Article
Art by Randy Pollak

The Visit

A city on the moon. Guests from far away. And a danger that must be stopped before it’s too late.

By Sarah McCarry | Art by Randy Pollak
From the February 2025 Issue

Learning Objective: In this science fiction story, students will compare and contrast the main character’s expectations about visitors from Earth with what actually takes place.

Lexile: 500L-600L
Other Key Skills: compare and contrast, vocabulary, plot, setting, character, figurative language, imagery, key details, how a character changes, connecting to the text, narrative writing
UP CLOSE: Compare and Contrast

As you read, notice what Robbie expects will happen when Earth kids visit the moon. How are his expectations different from the way things turn out? 

I know what kids on Earth must say about living on the moon, but it’s not as bad as everybody thinks. OK, sure—we don’t have oceans or forests. No rain, no wind. No animals. And our whole colony is inside a biodome, which is like a huge bubble with breathable air inside. If we step outside the biodome without a spacesuit, we’ll die. The moon is dangerous and lonely. 

But to me, it’s beautiful . . . so still and peaceful, you can hear your own thoughts. 

“The most boring rock in space.” That’s what Emma says. 

Emma is my best friend. We grew up together. And she can’t wait to leave.

That’s why she’s so excited to meet the Earth kids when they come on their field trip tomorrow. Emma wants to move to Earth and study whales when she grows up. I know she can’t follow her dreams if she stays here. 

But sometimes, it feels like she’s already gone, even when she’s right next to me. 

“Robbie, what’s the matter?” Mom asks that night at dinner. We’re sitting around the small kitchen table in our habitat pod. Mom looks distracted. 

She and Dad have been working on building a new biodome for the colony so that we don’t have to worry about the current one failing one day. It was built 50 years ago, in 2130, when the colony was first founded. So it could use an update. I’ve been helping with the new biodome design. My dream is to make the moon a safe place to live a long way into the future.

“Aren’t you excited to meet the Earth kids?” Mom adds.

“I guess so,” I say. Our robocat, Iggy, jumps into my lap. His familiar rattly purr vibrates through my legs. Emma says real animals are better than robot ones, but Iggy always feels real enough to me. 

“You don’t look very excited,” Dad says. 

“There’s not much here for Earth kids to do,” I say. “They’ll probably get bored and want to leave.” 

Like Emma, I don’t say. 

“Is this about Emma?” Mom asks gently. 

I swear my parents can see right through my skull and into my actual thoughts. 

“No,” I say. “Maybe.” 

Mom nods. “You know,” she says, “friendship is a powerful thing. When you find a real connection with someone, it grows with you. Like a web that expands as it keeps you together. Big enough to keep holding you both.”

“I don’t understand,” I say.

“Maybe not right now,” Mom says. “But I think you will.”

“More spaghetti?” Dad asks, passing me the bowl.

In the morning, the Earth kids will be here. Whether I want them to be or not. 

The school rover picks me up the next morning as usual. I slide into my place next to Emma. Instead of driving to school, Ms. Parks takes us to the landing pad, several meters outside the biodome. We’re already wearing our spacesuits. I can see the Earth spaceship streaking toward us as I pull on my helmet. Emma gives me an excited thumbs-up.

As we get out of the rover, Ms. Parks arranges us into a welcoming line. I don’t have to look at Emma to know her whole face is alive with delight. For a moment, I imagine how I’ll feel someday watching her climb into a spaceship bound for Earth. My stomach sinks. 

Stop it, I tell myself. 

The spaceship lands in an explosion of gray dust. Its doors open, and kids pour out. In their spacesuits, they look just like us. The tallest of the Earth kids is walking right toward Emma and me. 

“I’m Milo!” he yells so loud my headset crackles, grinning his big Earth grin. “Is it true you guys have Neil Armstrong’s boots in a museum up here? Can I see them?” 


Back inside the biodome, we’re supposed to split up and take the Earth kids on a tour of the colony. Ms. Parks assigns each of them moon buddies. Emma and I get Milo. He follows us like an overexcited puppy as we show him the tidy moon-brick streets with their neat rows of habitat pods. He cranes his head around, trying to look at everything all at once. 

“Don’t break your neck,” I say. 

He can’t stop smiling. He loves how the moon’s gravity is so much weaker than Earth’s. “Cool! It’s like flying!” Milo laughs as he hops around, each jump launching him off the surface like a spring. I was sure the Earth kids would be bored, but Milo’s having a great time.

“Robbie’s designing his own hoverboard,” Emma tells Milo. “No wheels—it just slides over the surface. Robbie’s, like, a certified genius.”

“Seriously?” Milo’s looking at me with an expression I don’t recognize. “That’s so cool.” He means it, I realize. He’s impressed by me

“You guys are so brave, living up here,” Milo says. “On Earth, everything is so easy we take it for granted.” 

“It must be beautiful,” Emma says. “You have trees. And colorful sunsets. And animals.”

“I guess you’re right,” Milo says. “Sometimes I forget how lucky we are.” 

We all look up at the shining blue-green ball in the sky, a cloud-spun marble. Earth.

“I want to go there more than anything,” Emma says. “I can’t wait to see whales. To swim in the ocean.” 

The hope in her voice makes my heart hurt. I walk away so I don’t have to keep listening.

It’s almost time to meet the other kids in the colony’s cafeteria. “Where does this road go?” Milo asks, pointing.

“Nowhere,” Emma says. “It dead-ends at the edge of the biodome.”

“There used to be a vegetable garden out there,” I say. “But it’s gone now. Nobody uses this road anymore.”

Milo’s eyes shine. “Great! I want to see something nobody else from Earth has seen.”

Together we walk down the empty road until we get to the end. The shimmering bubble of the biodome rises from the pale ground. Beyond the dome is the endless lunar desert. 

“This is so cool,” Milo breathes, taking it all in. I smile to myself. I think “cool” must be Milo’s favorite word.

And then he looks down. “What is that?”

He’s pointing to a place just above where the dome meets the ground. And I see it: a jagged crack in the dome itself, like an open wound. 

The crack whistles as the air we need to breathe slowly escapes the dome. I’ve never seen a crack before, but I know exactly what it means, and so does Emma. The crack is already branching out and spreading. Soon the entire dome will weaken and shatter. And we’ll all die. Not just me and Emma and Milo. The whole colony. And every Earth kid who came to visit.

“We don’t have much time,” I say. “An hour at most.”

“Probably more like minutes,” Emma says.

“What?” Milo gasps. “What’s happening?”

“Everything is going to be OK,” I say. I’m talking to myself as much as to Milo.

Emma and I have been running drills for this our whole lives. But this isn’t a drill. Emma’s hands are shaking, and she looks as scared as I feel. 

But we know each other so well that it’s like we’re talking without words. I don’t have to tell Emma to run for the alarm. She’s already there, pushing the emergency button. A loud siren starts wailing.

And Emma doesn’t have to tell me to find the emergency patch kit in its bright-orange box by the end of the road. I’m already connecting the big plastic patch to the dome. Then I hear the roar of a rover, and a second later Dad’s calm, reassuring voice. 

“Great job, Robs. Your mom and I will take over now.”

We stand back as Mom and Dad work. A big crowd of people from the colony gathers around us, and the rest of the Earth kids too. 

Emma pokes me in the shoulder. “They’re all staring at us,” she whispers. 

She’s right. The Earth kids are looking at the two of us with that same expression I saw on Milo’s face earlier. The one I didn’t recognize. But I think I know what it is now: respect. 

Mom and Dad finish the patch, and a relieved cheer goes up. “We’re safe,” Dad says to everyone. “Thanks to Robbie and Emma and their new friend.” Dad grins at Milo. “And soon we’ll have a new biodome. One that won’t be in any danger of failing.” 

Emma leans over. “Robbie’s been helping with the design!”

“That’s so cool,” Milo says, slapping me on the back. “You really are a genius. You’ve gotta come to Earth sometime. I’ll show you both around. I live by the ocean. We’ll go surfing.”

“Surfing?” Emma’s eyes are bright. “What’s that?”

“It’s like flying across the water,” Milo says. “It’s the coolest thing in the entire universe.”

“Wow,” Emma breathes. She looks at me. “You’ll come too, right, Robs?”

 “Maybe,” I say. But Emma grins at me. She knows me better than anyone. She knows most of the time when I say maybe it means yes

Milo’s a lot nicer than I thought an Earth kid would be. 

Maybe it would be fun to visit him. 

Maybe I don’t have to stay on the moon all the time to have a life here. 

Maybe Emma’s future is big enough to have a place for me too. 

I think of what Mom said about webs and how they can expand. And finally, I understand exactly what she meant. 

Write Now!

Imagine you are Robbie seven years in the future, in 2187. Write a letter to Emma, telling her why you used to worry about her moving to Earth. Then reflect on how things actually turned out. Use details from the story to imagine what might happen next in their friendship.

This story was originally published in the February 2025 issue.

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Step-by-Step Lesson Plan

1. Preparing to Read

Build Engagement, Preview Vocabulary, Set a Purpose for Reading

  • Inform your class that “The Visit” is a science fiction story. Before reading, show the video “What Is Science Fiction?” to introduce students to the key components of the genre.
  • Distribute the Vocabulary Skill Builder to preview challenging words. Vocabulary words include bound, colony, lunar, respect, and rover. Students will be able to add other unfamiliar words from the story as well.
  • Invite a volunteer to read aloud the Up Close box on page 11. Point out the questions in the margins and the arrows that connect them to lines in bold in the story. Preview the questions together.

2. Reading and Discussing

Click here for great ideas for reading as a whole class, in small groups, or independently! Students can also listen to our Immersive Read-Aloud with music and sound effects.

Close-Reading Questions

  1. How is life on the moon different from life on Earth? (compare and contrast) The moon doesn’t have many of the things Earth does, such as oceans, forests, rain, wind, and animals. The air on the moon isn’t breathable, so people there live inside a biodome and have to wear spacesuits when they go outside it. While some people believe life on the moon is boring compared with life on Earth, others find it still and peaceful.
  2. In the opening section, Robbie thinks, “I know she can’t follow her dreams if she stays here.” What conflict is Robbie facing? (plot) Robbie’s best friend, Emma, is eager to leave the moon one day to study whales on Earth. Robbie is happy living on the moon and dreams of staying and working there. Emma will have to leave Robbie to follow her dream, and Robbie already feels sadness and dread about Emma going so far away—even though this is unlikely to happen for several years.
  3. Read the sentence “It was built 50 years ago, in 2130, when the colony was first founded.” In what year is the story taking place? (setting) The story takes place in the year 2180.
  4. What do Emma’s and Robbie’s opinions about Iggy tell us about each of them? (character) Emma believes that real animals are better than robotic ones, like Iggy. This emphasizes her interest in animals and shows us that Emma isn’t satisfied with some aspects of life on the moon. For Robbie, Iggy feels “real enough,” and he seems to enjoy his robocat’s companionship. This tells us that, unlike Emma, Robbie is satisfied with his life on the moon.
  5. Explain what Robbie means in the sentence “I swear my parents can see right through my skull and into my actual thoughts.” (figurative language) Robbie means that his parents seem to know what he’s thinking, as if they have the ability to somehow see inside him and read his thoughts. It shows that Robbie’s parents understand him well.
  6. How is Milo’s reaction to the moon different from what Robbie expected? (compare and contrast) Robbie expected the Earth kids to be bored during their visit, but Milo is very excited to be there and curious about everything.
  7. How does Emma feel about Robbie’s interests? (character) When Emma talks about Robbie designing a hoverboard, it’s clear that she’s proud of Robbie and impressed with his intelligence and skills.
  8. Read the sentence “We all look up at the shining blue-green ball in the sky, a cloud-spun marble.” How does this description help us imagine the view from the moon? (imagery) The description helps us imagine how Earth looks from the moon: so distant, it looks like a marble, with the blue waters and green land visible as large patches and the clouds covering Earth appearing as if they were spun, like fluffy wool or cotton candy.
  9. Why is the biodome’s crack an emergency for the moon colony? (plot) The crack in the biodome is spreading fast and will soon destroy the biodome if not quickly repaired. Without the biodome providing air to breathe, the residents of the moon and their visitors from Earth will die.
  10. After Milo points out the crack, what do Emma’s and Robbie’s actions show us about their friendship? (key details) Emma and Robbie work quickly and effectively together. They know exactly what to do without talking about it first. This shows us that Emma and Robbie know one another well and are a good team. We can see how much they trust and depend on each other.
  11. Emma asks Robbie if he’ll also come when she visits Milo one day. How does Robbie’s response show that he has changed? (how a character changes) When Robbie tells Emma “maybe,” she understands that Robbie means “yes.” Robbie’s willingness to visit Earth with Emma is very different from his feelings at the beginning of the story. At first, Robbie is upset at the idea of Emma leaving the moon because he’s afraid their friendship will be over. By the end of the story, Robbie understands that even if he and Emma live very far apart, they’ll still be friends and figure out a way to remain in one another’s lives.
  12. Write your own question about the final line of the story: “And finally, I understand exactly what she meant.” Responses will vary. Have students pair up and exchange their questions with a classmate, who should write an answer. Afterward, instruct the pairs to discuss their questions and answers.

Critical-Thinking Questions

  1. How does Milo’s visit help Robbie deal with his fears about Emma leaving one day? (plot) Milo’s visit helps Robbie realize that Earth kids can be nice and that it might be fun to visit Earth. Milo’s enthusiasm about the moon and the projects that Robbie is working on shows Robbie that other people respect him and want to be his friend. He also learns that it’s possible to have both the Earth and the moon in your life. He finally understands what his mother tells him about the web of friendship and knows that he won’t lose Emma’s friendship when she leaves. Instead, his world will expand.
  2. Imagine you grew up on the moon colony with Robbie and Emma. Do you think you would be eager to leave, as Emma is, or committed to staying, like Robbie? Include details from the story in your answer. (connecting to the text) Answers will vary.

3. Skill Building and Writing

Featured Skill: Compare and Contrast

  • Distribute or digitally assign the Compare and Contrast Skill Builder, available on two levels, which will guide students to respond to the writing prompt on page 14.
  • To dig deeper and make connections with nonfiction, be sure to download the FREE SuperSTEM article “A New Moon Mission,” about NASA’s planned 2025 Artemis II voyage to the moon. No SuperSTEM subscription needed! Then connect the article with “The Visit” using our bonus Connecting Texts Skill Builder.
Differentiate and Customize
For Small Group Intervention

Prepare students to answer the writing prompt on page 14 by guiding them to complete a T-chart comparing Robbie at the beginning of the story with him at the end. Ask them to think about how his attitudes and feelings change.

For Advanced Readers

Ask students to rewrite the part of the story that takes place during the Earth students’ visit from Milo’s point of view.

For Multilingual Learners

This story has a number of words that establish the moon colony setting of the story. Before reading, go over these terms: biodome, habitat pod, colony, robocat, rover, spacesuits, spaceship, headset, gravity, lunar. Ask students to identify which words they know and don’t know. If possible, show pictures of the words.

Can't-Miss Teaching Extras
Explore the Storyworks Archive

Check out two additional science fiction stories about young people growing up on other worlds: “The Message,” also written by Sarah MacCarry, and “Mars Needs Guitars.” You can also invite students to ponder their own inclinations toward space exploration with our debate “Would You Take a Trip to Space?

Expand Moon Knowledge

Visit NASA’s Space Place site to learn more about our moon, including why it has craters, how far away from us it is, and what we would need to create a habitat there.

Watch a Video

SciShow Space’s 17-minute video explores the question “What Will It Be Like to Live On the Moon?” Three standalone sections include one about the lab at NASA’s Kennedy Space Station where innovative experiments aim to solve some of the obstacles to establishing a base on the moon. (Note: Video begins after a short ad and is briefly interrupted several times by other ads.)

Stay Connected to Faraway Friends

PBS SoCal has some great tips for friends to stay in touch after a move in their article “Six Creative Ways for Kids to Stay Close to Friends, Online and Offline.” 

NEW! Literature Connection

Space Case by Stuart Gibbs

See You in the Cosmos by Jack Cheng

One Giant Leap by Ben Gartner

A Wrinkle in Time by Madeleine L’Engle

Text-to-Speech