from NASA Engineering Design Challenges: Environmental Control and Life 

Support Systems Water Filtration Challenge. 

https://www.nasa.gov/pdf/280748main_Water_Filtration_Guide.pdf 

Additional Resource 

• Digital Badging: Online NASA STEM Learning. https://www.txstate-epdc.net/digitalbadging/ 

Share With Students 

Brain Booster 

On the International Space 

Station, an entire closed-loop 

system is dedicated to water 

recycling. In fact, 93 percent of 

the water on station is recycled 

from astronaut urine, sweat, 

respiration, and leftover 

wastewater from hygiene. 

Gateway will use similar 

technology for wastewater 

recycling while orbiting the Moon. 

Learn more: 

https://www.youtube.com/watch?v 

=BCjH3k5gODI&feature=youtu.be 

On Location 

The scientists and technical 

experts at Johnson Space 

Center’s Toxicology and 

Environmental Chemistry 

laboratory play a critical role in 

establishing safe environmental 

limits for spacecraft. The team 

monitors air and water quality 

aboard current spacecraft and 

supports technology 

advancements for future space 

missions, including research for a 

next-generation trash bag to 

contain waste and nasty odors 

(like vomit) during long-duration 

missions! 

Learn more: 

https://www.youtube.com/watch?t 

ime_continue=430&v=TDtBT5XL 

5KQ 

Next Gen STEM  23 
 

 

 

 

 

 

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Activity Three: Experiment With Water Filtration 

Student Handout 

Your Challenge 

Create a water filtration system using an assortment of materials that will produce filtered water with a pH level of 6.5 to 8.5. 

Ask and Imagine 

• Why would water filtration devices be crucial to future deep space exploration missions? 

• How is water filtered for use on Earth? Where do you get your drinking water? 

• Where is potable (safe for drinking) water a problem on Earth? 

• Think about the types of materials you will use and the order of placement in your water filtration system. 

Plan 

1. Choose three types of materials to use for your filtration layers. 

– Each material must be layered to a depth of 5 to 8 cm within your water filtration system. 

2. On your own paper, create a sketch of your design like the example below. 

– On your sketch, draw each of the layering materials you have chosen for your filtration system. 

– Remember to label your sketch. 

3. Next to your sketch, write your plan for layering your materials within your filtration system. How will your layers interact? 

Sketch Plan 

Layer 3 

Layer 2 

Layer 1 

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Create and Test 

1. Assemble your water filtration device. 

– Add your chosen layering materials to the bottle. 

– Set the bottle upside down on one of the four plastic cups. You will use a new cup for 

each trial. 

2. Create a data table on your paper like the example below. 

3. Prior to each trial, record your hypothesis (your prediction of what will occur). You will run 

a control trial followed by three experimental or test trials. 

4. Test your water filtration device. 

– Pour the water into the top of the device and let it drip through the layering materials 

into the plastic cup. 

– Use a litmus paper strip to test the pH of the water in the paper cup. Use the pH color 

chart to determine the pH level. 

5. Record your observations and the final results, including the pH level. 

Hypothesis Observations Results 

Control Trial 

Clean water, 

200 mL 

Test Trial 1 

Gray water, 

200 mL 

Test Trial 2 

Gray water, 

200 mL 

Test Trial 3 

Gray water, 

200 mL 

Share 

• What was the greatest challenge for your team today? How did you address this 

challenge? 

• How did the function of your water filtration device change throughout the trials? 

• Which filtration material do you think worked best? Why? 

• If you were to create another water filtration device, what would you do differently? 

• If your device was used in space instead of on Earth, what would you have to modify? 

Why? 

Fun Fact 

The International Space Station’s 

Water Recovery System is 

designed to recycle crew 

member urine and wastewater for 

reuse as clean water. This 

system reduces the net mass of 

water and consumables that 

would need to be launched from 

Earth to support six crew 

members by 2,760 kg (6,000 lb) 

per year! 

Learn more: 

https://www.nasa.gov/stemonstra 

tions-water-filtration.html 

Career Corner 

Food for Space Flight! Foods 

flown on NASA space missions 

are researched and developed by 

the Space Food Systems group. 

Food scientists, dietitians, and 

engineers ensure food is 

analyzed for use during space 

missions through nutritional 

analysis, sensory evaluation, 

freeze drying, rehydration, 

storage studies, packaging 

evaluations, and many other 

methods. 

Learn more: 

https://www.nasa.gov/content/sp 

ace-food-systems 

Next Gen STEM  25 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Activity Four: Test Materials for a Radiation Shield 

Educator Notes 

Challenge Suggested Time 

Students will use UV-sensitive beads to test a variety of materials to determine if they are suitable 45 to 60 minutes 

for shielding against ultraviolet (UV) radiation. 

Learning Objectives 

Students will 

• Discuss how Earth’s atmosphere and magnetic field protect us from some harmful solar and galactic cosmic radiation. 

• Test various materials for their ability to shield against UV radiation. 

Curriculum Connection 

Science and Engineering (NGSS) 

Disciplinary Core Ideas Science and Engineering Practices 

• MS-PS4-2 Waves and their Applications in Technologies and Information Transfer: Develop and • Engaging in Argument From Evidence: Argumentation is the process by which explanations and 

use a model to describe that waves are reflected, absorbed, or transmitted through various solutions are reached. 

materials. • Analyzing and Interpreting Data: Scientific investigations produce data that must be analyzed in 

– PS4.B: Electromagnetic Radiation: When light shines on an object, it is reflected, absorbed, or order to derive meaning. Because data patterns and trends are not always obvious, scientists use 

transmitted through the object, depending on the object’s material and the frequency (color) of a range of tools—including tabulation, graphical interpretation, visualization, and statistical 

the light. The path that light travels can be traced as straight lines, except at surfaces between analysis—to identify the significant features and patterns in the data. Scientists identify sources of different transparent materials (e.g., air and water, air and glass) where the light path bends. A 

wave model of light is useful for explaining brightness, color, and the frequency-dependent 

bending of light at a surface between media. However, because light can travel through space, 

it cannot be a matter wave, like sound or water waves. 

Crosscutting Concepts 

• Structure and Function: The way an object is shaped or structured determines many of its 

properties and functions. 

error in the investigations and calculate the degree of certainty in the results. Modern technology 

makes the collection of large data sets much easier, providing secondary sources for analysis. 

• Planning and Carrying Out Investigations: Scientists and engineers plan and carry out 

investigations in the field or laboratory, working collaboratively as well as individually. Their 

investigations are systematic and require clarifying what counts as data and identifying variables or 

parameters. 

• Cause and Effect: Events have causes, sometimes simple, sometimes multifaceted. Deciphering 

causal relationships, and the mechanisms by which they are mediated, is a major activity of 

science and engineering. 

Technology (ISTE) 

Standards for Students Standards for Students (continued) 

• Knowledge Constructor: Students critically curate a variety of resources using digital tools to • Innovative Designer: Students use a variety of technologies within a design process to identify and 

construct knowledge, produce creative artifacts, and make meaningful learning experiences for solve problems by creating new, useful, or imaginative solutions. 

themselves and others. – 4d: Students exhibit a tolerance for ambiguity, perseverance, and the capacity to work with 

– 3d: Students build knowledge by actively exploring real-world issues and problems, open-ended problems. 

developing ideas and theories, and pursuing answers and solutions. 

Mathematics (CCSS) 

Mathematical Practices 

• CCSS.MATH.PRACTICE.MP3: Construct viable arguments and critique the reasoning of others. 

Mathematical Practices (continued) 

• CCSS.MATH.PRACTICE.MP5: Use appropriate tools strategically. 

Preparation Time 

15 to 30 minutes 

• Read the Introduction and Background, Educator Notes, and Student Handout to familiarize yourself with the activity. 

• Print copies of the Student Handout. 

• Gather and prepare all supplies listed on the materials list. 

• Set up separate stations for each of the materials to be tested. The following materials will be tested to determine if they can 

shield against UV light: 

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– Window glass. This test must be done first. Students will place the UV beads against 

the window of the classroom to test whether the glass can shield against UV light. 

Once they verify that the windows and building provide sufficient shielding, they can 

proceed to test the other materials using the sunlight outside or a portable UV light 

source. 

– Metal can. Students will place the UV beads in the palm of their hand or on a hard 

surface (such as a book) and cover the beads completely with the metal can. 

– Cotton fabric. Students will wrap or cover the UV beads with a single layer of cotton 

fabric (such as a T-shirt). 

– Water. Students will place the UV beads inside a clear plastic cup filled with water. 

– Clear plastic cup. Students will place the UV beads in the palm of their hand or on 

a hard surface and cover the beads completely with the clear plastic cup. 

– Opaque plastic cup. Students will place the UV beads in the palm of their hand or 

on a hard surface and cover them completely with the opaque plastic cup. 

– Foam cup. Students will place the UV beads in the palm of their hand or on a hard 

surface and cover them completely with the foam cup. 

– Orange plastic pill bottle. Students will place the UV beads inside the pill bottle and 

seal the lid. 

– Sunglasses. Students will place the UV beads in the palm of their hand and cover 

them completely with a lens from a pair of sunglasses to test if the lens can shield 

against UV light. This test may work better if done in pairs, as it can be a challenge 

to keep light from penetrating gaps between the lens and the students’ hands. 

– Paper envelope. Students will place UV beads inside a paper envelope and seal it. 

– Sunscreen. Students will place the UV beads inside a container that successfully 

shields UV light (such as a foam cup) and cover it with plastic wrap. Students will 

secure the plastic wrap in place with a rubberband and coat the exterior of the plastic 

wrap with sunscreen before they expose the cup to sunlight. 

• Prepare the initial demonstration. 

– Use sunscreen to completely coat the outside of one or more sandwich bags, leaving 

one control bag with no sunscreen. When placed in the sunlight, the UV beads in the 

bag(s) protected by sunscreen will not turn as dark as the beads in the control 

(unprotected) bag. The darkness level of the beads will be affected by the sun 

protection factor (SPF) level of the sunscreen used, as seen in the image below. 

– Make sure to test the demonstration ahead of time. 

Share With Students 

Brain Booster 

Astronauts traveling into deep 

space will no longer be protected 

by the Earth’s atmosphere and 

magnetosphere. They will be 

exposed not only to UV rays, but 

also to space radiation. Current 

spacecraft materials cannot block 

all of the radiation, so astronauts 

in space are exposed to more 

than the average person on Earth. 

For longer missions away from 

low Earth orbit, more protection 

from space radiation will be 

needed. NASA is already working 

on how to make the spacecraft 

safer by using different materials 

to provide protection. 

Learn more: 

https://www.nasa.gov/topics/moo 

n-to-mars/preparing-to-go 

On Location 

NASA has teamed with the U.S. 

Department of Energy (DOE) 

Office of Science to establish the 

NASA Space Radiation 

Laboratory (NSRL) at the DOE’s 

Brookhaven National Laboratory. 

NSRL scientists use beams of 

ions to simulate cosmic rays and 

assess the risks of space radiation 

back to white. 

to human space travelers and 

equipment. 

Learn more: 

https://www.nasa.gov/analogs/nsrl 

Note: UV-sensitive beads can be 

purchased through several online 

retailers. Be sure to read the 

instructions, as brands may vary 

in color, how quickly they change 

colors, and how quickly they turn Ultraviolent (UV) beads after exposure. 

Next Gen STEM  27 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Materials 

Per Student or Team 

 5 or 6 UV-sensitive beads 

 Copy of Student Handout and blank paper 

 Pipe cleaners or ribbon for making bracelets, key chains, or zipper pulls (optional) 

Per Class 

 Metal can (soup can) 

 Cotton fabric (T-shirt) 

 Water 

 2 clear plastic cups 

 Opaque plastic cup 

 2 foam cups 

 Orange plastic pill bottle 

 Sunglasses 

 Paper envelope 

 Sunscreen 

 Plastic wrap 

 2 or more plastic sandwich bags 

 Rubberbands 

 Optional: UV light source (blacklight) if access to sunlight is not available 

Safety 

 UV-sensitive beads present a choking hazard to children under the age of 3. 

 If recycling used orange pill bottles, make sure they have been cleaned and any labels showing contents or personal 

information have been removed. 

 If using a UV light source such as a blacklight, use eye protection and avoid direct contact with skin for prolonged 

periods of time. 

Introduce the Challenge 

• Show the class the two (or more) sandwich bags you prepared earlier. Do not tell them that any of the bags have been treated 

with sunscreen. Fill the bags with UV-sensitive beads. They should look identical before exposure to sunlight. Explain what 

happens to UV beads when they are exposed to UV light from the Sun or a blacklight. Take the class outside to observe what 

happens to the different bags of beads. Watch as the beads in the control bag become significantly darker than the beads 

protected by sunscreen. Challenge students to explain why this happens. Do not share the answer if the class has not yet figured 

it out. 

• Return to the classroom and explain that the purpose of the investigation is to test a variety of materials to determine if those 

materials are suitable for shielding against UV radiation. 

• Provide each student or team with five or six UV-sensitive beads, a copy of the Student Handout, and blank paper. 

• If needed, the activity can be shortened by assigning each student or team only a few materials to test. Their findings can then 

be shared during a group discussion. 

Facilitate the Challenge 

Ask, Imagine, and Plan 

• Provide context for this activity using the Introduction and Background information in this guide, focusing on the New Challenges 

Ahead: Radiation Shielding section. 

• Engage students with the following discussion questions: 

– As astronauts venture beyond low Earth orbit and the protection of Earth’s atmosphere and magnetosphere, what dangers 

will they face due to increased exposure to radiation? 

– What types of materials do you think will best protect against UV radiation? Why? 

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Test 

• Demonstrate the procedure for testing materials. The beads should be completely covered with the testing material before 

students take them outside into the sunlight, and they should not be uncovered again until students return inside. A false positive 

can occur if sunlight penetrates gaps around the material or the beads are accidentally exposed. 

• Students will test the UV beads with each material in the sunlight for about 10 seconds. 

• Because it can take a few minutes for the beads to completely return to the white color after exposure, students or teams may 

pair up and share beads within the group to save time. 

• Assist students or groups that are having problems and answer any questions as they move through each station. 

• Allow the groups to bounce around to available stations to prevent long lines. 

• Optional: Allow students to keep all or some of the UV beads to encourage continued awareness of UV radiation. Consider 

supplying pipe cleaners or ribbons to make bracelets, key chains, or zipper pulls. Students can even thread the beads onto their 

shoelaces. 

Share 

• After the investigation is complete, ask students again why one bag of beads in the class demonstration was darker than the 

other. If necessary, use guiding questions to allow the class to discover the difference between the bags. Identify the experimental 

bag(s) coated in sunscreen versus the control bag left unprotected. 

– Why did the beads in the bag(s) coated in sunscreen still change color? 

– Is it important to wear sunscreen when in the water? Why or why not? 

– What are other effective ways to protect your skin from harmful UV radiation? 

• Engage students with the following discussion questions: 

– Why is it important for sunglass lenses to have UV protection? Discuss the results from the sunglass lens test. 

– Why is it important for medicine need to be protected from UV radiation? Discuss the results from the orange pill bottle test. 

– Did any of the results surprise you? Why? 

– Which materials might make good shielding for the walls of a space habitat? 

– Which materials might make good windows for a space habitat? 

– What other materials would you like to try in this experiment? 

Extensions 

• Expand the investigation to include different types of sunglasses (e.g., with and without polarizing filters) or different types of 

sunscreen (SPF, brand, and mineral-based). 

• Find other materials that are semitransparent to visible light but block UV light (as sunglasses do). 

• Find materials that block visible light (opaque) but allow UV light to pass through (some camera filters and “tan-through” fabrics). 

• Research materials NASA is investigating for radiation shielding in space and identify the pros and cons of various solutions. 

Reference 

Modified from Exploring Ultraviolet (UV) Light From the Sun: https://sunearthday.nasa.gov/2007/materials/UVdetector.pdf 

Additional Resource 

• Digital Badging: Online NASA STEM Learning. https://www.txstate-epdc.net/digital-badging/ 

Next Gen STEM  29 
 

 

 

 

 

 

 

 

 

 

 

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Activity Four: Test Materials for a Radiation

Shield 

Student Handout 

Your Challenge 

Use UV-sensitive beads to test a variety of materials and determine if they are suitable for 

shielding against ultraviolet (UV) radiation. 

Ask, Imagine, and Plan 

• During the demonstration, why did the beads in one bag become much darker than the 

beads in the other bag? 

• As astronauts venture beyond low Earth orbit and the protection of Earth’s atmosphere and 

magnetosphere, what dangers will they face due to increased exposure to radiation? 

• What types of materials do you think will best protect against UV radiation? Why? 

• On your own paper, create a data table like the example below, adding a new row for each 

material tested. Record your hypothesis or prediction in your data table before testing any 

material. 

Test 

Perform tests on the materials at each station and fill in the results, making notes about any 

observations on your data table. 

Material 

(List each test 

material in a 

new row) 

Hypothesis 

(Do you think the 

beads will be white, 

faintly colored, or 

dark colored?) 

Results 

(White, faintly 

colored, or 

dark colored) 

Does this 

material make a 

good shield 

against UV light? 

Why or why not? 

Notes 

Window glass 

Share 

• Did any of the results surprise you? Why? 

• Which materials might make good shielding for the walls of a space habitat? 

• Which materials might make good windows for a space habitat? 

• What other materials would you like to try in this experiment? 

Fun Fact 

Radiation isn’t all bad! It is an 

essential tool for sterilization. 

One method of preserving fresh 

or packaged food is to expose it 

to ionizing radiation, which is a 

process known as cold 

pasteurization. This process kills 

any microbes that could cause 

spoilage or disease. UV radiation 

is also used to sterilize surfaces 

to ensure clean working 

conditions. 

Learn more: 

https://www.fda.gov/food/buystore-serve-safe-food/foodirradiation-what-you-need-know 

Career Corner 

Radiobiology is an 

interdisciplinary science that 

examines the biological effects of 

radiation on living systems. 

Radiobiologists incorporate 

fundamentals of biology, physics, 

astrophysics, planetary science, 

and engineering in their research 

to better understand the 

relationship between radiation 

and biology and to solve 

problems in this field. 

Learn more: 

https://www.nasa.gov/hrp/elemen 

ts/radiation/miniseries 

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Appendix: STEM Standards and Practices 

Next Generation Science Standards (NGSS) 

https://www.nextgenscience.org/ 

Alignment of Activities With NGSS Disciplinary Core Ideas 

Motion and Stability (MS) Standard Assess the Structural 

Integrity of a Space Module 

Design and Build a Space 

Habitat 

Experiment With Water 

Filtration 

Test Materials for Radiation 

Shielding 

Forces and Interactions 

MS-PS2-1 

Waves and Their Applications in Technologies and Information Transfer 

MS-PS4-2 

Engineering Design 

MS-ETS1-1  

MS-ETS1-2 

MS-ETS1-3  

MS-ETS1-4 

Ecosystems: Interactions, Energy, and Dynamics 

MS-LS2-1 

MS-LS2-5 

Alignment of Activities With NGSS Crosscutting Concepts 

Concept Assess the Structural Integrity of 

a Space Module 

Design and Build a Space 

Habitat 

Experiment With Water 

Filtration 

Test Materials for 

Radiation Shielding 

Patterns 

Cause and Effect    

Scale, Proportion, and Quantity 

System and System Models  

Energy and Matter 

Structure and Function 

Stability and Change 

Interdependence of Science, 

Engineering, and Technology  

Influence of Engineering, Technology, 

and Science on Society and the Natural 

World 



Next Gen STEM  31 
 

 

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NGSS Science and Engineering Practices 

https://ngss.nsta.org/PracticesFull.aspx 

Alignment of Activities With NGSS Science and Engineering Practices 

Practice Assess the Structural Integrity 

of a Space Module 

Design and Build a Space 

Habitat 

Experiment With Water 

Filtration 

Test Materials for Radiation 

Shielding 

Asking Questions and Defining 

Problems  

Developing and Using Models   

Planning and Carrying Out 

Investigations   

Analyzing and Interpreting Data  

Using Mathematics and Computational 

Thinking 

Constructing Explanations and 

Designing Solutions 

Engaging in Argument From Evidence  

Obtaining, Evaluating, and 

Communicating Information 

International Society for Technology in Education (ISTE) Standards for Students 

https://www.iste.org/standards/for-students 

Alignment of Activities With ISTE Standards for Students 

Standard Assess the Structural 

Integrity of a Space Module 

Design and Build a Space 

Habitat 

Experiment With Water 

Filtration 

Test Materials for Radiation 

Shielding 

Knowledge Constructor 

3d  

Innovative Designer 

4a  

4c 

4d   

Computational Thinker 

5c   

Global Collaborator 

7c   

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Common Core State Standards (CCSS) for Mathematics 

http://www.corestandards.org/Math/ 

Alignment of Activities With CCSS Grade Level Content Standards by Domain 

Standard Assess the Structural 

Integrity of a Space Module 

Design and Build a Space 

Habitat 

Experiment With Water 

Filtration 

Test Materials for Radiation 

Shielding 

6th Grade 

CCSS.MATH.CONTENT.6.NS.B.3 

CCSS.MATH.CONTENT.6.SP.B.5   

7th Grade 

CCSS.MATH.CONTENT.7.G.B.6 

8th Grade 

Alignment of Activities With CCSS Standards for Mathematical Practice 

Practice Assess the Structural 

Integrity of a Space Module 

Design and Build a Space 

Habitat 

Experiment With Water 

Filtration 

Test Materials for Radiation 

Shielding 

CCSS.MATH.PRACTICE.MP1   

CCSS.MATH.PRACTICE.MP2 

CCSS.MATH.PRACTICE.MP3    

CCSS.MATH.PRACTICE.MP4 

CCSS.MATH.PRACTICE.MP5    

CCSS.MATH.PRACTICE.MP6   

CCSS.MATH.PRACTICE.MP7 

CCSS.MATH.PRACTICE.MP8 

Next Gen STEM  33 

 

Back cover: As NASA sets its sights on returning to the Moon and preparing for Mars, it is laying the foundation for human exploration 

deeper into the solar system by creating an orbital outpost near the Moon called the Gateway. (NASA) 
National Aeronautics and Space Administration 

NASA Headquarters 

E Street Southwest 

Washington DC 20024-3210 

www.nasa.gov 

NP–2020–02–2803–HQ