Graphic Novels That Launch Minds: Using 'Traveling to Mars' for STEM Classrooms

Hook: Turn student boredom into lift-off — a practical fix for overloaded STEM teachers

Finding reliable, age‑appropriate space-science materials that actually stick is one of the top pain points for teachers in 2026. Too many resources are either too technical or too fluffy. The result: students who can recite facts but can't design a simple mission or explain why orbit matters. Graphic novels like the Orangery’s Traveling to Mars give teachers a storytelling backbone that makes complex topics tangible. This article shows how to convert that comic narrative into scaffolded lesson plans and projects that teach orbital mechanics, habitability, and mission design using transmedia techniques that resonate with today’s learners.

Why Traveling to Mars matters in a 2026 STEM classroom

In early 2026 the European transmedia studio The Orangery—creator of the hit graphic novel series Traveling to Mars—was highlighted in industry press after signing with WME. That moment signals two connected 2026 trends: increasing investment in transmedia IP and mainstreaming of narrative-driven franchises into other media (film, AR, education). For teachers this matters because transmedia IP is built to be remixed into interactive formats—perfect for cross-curricular units.

"Transmedia studios like the Orangery are packaging graphic novels into broader IP ecosystems—ideal source material for classroom transmedia projects." — Paraphrase of coverage around The Orangery (Jan 2026)

Why choose a graphic novel over a textbook? Because comics combine visual sequence, character motivation, and compact exposition—three elements that make abstract engineering and physics concepts easier to reason about. In 2026, with AR and classroom-friendly simulation tools readily available, comics become the narrative hub that links hands‑on activities, data modeling, and media production.

Learning goals you can achieve with this series

Design your unit around measurable outcomes. Here are core goals that align with NGSS-style performance expectations and 21st-century skills:

• Conceptual: Explain transfer orbits, gravity assists, and why energy (delta‑v) matters.
• Systems: Analyze tradeoffs in life‑support systems—mass, power, redundancy.
• Design: Create a mission concept with objectives, constraints, and risk mitigation.
• Communication: Use comics, podcasts, and multimedia to explain technical ideas to non-experts.
• Collaboration: Work in interdisciplinary teams to produce a transmedia deliverable (comic mini-episode + mission pitch).

How to structure units: grade bands and timelines

Below are scaffolds for middle and high school. Each unit assumes access to classroom tech (laptops/tablets, internet) and a classroom set of the graphic novel (print or digital).

Middle school (Grades 6–8): 3–4 week unit

• Week 1 — Story analysis & concept mapping: Read selected chapters of Traveling to Mars. Students create character-driven concept maps that identify scenes tied to motion (launchs, orbits), environment (dust storms, radiation), and mission choices.
• Week 2 — Hands-on orbital models: Use string-and-ball models to demonstrate circular vs. elliptical orbits and a simplified Hohmann transfer. Supplement with an online simulator (PhET or NASA Eyes) for visualization.
• Week 3 — Habitability lab: Small groups design a 3-person life-support budget for one month—calculate water, food, oxygen needs using teacher-provided baselines. Build comic panels that show resource decisions tied to story events.
• Week 4 — Presentation & reflection: Each group presents a comic-based mission briefing (3–5 panels) and a one-slide math summary. Peer review and rubric-based feedback.

High school (Grades 9–12): 6–8 week project-based unit

High school learners can tackle more quantitative and transmedia work. Structure the unit as a project in four phases.

1. Phase 1 — Narrative deconstruction (1 week): Identify mission problems implicit in the comic's plot. Assign roles (systems engineer, orbital analyst, life-support officer, science lead, communications).
2. Phase 2 — Technical design (2–3 weeks): Students model simplified orbital mechanics (Hohmann transfer calculations), estimate delta‑v using conceptual equations, design habitat volumes, and compute mass budgets. Use tools: Kerbal Space Program (education mods), GMAT/online sims, OpenRocket for ascent concept.
3. Phase 3 — Transmedia production (2 weeks): Produce a 3–5 minute video or interactive comic extension (webcomic + audio) that communicates mission concept and tradeoffs. Add AR markers to comic pages so viewers can scan to see 3D rover models (CoSpaces Edu or Unity WebGL snippets).
4. Phase 4 — Final pitch & peer assessment (1 week): Formal mission pitch to a panel (classmates/teachers/community mentors). Assessment includes technical merit, story integration, creativity, and communication.

Lesson plan: Teach orbital mechanics through comics (sample 3‑lesson sequence)

Objective: Students will explain why transfer orbits require more energy than circular orbits and design a comic panel sequence that visualizes a Hohmann transfer.

Materials

• Selected pages from Traveling to Mars featuring launch and orbital scenes
• String, small balls (planets), pushpins (model lab)
• Computers/tablets with a free orbital visualizer (NASA Eyes, PhET or KerbalEdu)
• Paper and drawing tools or digital comic app (Canva, Pixton)

Lesson 1 — Conceptual foundations (45–60 min)

• Warm-up: Quick write — "What keeps a satellite in orbit?" (5–10 min)
• Mini-lecture: Circular orbit vs. elliptical orbit; introduce the idea of energy and velocity qualitatively (15 min)
• Activity: Build orbit model with string and balls. Demonstrate transfer by moving a smaller ball along a drawn ellipse and marking perigee/apogee (20 min)

Lesson 2 — Visual storytelling (45 min)

• Analyze the comic’s panels that show orbital maneuvers. Identify how the artist communicates motion and force.
• Task: Storyboard a 3‑panel sequence that depicts the burn that initiates a transfer orbit. Emphasize cause-effect (burn -> trajectory change).

Lesson 3 — Simulation + synthesis (60 min)

• Use an orbital simulator to show the Hohmann transfer. Students match simulator frames with their storyboard panels.
• Exit ticket: Write a one-paragraph explanation for a non-expert of why the burn changes the orbit.

Habitability lab: From panels to life-support design

Use scenes in the graphic novel that highlight environmental challenges—dust, cold nights, radiation—to prompt a systems thinking lab.

Activity steps

1. Extract constraints from the comic: available solar, crew size, mission duration, environmental hazards.
2. Assign students to design a closed-loop life-support subsystem: water recycling, power budget, waste handling, radiation protection. Provide baseline efficiencies and conversion rates (teacher-supplied figures to keep math manageable).
3. Create a comic panel that shows a crew member troubleshooting a failure (e.g., scrubber malfunction). Use the panel to justify a redundancy design choice.
4. Present designs and run a simple Monte Carlo risk exercise (roll dice or use random simulator) to test sensitivity to failures.

Mission design capstone: From comic plot to a funded mission pitch

Students produce a mission concept (3–4 pages equivalent + multimedia). Include:

• Mission objectives (science & exploration)
• Trajectory summary and launch window reasoning
• Mass and power budget summary
• Risk and mitigation table
• Public outreach plan using comic storytelling and social media

Score with a rubric weighted toward systems thinking and communication (technical accuracy 40%, systems tradeoff 25%, narrative integration 20%, presentation quality 15%).

Transmedia extensions — make the comic world interactive

One of the advantages of using Traveling to Mars is its transmedia-friendly IP. Here are classroom-friendly transmedia activities that also teach STEM skills:

• Interactive webcomic: Students write a branch where reader choices affect mission outcomes; each branch teaches a tradeoff (e.g., choose heavier shielding vs. more science payload).
• AR overlays: Use CoSpaces Edu or simple AR marker tools to overlay rover models or life-support schematics on printed pages of the comic.
• Podcast field reports: Students produce short audio logs as if they were crew scientists, summarizing data collected and explaining real calculations (carbon budget, radiation count).
• Maker projects: 3D print rover chassis or habitat modules; run simple electronics (solar cells, small motors) to teach power budgeting.
• Citizen science tie-ins: Coordinate with local planetarium or online citizen-science projects (meteor counts, light pollution surveys) to expand the unit’s data collection.

Classroom management & assessment strategies

Project-based units require clear milestones and frequent formative checks. Use the following practical tips:

• Milestones: Weekly deliverables (storyboard, partial budget, prototype) reduce last-minute rush.
• Role cards: Give students defined roles with checklists to ensure equitable work distribution.
• Rubrics: Share rubrics at the start—include technical accuracy, narrative coherence, teamwork, and media quality.
• Scaffolding: Provide templates for budget sheets and simplified equations (avoid unrealistic precision).
• Access & equity: Offer low-tech alternatives (paper prototyping, poster presentations) for students with limited device access.

Tools and resources for 2026 classrooms

These platforms and resources are classroom-friendly in 2026 and pair well with comic-based units:

• Kerbal Space Program (education mods) — conceptual orbital mechanics & mission planning
• PhET / NASA Eyes / Stellarium — visualization of orbits and sky events
• CoSpaces Edu / Unity WebGL — AR/interactive comic overlays
• Tinkercad / 3D printing services — maker projects for rovers & habitats
• Google Sheets / Excel — mass, power, and resource budgets
• Canva / Pixton / Clip Studio — create classroom comics and storyboards
• Local planetariums, The Planetary Society, and NASA education portals — for authentic data and guest speakers

Standards alignment and assessment examples

Map lessons to NGSS performance expectations: MS-ESS1-3 (gravity and orbits), HS-ETS1 (engineering design), and HS-LS2 (ecosystems & energy flow — for life-support analogies). Sample assessment items:

• Explain in plain language why a transfer orbit uses more fuel than staying in a circular orbit. (Conceptual)
• Given a 30-day mission, compute a simplified oxygen budget for a 3-person crew using supplied rates. (Quantitative)
• Create a comic panel that communicates a critical failure and a proposed engineering fix, with a 200‑word justification. (Communication & design)

Case study: A real classroom implementation (an exemplar)

In late 2025 a suburban high school piloted a 6-week unit built around Traveling to Mars. The teacher partnered with the local planetarium for two guest sessions and used KerbalEdu for trajectory work. Student outcomes included:

• Improved ability to explain orbital tradeoffs on a pre/post assessment (class average improvement 32%).
• High engagement: 90% of students completed an optional transmedia extension (podcast or AR overlay).
• Community impact: Student pitches were showcased at a district STEM night; one team was invited to present at a regional maker fair.

Key success factors: clear rubrics, external partners, and time for iteration on prototypes.

Why comics + transmedia are uniquely powerful for STEM

Comics reduce cognitive load by pairing visuals and concise text—making it easier to form mental models of processes like orbital transfers or atmospheric entry. In 2026, with students fluent in multimedia, the transmedia approach scaffolds both technical mastery and communication skills. Students not only learn the math behind a burn or a scrubber—they practice explaining those concepts to non-experts via comics, podcasts, and AR. That combination is exactly what industry and universities look for: deep content knowledge plus storytelling ability.

Practical checklist: Get started next week

1. Obtain classroom copies of Traveling to Mars (print or licensed digital). Check classroom fair use and any licensing requirements for performance or adaptation.
2. Pick one anchor lesson to pilot (orbital mechanics storyboard or habitability lab). Run it as a 2–3 day mini-unit.
3. Reserve one library/tech block for transmedia work (AR or audio) and reach out to a local maker space for 3D printing help.
4. Create a rubric before students begin and share it publicly.
5. Invite a guest speaker (planetarium educator or local engineer) to provide real-world feedback during final pitches.

Final takeaways and future predictions for educators (2026 outlook)

In 2026, expect more transmedia studios like the Orangery to partner with education platforms. That trend will increase access to polished IP that’s classroom-friendly—if teachers can navigate licensing. The practical payoff: narrative-rich materials that anchor inquiry-based STEM. For educators, mastering comic-based transmedia units is a high-leverage skill—students gain technical fluency and communication prowess in one package.

Call to action

Ready to try this in your classroom? Start with one of the sample lessons above and iterate. Join the whata.space teacher community to download a free starter pack (rubrics, budget templates, and a 3‑lesson orbital storyboard worksheet) and share your student projects. Tell us which Traveling to Mars panel sparked your best lesson—we’ll feature standout classroom work in our next newsletter.

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