Students will question claims of lunar ownership, establish an initial position on who should govern the Moon, and investigate how international agreements have followed scientific breakthroughs. They will begin evidence and reflection routines while learning how the scientist, diplomat, and citizen strands contribute to the project’s public products.

Students will build early scientific models and evidence-based positions on lunar resource use, then apply those positions in a Model COPUOS deliberation about landing sites and safety zones.

Students will investigate scientific and legal evidence shaping lunar decisions through models, safe hands-on experiments, source analysis, Model COPUOS deliberations, literature, elder-interview preparation, and conversations with outside experts. They will record data and competing perspectives in their Moon journals, test emerging positions against counterevidence, and build evidence for later research posters, Civic Advocacy Letters, and resolutions.

Students will revise and defend scientific, legal, and civic arguments through research-poster development, Model COPUOS negotiations, advocacy-letter critique, expert consultation, and weekly reflection.

Students will complete the Week 6 showcase arc. Project: teams finalize and defend scientific research posters. Co-Lab: delegations approve amendments, defend their Model COPUOS resolutions, and invite families to vote. Literacy: learners share their Civic Advocacy Letters, elder-interview insights, and letters to their 2061 selves. Async: learners confirm citations, prepare safe time-capsule objects, and submit a weekly audio mission log. Checkpoint: the Expo and expert debrief assess evidence-based argument, public defense, collaboration, and growth from the Day 1 response.