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Created byLouise Darby
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Interstellar Influencers: Pitching Space Tourism with Science and Math

Grade 6MathEnglishScience25 days
Grade 6 students step into the role of "Interstellar Influencers" to design and pitch a scientifically grounded space-tourism brand. By analyzing planetary orbits and solar cycles, students identify optimal travel windows while applying rational numbers and probability to model financial costs and safety risks. This interdisciplinary project culminates in a sophisticated multimodal pitch where students blend persuasive media techniques with rigorous data to influence potential "Solar Investors."
Space TourismPlanetary MotionMathematical ModelingPersuasive CommunicationSolar CyclesMedia LiteracyMultimodal Pitch
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as interstellar influencers, use scientific evidence of solar cycles and mathematical modeling to pitch a persuasive and safe space-tourism brand to future travelers?

Essential Questions

Supporting questions that break down major concepts.
  • How do the cycles and movements of the planets in our solar system create specific 'peak seasons' and risks for space travel?
  • How can we use rational numbers, percentages, and probability to model the financial costs and safety expectations of an interstellar vacation?
  • In what ways do media influencers use text structures and visual data (like graphs and maps) to build authority and persuade their audience?
  • How can we apply mathematical logic and scientific evidence to justify the location and timing of a space-tourism destination?
  • How do we design a multimodal pitch that uses precise vocabulary and complex sentence structures to sell a futuristic idea to a specific audience?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Analyze existing media trends and space-related influencer content to identify effective persuasive structures, visual data usage, and language features.
  • Model the movements of the Earth and other planets within the solar system to determine 'peak tourism seasons' based on orbital cycles and planetary positioning.
  • Apply mathematical modeling using rational numbers, percentages, and fractions to develop a realistic financial plan and safety probability assessment for a space-tourism package.
  • Synthesize scientific evidence and mathematical data into a cohesive, multimodal pitch that uses precise technical vocabulary and complex sentence structures to influence a target audience.
  • Evaluate the role of gravity and solar phenomena in planetary travel to justify the logistics and timing of a proposed interstellar itinerary.

Australian Curriculum (English)

AC9E6LY07
Primary
plan, create, rehearse and deliver spoken and multimodal presentations that include information, arguments and details that develop a theme or idea, organising ideas using precise topic-specific and technical vocabulary, pitch, tone, pace, volume, and visual and digital featuresReason: This is the core summative assessment where students deliver their space-tourism brand pitch as 'interstellar influencers'.
AC9E6LY03
Secondary
analyse how text structures and language features work together to meet the purpose of a text, and engage and influence audiencesReason: Used during the 'Influencer Analysis' phase where students deconstruct how current media trends work before creating their own.
AC9E6LA05
Supporting
understand how embedded clauses can expand the variety of complex sentences to elaborate, extend and explain ideasReason: Supports the 'Language' requirement of the pitch, ensuring students write at a Grade 6 sophistication level.

Australian Curriculum (Mathematics)

AC9M6N09
Primary
use mathematical modelling to solve practical problems, involving rational numbers and percentages, including in financial contexts; formulate the problems, choosing operations and efficient calculation strategies, and using digital tools where appropriate; interpret and communicate solutions in terms of the situation, justifying the choices madeReason: Students must use this to justify the pricing, fuel costs, and logistics of their space brand within the pitch.
AC9M6P01
Secondary
recognise that probabilities lie on numerical scales of 0 – 1 or 0% – 100% and use estimation to assign probabilities that events occur in a given context, using common fractions, percentages and decimalsReason: Students will use probability to assess and communicate the safety risks of space travel to their potential 'customers'.
AC9M6ST01
Supporting
interpret and compare data sets for ordinal and nominal categorical, discrete and continuous numerical variables using comparative displays or visualisations and digital toolsReason: Supports the analysis of media trends and scientific data sets regarding planetary distances or solar activity.

Australian Curriculum (Science)

AC9S6U02
Primary
describe the movement of Earth and other planets relative to the sun and model how Earth’s tilt, rotation on its axis and revolution around the sun relate to cyclic observable phenomenaReason: This provides the scientific evidence required to determine the 'timing' of their tourism seasons and safety windows.
AC9S6I04
Secondary
construct and use appropriate representations, including tables, graphs and visual or physical models, to organise and process data and information and describe patterns, trends and relationshipsReason: Students need to create visual data representations (like graphs of solar cycles) to build authority in their pitch.

Maths

Primary
decimals

Australia

Primary
Fractions

Australian Curriculum

ACMNA125
Primary
Compare fractions with related denominators and locate and represent them on a number line
ACMNA126
Primary
Solve problems involving addition and subtraction of fractions with the same or related denominators
ACMNA127
Find a simple fraction of a quantity where the result is a whole number, with and without digital technologies
ACMNA131
Make connections between equivalent fractions, decimals and percentages

Entry Events

Events that will be used to introduce the project to students

The 'Budget-to-Burn' Auction

Students are given a mock budget of 1,000,000 'Solar Credits' (using fractions and decimals) and must 'bid' on various planetary locations based on flashy, vague marketing posters. After the auction, a 'Science Audit' reveals the scientific flaws (like extreme axial tilts) of their purchases, forcing them to pivot from gullible tourists to rational brand architects.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

De-Coding the Galaxy: The Influencer Audit

In this introductory activity, students act as 'Media Analysts' to deconstruct current space-tourism marketing and influencer trends. They will investigate how companies like SpaceX or Virgin Galactic use specific language features and visual data to build authority. Students will identify 'scientific gaps' in flashy advertisements, comparing them to the 'Science Audit' from their entry event to understand the difference between hype and reality.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Watch three short 'space-tourism' promotional videos or social media ads.
2. Use a 'T-Chart' to separate 'Persuasive Language' (e.g., 'once-in-a-lifetime', 'unforgettable') from 'Hard Data' (e.g., distance in km, orbital speed).
3. Analyze the visual elements: How do the graphs or images of planets make the trip look safer or more exciting?
4. Identify one 'Scientific Myth' in the ads using preliminary knowledge of planetary rotation or atmosphere.
5. Create a digital infographic summarizing how 'Interstellar Influencers' use style over substance to sell the stars.

Final Product

What students will submit as the final product of the activityA 'De-Coding the Hype' Infographic that identifies three persuasive techniques and three scientific inaccuracies found in current space-tourism media.

Alignment

How this activity aligns with the learning objectives & standardsAC9E6LY03: Analyse how text structures and language features work together to meet the purpose of a text. AC9E6LY01: Examine texts including media texts that represent ideas and events. AC9E6LA07: Identify and explain how images, figures, tables, and graphs contribute to meaning.
Activity 2

The Orbit Architect: Mapping Peak Seasons

Students become 'Orbit Architects' by modeling the movement of their chosen planetary destination. Using simulations (like NASA's Eyes) and physical 3D modeling, they will determine the length of days, years, and the impact of axial tilt on 'seasons.' They must identify a 'Peak Tourism Window'—a specific point in the planet's revolution where conditions are most favorable for a 'safe' influencer visit.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research the rotation (day length) and revolution (year length) of a chosen planet or moon.
2. Use a 3D model (or digital simulator) to observe how the planet's tilt affects sunlight at different points in its orbit.
3. Plot a line graph showing the 'Solar Intensity' over one planetary year.
4. Determine the 'Safe Window' for travel based on orbital distance from the sun and solar cycle patterns.
5. Write a 'Season Justification' paragraph using topic-specific vocabulary (e.g., 'equinox', 'solstice', 'axial tilt').

Final Product

What students will submit as the final product of the activityA 'Planetary Season Map' featuring a graph of day-length variations and a 3D-modeled diagram of the planet's orbit highlighting the 'Peak Season.'

Alignment

How this activity aligns with the learning objectives & standardsAC9S6U02: Describe the movement of Earth and other planets relative to the sun (tilt, rotation, revolution). AC9S6I04: Construct and use representations, including tables and graphs, to describe patterns and relationships. AC9M6ST01: Interpret and compare data sets for numerical variables.
Activity 3

The Galactic Ledger: Rational Pricing for the Stars

Tourism isn't free! Students must now use rational math to build the 'Galactic Ledger' for their brand. They will calculate the cost of fuel, oxygen, and 'Influencer Insurance' based on distance and duration. They must apply 'Early Bird' percentage discounts to their packages and use fractions to divide their budget between marketing, safety, and luxury amenities.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Set a base price for a trip based on the distance (km) calculated in Activity 2.
2. Calculate 'Fuel Surcharges' as a fraction of the total cost (e.g., 1/4 of the budget is fuel).
3. Apply a 15% 'Early Bird Influencer Discount' to the total package price and show the decimal equivalent.
4. Create a 'Safety vs. Luxury' pie chart using percentages to show where the 'Solar Credits' are spent.
5. Justify the pricing structure in a short 'Financial Brief' using efficient calculation strategies.

Final Product

What students will submit as the final product of the activityA 'Galactic Budget Spreadsheet' showing all calculations, including percentage discounts and the conversion of 'Solar Credits' into fractions/decimals.

Alignment

How this activity aligns with the learning objectives & standardsAC9M6N09: Use mathematical modelling to solve practical problems involving rational numbers and percentages. AC9M6N07: Solve problems finding a familiar fraction, decimal or percentage of a quantity. AC9M6N08: Approximate numerical solutions including financial contexts.
Activity 4

Probability Pilot: The Safety Assessment

Space travel is risky. In this activity, students assess the probability of 'Solar Flare Events' or 'Meteoroid Interference.' They will use a 0-1 scale to assign risk values to different stages of their trip. To communicate this to their audience, they will write 'Safety Advisories' using complex sentences and embedded clauses to explain how they will mitigate these risks.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Run a digital simulation of a 'Space Voyage' to observe how many times 'random events' (like solar flares) occur.
2. Assign a probability (decimal and percentage) to three major risks: Launch, Deep Space Travel, and Landing.
3. Place these risks on a probability number line from 0 (impossible) to 1 (certain).
4. Draft a 'Safety Guarantee' using embedded clauses (e.g., 'Our spacecraft, which is equipped with Grade-A radiation shielding, reduces flare risk by 80%').
5. Edit the statement for 'vivid vocabulary' and 'precise adverb groups' to sound professional and reassuring.

Final Product

What students will submit as the final product of the activityA 'Risk-Rating Dashboard' that uses a probability scale (0-1) and a persuasive 'Safety Guarantee' statement.

Alignment

How this activity aligns with the learning objectives & standardsAC9M6P01: Recognise that probabilities lie on numerical scales of 0-1 or 0%-100%. AC9M6P02: Conduct simulations and compare observations with expected results. AC9E6LA05: Use embedded clauses to expand complex sentences to explain ideas.
Activity 5

Pitching the Planet: The Ultimate Influencer Reveal

This is the project's 'Grand Finale.' Students synthesize all previous activities into a high-energy, multimodal 'Influencer Pitch.' Using the data from their Ledger, their Orbit Map, and their Risk Dashboard, they will create a video or live presentation designed to convince 'Solar Investors' to back their brand. They must use the language of authority (math and science) combined with the style of a modern influencer.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Plan the 'Storyline' of the pitch, ensuring it follows a persuasive structure (Hook, Evidence, Logic, Call to Action).
2. Integrate the graphs, budgets, and probability scales created in previous activities as 'Visual Proof.'
3. Script the pitch using 'expanded verb groups' and 'topic-specific vocabulary' (e.g., 'gravitational slingshot', 'orbital resonance').
4. Rehearse the delivery, focusing on pitch, tone, and volume to engage the 'investor' audience.
5. Film and edit the final video, adding digital features like text overlays for key 'Rational Math' stats.

Final Product

What students will submit as the final product of the activityA 3-minute 'Interstellar Pitch Video' or Multimodal Slide Deck including a live spoken pitch, data visualizations, and a persuasive call to action.

Alignment

How this activity aligns with the learning objectives & standardsAC9E6LY07: Plan, create, rehearse and deliver spoken and multimodal presentations. AC9E6LY06: Plan, create, edit and publish multimodal texts using topic-specific and vivid vocabulary. AC9S6I06: Write and create texts to communicate ideas and findings for specific purposes.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Interstellar Influencers: Integrated STEM & Literacy Rubric

Category 1

Scientific Inquiry & Earth Sciences

Assesses the student's ability to model and justify planetary conditions for travel based on scientific evidence.
Criterion 1

Scientific Modeling of Planetary Systems (AC9S6U02, AC9S6I04)

Accuracy and sophistication in describing the movement of planets, including the impact of tilt, rotation, and revolution on 'peak seasons.'

Exemplary
4 Points

Models demonstrate a sophisticated understanding of orbital mechanics. Peak seasons are justified with innovative scientific reasoning and precise data regarding axial tilt and solar intensity. High-level use of 3D modeling and simulations to predict complex phenomena.

Proficient
3 Points

Models accurately describe the rotation and revolution of planets. 'Peak seasons' are correctly identified using data from 3D models and simulations. Scientific vocabulary (e.g., solstice, axial tilt) is used correctly.

Developing
2 Points

Models show an emerging understanding of planetary movement. Peak seasons are identified but may lack specific data support or contain minor inaccuracies in the relationship between tilt and sunlight.

Beginning
1 Points

Initial understanding of planetary movement is present but incomplete. Struggles to connect orbital cycles to seasonal windows. 3D modeling is basic or missing key features like tilt or revolution.

Category 2

Mathematical Modeling & Logic

Evaluates mathematical accuracy and the logical application of probability and rational numbers in a futuristic context.
Criterion 1

Financial Logic & Rational Numbers (AC9M6N09, AC9M6N07)

Application of fractions, decimals, and percentages to solve financial problems and model the costs of interstellar travel.

Exemplary
4 Points

Financial modeling is flawless and complex. Efficiently uses digital tools to calculate intricate budgets, applying multiple layers of percentages (discounts/surcharges) and converting between rational numbers with ease. Justifications are mathematically rigorous.

Proficient
3 Points

Accurately applies fractions, decimals, and percentages to create a functional travel budget. Uses efficient calculation strategies to determine discounts and surcharges. Rational numbers are clearly represented and justified.

Developing
2 Points

Shows basic ability to calculate costs using percentages and fractions. May have minor errors in conversions or inconsistent application of 'Solar Credit' logic. Financial brief provides limited justification.

Beginning
1 Points

Struggles to apply rational numbers to the financial context. Calculations are incomplete or require significant support. Connection between distance, cost, and percentages is unclear.

Criterion 2

Probability & Risk Assessment (AC9M6P01, AC9E6LA05)

Assigning probability values (0-1) to space travel risks and communicating safety using advanced language structures.

Exemplary
4 Points

Probability assessments are based on extensive simulation data. Risk values are precisely mapped on a 0-1 scale. Safety guarantees use highly sophisticated embedded clauses and vivid vocabulary to build authoritative trust.

Proficient
3 Points

Accurately assigns probabilities using decimals and percentages. Correctly places risks on a 0-1 number line. Uses embedded clauses effectively to explain safety measures and mitigate risk for the audience.

Developing
2 Points

Assigns basic probability values but may struggle to differentiate between decimals and percentages. Safety statements use simple sentences with limited technical vocabulary or inconsistent adverbs.

Beginning
1 Points

Risk assessment is arbitrary rather than based on simulations. Probability scale is incorrectly utilized. Safety statements lack clarity or fail to address risks persuasively.

Category 3

Literacy & Media Analysis

Focuses on the student's ability to critically analyze and deconstruct marketing trends and scientific representation in media.
Criterion 1

Media Deconstruction & Literacy (AC9E6LY03, AC9E6LA07)

Analyzing how text structures and language features (hype vs. data) influence audiences in space-themed media.

Exemplary
4 Points

Deep, critical analysis of media trends. Exceptional identification of 'scientific myths' and sophisticated deconstruction of how visual data (graphs/maps) are used to manipulate or inform. Infographic is professional and insightful.

Proficient
3 Points

Thorough analysis of persuasive techniques and language features. Correctly identifies scientific inaccuracies in promotional material. Infographic clearly distinguishes between style and substance using T-chart data.

Developing
2 Points

Identifies basic persuasive techniques but may struggle to explain how specific language features influence the audience. Some scientific myths are identified but lacks detailed evidence from the 'Audit.'

Beginning
1 Points

Initial identification of ad content with little analysis of structure or purpose. Struggles to differentiate between 'hype' and 'hard data.' Infographic is incomplete.

Category 4

Communication & Synthesis

Assesses the final synthesis of all learning into a persuasive, evidence-based communication product.
Criterion 1

Multimodal Composition & Presentation (AC9E6LY07, AC9E6LY06)

Planning and delivering a multimodal pitch that synthesizes scientific data, math, and persuasive rhetoric.

Exemplary
4 Points

Pitch is visionary and professional. Seamlessly integrates complex data visualizations with high-energy delivery. Uses sophisticated topic-specific vocabulary and flawless sentence structure. Digital features (overlays, edits) enhance authority.

Proficient
3 Points

Delivers a cohesive multimodal pitch with a clear persuasive structure. Integrates graphs, budgets, and risk data effectively. Uses precise technical vocabulary and appropriate tone, pace, and volume to engage the audience.

Developing
2 Points

Pitch follows a basic structure but the integration of 'Rational Math' and 'Scientific Evidence' is disjointed. Language is descriptive but lacks the precise technical depth of a Grade 6 standard. Rehearsal is evident but delivery is inconsistent.

Beginning
1 Points

Presentation is disorganized or missing key evidence from previous activities. Delivery lacks engagement or technical vocabulary. Multimodal elements are underutilized or distracting.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

How confident do you now feel in using mathematical data and scientific evidence to back up a persuasive 'sales pitch'?

Scale
Required
Question 2

Which part of your project do you think would be most effective at actually convincing a 'Solar Investor' to give you money?

Multiple choice
Required
Options
Science (Understanding orbits, cycles, and gravity)
Math (Calculating costs, discounts, and probabilities)
English (Using complex sentences and persuasive structures)
A balanced mix of all three was necessary
Question 3

In your final pitch, how did you avoid the 'Scientific Myths' you found in other ads while still making your space destination sound exciting? Give a specific example.

Text
Required
Question 4

Now that you have been an 'Interstellar Influencer,' how will you change the way you look at real-world advertisements or social media trends that use statistics to sell products?

Text
Required