Great Ideas for Integrating Earth and Space Science Education I Posters
Presiding: J Bolman, South Dakota Space Grant Consortium; S Q Foster, UCAR Office of Education and Outreach
ED13D-01 1330h
South Dakota Space Grant Consortium: Balancing Indigenous Earth System and Space Science with Western/Contemporary Science
The South Dakota Space Grant Consortium (SDSGC) was established March 1, 1991 by a NASA Capability Enhancement Grant. Since that time SDSGC has worked to provide earth system and space science education, outreach and services to all students across South Dakota. South Dakota has nine tribes and five Tribal Colleges. This has presented a tremendous opportunity to develop sustainable equitable partnerships and collaborations. SDSGC believes strongly in developing programs and activities that highlight and reinforce the balance of Indigenous science and ways of knowing with current findings in Western/Contemporary Science. This blending of science and culture creates a learning community where individuals especially students, can gain confidence and pride in their unique skills and abilities. Universities are also witnessing the accomplishments and achievements of students who are able to experience a tribal environment and then carry that experience to a college/university/workplace and significantly increase the learning achievement of all. The presentation will highlight current Tribal College and Tribal Community partnerships with the Rosebud Sioux Reservation (Sinte Gleska University), Pine Ridge Indian Reservation (Oglala Lakota College), Standing Rock Sioux Reservation (Sitting Bull College) and Cheyenne River Sioux Reservation (Si Tanka) amongst others. Programs and activities to be explained during the presentation include but not limited to: NASA Workforce Native Connections, Scientific Knowledge for Indian Learning and Leadership (SKILL), NSF "Bridges to Success" Summer Research Program, NSF "Fire Ecology" Summer Research Experience, as well as geospatial and space science programs for students and general community members. The presentation will also cover the current initiatives underway through NASA Workforce Development. These include: partnering with the Annual He Sapa Wacipi (Black Hills Pow Wow - attendance of 14,000 Natives) to host Native Space Days 2005 (October 2005), NASA research and internship programs, and the NASA Student Fellowship Summit. An overview of recent American Indian student success will conclude the presentation. The South Dakota School of Mines and Technology has struggled over many years to develop and implement sustainable successful initiatives with Tribal Colleges and Communities. The motivating philosophy is the betterment of all people in South Dakota and the nation through developing a worldview and understanding of the integrated nature of all things, especially earth system and space science. If people are provided equity and access, there is no limit to what they can accomplish. SDSM&T in the last three years has graduated nineteen Natives with degrees in engineering, many of those students Tribal College transfers. This is a significant increase, as only forty Natives had graduated from SDSM&T between the years of 1970 and 2000. SDSM&T has seen a number of "historical firsts" in the past five years. We see this as being a direct result of creating for students an educational philosophy and process where Indigenous understanding and connections become the foundation on which to build a STEM degree program. NASA's presence on the SDSM&T campus and in South Dakota has provided the necessary focus and encouragement for success to take place. We are building bridges in South Dakota and the builders are from Indian Country.
http://www.sdsmt.edu/space
ED13D-02 1330h
A New NASA Book: Touch the Sun
People who are blind or visually impaired rely partly on their sense of touch to help paint pictures of objects and places in their mind's eye; however, astronomy and space science are, by nature, generally inaccessible to the touch. The universe, as seen by the Hubble Space Telescope, was made hands-on in 2002 with the publication of Touch the Universe: A NASA Braille Book of Astronomy. This year, the Sun becomes an accessible object in a new universally designed publication called Touch the Sun. Touch the Sun contains text pages with both print and Braille. It features colorful embossed images from the Solar and Heliospheric Observatory (SOHO) and the Transition Region and Coronal Explorer (TRACE) spacecraft. There is also a close-up picture of a sunspot from the National Solar Observatory at Sacramento Peak. Textures of swirling gas currents, dark sunspots, curving magnetic fields and explosive eruptions emphasize the dynamic nature of the Sun. The prototype images were tested with students from the Colorado School for the Deaf and Blind; the images were revised, based upon their evaluations. Drs. Joe Gurman and Steele Hill from the Goddard Space Flight Center served as scientific consultants. Learn more about this special resource and try out some of the tactile images yourself!
http://www.nasa.gov/vision/universe/solarsystem/touch_sun.html
ED13D-03 1330h
Capacity Building Partnership for Research and Education in Space Science
The goals of the Capacity Building Partnership for Research and Education in Space Science (CB-PRESS) project include 1) establish a viable partnership to develop model education, research outreach programs in space science 2) to enhance existing STEM curricula using space science content 3) to develop a BS/MS space science track or full programs 4) to promote the value of space science within the "underserved" communities 5) to increase STEM majors 6) to develop adequate infrastructure for outreach and observation 7) to conduct ABET accreditation of the Engineering Physics Program. We report the following (1) Courses and programs: We are developing courses in astrophysics, Earth and Space Science, Solar Physics, and Space Radiation. We will begin offering these courses beginning Spring or Fall 2005. The BS/MS space science tracks will be offered beginning Fall 2005 pending approval. (2) Student training: Two students participated directly in NASA related research at Goddard Space Flight Center, and The National Radio Astronomy Observatory. (3) Public and K12 Outreach: We participated in one Teacher's workshop, and we made several trips to several elementary schools with our shows "Colors are Everywhere" We conducted outreach on "Venus Transit" for the public and NASA Sharp students. (4) Infrastructure: We are developing a robotic telescope for public outreach, and astronomy laboratory which non-existent at this time. We are also building the first robotic telescope on campus. (5) The draft proposal for the ABET accreditation of the Engineering Physics program is being studied. This work is supported by Minority University and College Education and Research Partnership Initiative (MUCERPI) in Space Science (NRA 03-OSS-03)
http://hoth.ncat.edu/~michael/PRESS
ED13D-04 1330h
How Old Is Your Universe?: A Workshop For Middle Grade Science Teachers
Recent attempts to revise how evolution is taught in US schools have found fault not just with Darwin's theory of biological evolution but with current scientific theories about the age and evolution of the cosmos. A multidisciplinary team including physicists, astronomers and geologists initiated two workshops to provide clear, easy to implement curriculum material to help middle grade science teachers explain to their students how we know the ages of the earth, stars, our own solar system, and the entire universe. The nature of science was explained, with special attention paid to distinguishing knowledge gained through the scientific method from matters of faith. In-service and pre-service teachers worked together as a team to master the content behind a series of hands-on activities and develop the best strategies for integrating the lesson plans into the classroom. Research scientists collaborated with educators to present the workshop; and after the workshop traveled to the classrooms to work with the teachers to assist in the implementation of the material. These pairings resulted in a diversity of approaches and implementation strategies being discussed and ultimately implemented. During the workshop the teachers were introduced to a series of inquiry-based, hands-on activities designed to integrate thematic content from the life, earth, and physical sciences. Additional resources (various physics lab materials, earth materials kits, posters, CD-ROMs, etc.) and information were provided to allow each teacher to become familiar with the reasons for our belief in an ancient and evolving universe. The chosen lesson plan activities provide just-in-time introduction of background materials integrating math skills and concepts with the process of discovery. The inquiry-based activities emphasize the methods by which scientists study cosmic distances, ages, and evolution. The entire workshop format has been aligned with, and each activity is linked with, National Science Education Standards and AAAS Project 2061 Benchmarks and the resulting units of study are appropriate for a middle school science course. Each workshop ran for four days, divided into two Friday - Saturday meetings spread over two weeks, with the goal of allowing overburdened teachers to devote a substantial amount of total time to this professional development opportunity without imposing too much at any one point in their schedules. The first weekend concentrated on the age of the earth and the basic geologic principles that have shaped its history; the second weekend focused on how to determine cosmological timescales. These multidisciplinary workshops integrated mathematics and the earth and space sciences, in order to address the urgent need to provide public school teachers with a solid understanding of astronomical ages and the nature of cosmic evolution. Hands-on activities were coupled with telescope viewing opportunities and a half-day geological fieldtrip. Participants were given pre-and post-workshop tests and knowledge surveys in order to assess the effectiveness of the workshops. Modifications were made for the second workshop based on evaluation of these surveys. Researchers and pre-service teachers worked with in-service teacher's classes and provided follow-up support for the implementation of workshop materials.
ED13D-05 1330h
ES EPO Seeks SS EPO for Mutual Benefit: Earth Science Outreach Projects Seek Space Science Partners
In the recent transformation, NASA has reunited the Earth and Space Science groups into a unified Science Mission Directorate. Our team has developed and operates several Earth Science Education and Public Outreach projects through the former NASA Earth Science Enterprise. Starting in 1997, we developed the Students' Cloud Observations On-Line (S'COOL; http://scool.larc.nasa.gov) project, as a way to involve K-12 students in scientifically useful data collection and analysis for the Clouds and the Earth's Radiant Energy System (CERES), a high priority instrument in the Earth Observing System. Recently, we initiated the MY NASA DATA project (http://mynasadata.larc.nasa.gov) to help overcome the barriers for use of real data, particularly relating to atmospheric science, in the K-12 classroom. In the process of interacting with students and teachers through these projects, we quickly learned that they consider Space Science to go hand in hand with Earth Science in the educational setting. In the S'COOL Project, we regularly field student questions relating to Space Science topics - so far in 2005, they amount to about one in ten of the questions we have received. In the MY NASA DATA project, when showing teachers how to explore scientific data about the Earth, we regularly hear "How can I get this kind of data for Mars?" or "Can I get this kind of information about other Planets?". To date, we have responded to these queries by linking or pointing people to other websites. With the continued development of the MY NASA DATA project, we are now seeking a more active connection to the Space Science EPO community, to benefit both our K-12 audience and yours. One of the prime audiences for MY NASA DATA is teachers and students in Middle or High School Earth Science classes. Besides Meteorology, this class also covers Geology and Oceanography. NASA Distributed Active Archive Centers (DAAC), of which our Atmospheric Science Data Center is one, hold data on those topics that we hope to make available using emerging client/server tools. But the K-12 Earth Science course also includes Astronomy, in which links to the Space Science community can be made for mutual benefit. This paper will provide further details on our existing Earth Science projects, highlighting areas where connections to Space Science Education are possible or needed.
ED13D-06 1330h
Sun-Earth Connection EPO's with Multiple Uses and Audiences
The three-year life of an EPO grant can be a journey guided by clear goals and enriched by collaborative and outreach opportunities connecting Space sciences to Earth sciences for both K-12 and public audiences. This point is illustrated by two EPO projects funded by NASA Sun-Earth Connection research grants to the High Altitude Observatory (HAO) at the National Center for Atmospheric Research. They are entering their final year coordinated by the Office of Education and Outreach at University Corporation for Atmospheric Research. The content focus of both projects is well aligned with HAO's research mission and the expertise of our scientists, addressing solar dynamics, space weather, and the impacts of solar events on the magnetosphere, as well as societies inhabiting Earth's surface. The first project (Gang Lu, PI) develops presentation resources, inquiry activities, and tips that will help HAO scientists be better prepared to visit K-12 classrooms. Unexpectedly, the simultaneous development of a Teachers' Guide to NCAR's new Climate Discovery exhibit, which takes an Earth system approach to climate and global change, has created a niche for this EPO resource to be revised and repurposed for a needed unit in the guide about the exhibit's graphic panels on Sun-Earth connections. The second project (Art Richmond, PI) engages two high school "Teachers in Residence" to develop resources they can utilize with their students. Excited by exceptional educational graphics and animations in the new Physics of the Aurora: Earth Systems module co-produced by HAO and the COMET Program for advanced undergraduate courses, they chose to adapt appropriate sections of the module to enrich Earth science and math concepts addressed in their 9th and 10th grade astronomy and general physics classes. Simultaneously, the Windows to the Universe web site, which continuously updates space science content and is now developing a new Space Weather section with support from the Center for Integrated Space Weather Modeling at Boston University, is able to integrate the resources developed through the EPOs and widely disseminate the high school version of the module to a large global audience. Thus, UCAR/NCAR-based EPOs are finding it beneficial to bring space sciences "down to Earth" to educate public and K-12 audiences.
ED13D-07 1330h
Integrating the Teaching of Space Science, Planetary Exploration And Robotics In Elementary And Middle School with Mars Rover Models
The present aerospace engineering and science workforce is ageing. It is not clear that the US education system will produce enough qualified replacements to meet the need in the near future. Unfortunately, by the time many students get to high school, it is often too late to get them pointed toward an engineering or science career. Since some college programs require 6 units of high school mathematics for admission, students need to begin consciously preparing for a science or engineering curriculum as early as 6th or 7th grade. The challenge for educators is to convince elementary school students that science and engineering are both exciting, relevant and accessible career paths. This paper describes a program designed to help provide some excitement and relevance. It is based on the task of developing a mobile robot or "Rover" to explore the surface of Mars. There are two components to the program, a curriculum unit and a contest. The curriculum unit is structured as a 6-week planetary science unit for elementary school (grades 3-5). It can also be used as a curriculum unit, enrichment program or extracurricular activity in grades 6-8 by increasing the expected level of scientific sophistication in the mission design. The second component is a citywide competition to select the most outstanding models that is held annually at a local college or University. Primary (Grades 3-5) and middle school (Grades 6-8) students interested in science and engineering will design and build of a model of a Mars Rover to carry out a specific science mission on the surface of Mars. The students will build the models as part of a 6-week Fall semester classroom-learning or homework project on Mars. The students will be given design criteria for a rover, and be required to do basic research on Mars that will determine the operational objectives and structural features of their rover. This module may be used as part of a class studying general science, earth science, solar system astronomy or robotics or as a multi-disciplinary unit for a gifted and talented program. A written report on the science objectives and design features of the Rover is required. The program includes specific learning objectives in research skills, language arts (reading scientific literature, preparing a verbal presentation and writing a report), mathematics, science and engineering.The model will be mostly a mock-up, constructed at a minimal cost (estimated cost of less than $10-$25) of mostly found objects and simple art supplies.
http://marsrover.phys.uh.edu
ED13D-08 1330h
Astro-Venture: An Integrated Earth and Space Science Curriculum Supplement Focused on Astrobiology
Astro-Venture is an example of a NASA educational product that successfully integrates Earth and space science by engaging students in grades 5-8 in the search for and design of a planet with the necessary characteristics for human habitation. Students study the Earth to understand how it meets human needs for survival in the areas of astronomy, geology, biology and atmospheric sciences. They then extend these ideas in simulated searches and analyses of stellar and planetary data sets to determine whether other planets or moons might be habitable. Astro-Venture uses online multimedia activities and off-line inquiry explorations to engage students in guided inquiry aligned with the 5 E inquiry model. For each core science area, students engage in an online training module in which they isolate variables and observe the affects on Earth. They then draw conclusions about which characteristics allow Earth to remain habitable. Following this experience, students engage in classroom, hands-on activities that teach them core standards-based concepts and focus on why the identified characteristics are vital to human habitability. These concepts include: states of matter, flow of energy, chemical properties, planetary geology, plate tectonics, human health and systems theory. With an understanding of the "whats" and the "whys" students then engage in a mission module in which they simulate the methods scientists would use to go about finding a planet with these characteristics. This helps them to understand the "hows". By meeting education standards, teachers can easily integrate this product into their classroom curriculum. Students apply all that they've learned to design a planet that meets the requirements for human habitability in all areas. Through this process, they learn about the Earth within the context of the solar system and how all parts work as a system in meeting our needs.
http://astroventure.arc.nasa.gov
ED13D-09 1330h
Explaining Earth and Space Science Concepts to Middle School Children Through Interactive web Based Stories
The role of story telling in educating, entertaining, and stimulating young minds needs no proof. Unwritten stories have carried from one generation to another preserving old traditions and cultural heritages. Advancements in technology have now brought computers and internet to homes, and tools for education and entertainment have adapted accordingly. Combining science content in web based interactive stories, provides a great way to capture the interest and curiosity of young minds, and in the process intrigue them to take up careers in science. 'Alaska: a Birds Eye View', and 'Treasure Hunt in Alaska' are two interactive web based stories designed for middle school children. Both stories are set up for the State of Alaska, but convey earth and space science concepts that are of relevance for everyone. Whereas the first story tells about the significance of satellite observations made in the optical and thermal part of the electromagnetic spectrum for mapping, monitoring volcanic eruption, studying impacts of sea ice edge changes in relation to global climate changes, the second story focuses on the significance of satellite data acquired in the microwave region of the spectrum for target detection. Creative art work has added to the visual appeal of the stories. Both stories provide a unique blend of earth and space science topics.