N.B. The activities below should ideally be spread out over several lessons, at the teacher’s discretion, in order to take into account time constraints and natural progress from receptive to productive skills.

1. Begin with a brainstorming session about the types of media the students are familiar with that portray space (e.g. Star Wars, Ready Jet Go!, The Little Prince, etc.). A list of examples are provided in the presentation. Students are invited to discuss which they have already heard of and if they can add any others (especially since media offerings are constantly changing). The teacher can also use one or two short clips from the list of videos provided to give examples. 
2. Students then share personal insights into what they learned about space through these media. This should be complemented by a discussion comparing media portrayals of space with reality. The discussion can also be expanded to comment on the issues of trust, facts and opinions and where best to learn about space. A few suggested questions are provided in the presentation but more can be added to keep the discussion going.
3. Establishing key vocabulary – In order to prepare students for the writing and speaking tasks, it is important to establish key vocabulary. This can be done over a series of lessons, including during the brainstorming session (Point 1) and the discussion itself. Vocabulary should be presented in context for better retention and understanding. However, some suggested vocabulary is also included in the presentation for ease of reference. Once the key vocabulary has been introduced in various ways, the teacher can, for instance, quickly go through them with the students and prompt them to explain what each word means, or create an activity (such as a matching activity) to ensure the students understand the words. 
4. Reading comprehension – A short extract from The Little Prince, focusing on the chapters where the little prince talks about the Earth. A few introductory slides are provided in the presentation, to help the teacher give some context on the book, before the students work on the reading comprehension. The reading comprehension is intended to help the students start to think about how one can describe a planet (in preparation for the speaking task). The teacher is also free to add a few discussion questions after the reading comprehension to encourage the students to reflect on what they have read, not just in terms of content, but also in terms of style. The reading comprehension can thus be followed by a literary appreciation exercise.
5. Writing task – Mission to the Stars – Students write a short opinion article (word limit chosen by teacher) explaining how the media influences what children learn and think about space, based on the discussions carried out in class. A few suggestions for how to structure the article have been included in the presentation for use in class and in the writing task guidelines for the students. However, the teacher can also use other resources to elaborate on the writing genre in question.
6. Speaking task – Present your own imaginary planet! – Students are invited to invent an amazing new planet and present it to the class. This can be used as part of a follow-up lesson to the other activities, to give students time to prepare for the speaking task.