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NASA NTRS2010

Professionals and Emerging Scientists Sharing Science

The Year of the Solar System (YSS) celebration begins in the fall of 2010. As YSS provides a means in which NASA can inspire members of the public about exciting missions to other worlds in our solar system, it is important to remember these missions are about the science being conducted and new discoveries being made. As part of the Year of the Solar System, Astromaterials Research and Exploration Science (ARES) Education, at the NASA Johnson Space Center, will infuse the great YSS celebration within the Expedition Earth and Beyond Program. Expedition Earth and Beyond (EEAB) is an authentic research program for students in grades 5-14 and is a component of ARES Education. Students involved in EEAB have the opportunity to conduct and share their research about Earth and/or planetary comparisons. ARES Education will help celebrate this exciting Year of the Solar System by inviting scientists to share their science. Throughout YSS, each month will highlight a topic related to exploring our solar system. Additionally, special mission events will be highlighted to increase awareness of the exciting missions and exploration milestones. To bring this excitement to classrooms across the nation, the Expedition Earth and Beyond Program and ARES Education will host classroom connection events in which scientists will have an opportunity to share discoveries being made through scientific research that relate to the YSS topic of the month. These interactive presentations will immerse students in some of the realities of exploration and potentially inspire them to conduct their own investigations. Additionally, scientists will share their own story of how they were inspired to pursue a STEM-related career that got them involved in exploration. These career highlights will allow students to understand and relate to the different avenues that scientists have taken to get where they are today. To bring the sharing of science full circle, student groups who conduct research by participating in Expedition Earth and Beyond, will also have the opportunity to virtually share their research. These virtual team presentations will allow these emerging scientists to celebrate their own exploration, and in doing so, contribute to the excitement of the Year of the Solar System. As the public joins NASA in the celebration of YSS, students across the nation will not only be excited by the science and discoveries being made, but will prime themselves with experience to perhaps someday become the new leaders in science, discovery, and NASA.

Graff, P. V.↗

NASA NTRS2011

NASA/JSC ISSLive!

Just 150 miles above us, the International Space Station (ISS) is orbiting. Each day, the astronauts on board perform a variety of activities from exercise, science experiments, and maintenance. Yet, many on the ground do not know about these daily activities. National Aeronautics Space Agency/ Johnson Space Center (NASA/JSC) innovation creation ISSLive! - an education project - is working to bridge this knowledge gap with traditional education channels such as schools, but also non-traditional channels with the non-technical everyday public. ISSLive! provides a website that seamlessly integrates planning and telemetry data, video feeds, 3D models, and iOS and android applications. Through the site, users are able to view astronauts daily schedules, in plain English alongside the original data. As an example, when an astronaut is working with a science experiment, a user will be able to read about the activity and for more detailed activities follow provided links to view more information all integrated into the same site. Live telemetry data from a predefined set can also be provided alongside the activities. For users to learn more, 3D models of the external and internal parts of the ISS are available, allowing users to explore the station and even select sensors, such as temperature, and view a real-time chart of the data. Even ground operations are modeled with a 3D mission control center, providing users information on the various flight control disciplines and showing live data that they would be monitoring. Some unique activities are also highlighted and have dedicated spaces to explore in more detail. Education is the focus of ISSLive!, even from the beginning when university students participated in the development process as part of their master s projects. Focus groups at a Houston school showed interest in the project and excitement towards including ISSLive! in their classroom. Through this inclusion, students' knowledge can be assessed with projects, oral presentations, and other assignments. For the public citizens outside of the traditional education system, ISSLive! provides a single, interactive, and engaging experience to learn about the ISS and its role in space exploration, international collaboration, and science. While traditional students are using ISSLive! in the classroom, their parents, grandparents, and friends are using it at home. ISSLive! truly brings the daily operations of the ISS into the daily lives of the public from every generation.

Harris, Philip D.↗

NASA NTRS2011

ISSLIVE! Bringing the Space Station to Every Generation

Just 200 miles above us, the International Space Station (ISS) is orbiting. Each day, the astronauts on board perform a variety of activities from exercise, science experiments, and maintenance. Yet, many on the ground don?t know about these daily activities. ISSLive! - an education project - is working to bridge this knowledge gap with traditional education channels such as schools, but also non-traditional channels with the non-technical everyday public. ISSLive! provides a website that seamlessly integrates planning and telemetry data, video feeds, 3D models, and iOS and android applications. Through the site, users are able to view astronauts? daily schedules, in plain English alongside the original data. As an example, when an astronaut is working with a science experiment, a user will be able to read about the activity and for more detailed activities follow provided links to view more information -- all integrated into the same site. Live telemetry data from a predefined set can also be provided alongside the activities. For users to learn more, 3D models of the external and internal parts of the ISS are available, allowing users to explore the station and even select sensors, such as temperature, and view a real-time chart of the data. Even ground operations are modelled with a 3D mission control center, providing users information on the various flight control disciplines and showing live data that they would be monitoring. Some unique activities are also highlighted, and have dedicated spaces to explore in more detail. Education is the focus of ISSLive!, even from the beginning when university students participated in the development process as part of their master?s projects. Focus groups at a Houston school showed interest in the project, and excitement towards including ISSLive! in their classroom. Through this inclusion, student?s knowledge can be assessed with projects, oral presentations, and other assignments. For the public citizens outside of the traditional education system, ISSLive! provides a single, interactive, and engaging experience to learn about the ISS and its role in space exploration, international collaboration, and science. While traditional students are using ISSLive! in the classroom, their parents, grandparents, and friends are using it at home. ISSLive! truly brings the daily operations of the ISS into the daily lives of the public from every generation.

Harris, Philip D.↗

NASA NTRS2012

Design and Performance of a Wideband Radio Telescope

The Goldstone Apple Valley Radio Telescope (GAVRT) is an outreach project, a partnership involving NASA's Jet Propulsion Laboratory (JPL), the Lewis Center for Educational Research (LCER), and the Apple Valley Unified School District near the NASA Goldstone deep space communication complex. This educational program currently uses a 34-meter antenna, DSS12, at Goldstone for classroom radio astronomy observations via the Internet. The current program utilizes DSS12 in two narrow frequency bands around S-band (2.3 GHz) and X-band (8.45 GHz), and is used by a training program involving a large number of secondary school teachers and their classrooms. To expand the program, a joint JPL/LCER project was started in mid-2006 to retrofit an additional existing 34-meter beam-waveguide antenna, DSS28, with wideband feeds and receivers to cover the 0.5-to- 14-GHz frequency bands. The DSS28 antenna has a 34-meter diameter main reflector, a 2.54-meter subreflector, and a set of beam waveguide mirrors surrounded by a 2.43-meter tube. The antenna was designed for high power and a narrow frequency band around 7.2 GHz. The performance at the low end of the frequency band desired for the educational program would be extremely poor if the beam waveguide system was used as part of the feed system. Consequently, the 34-meter antenna was retrofitted with a tertiary offset mirror placed at the vertex of the main reflector. The tertiary mirror can be rotated to use two wideband feeds that cover the 0.5-to-14-GHz band. The earlier designs for both GAVRT and the DSN only used narrow band feeds and consequently, only covered a small part of the S- and X-band frequencies. By using both a wideband feed and wideband amplifiers, the entire band from 0.5 to 14 GHz is covered, expanding significantly the science activities that can be studied using this system.

Weinreb, Sander↗

NASA NTRS2012

Using the NASA Giovanni DICCE Portal to Investigate Land-Ocean Linkages with Satellite and Model Data

Data-enhanced Investigations for Climate Change Education (DICCE), a NASA climate change education project, employs the NASA Giovanni data system to enable teachers to create climate-related classroom projects using selected satellite and assimilated model data. The easy-to-use DICCE Giovanni portal (DICCE-G) provides data parameters relevant to oceanic, terrestrial, and atmospheric processes. Participants will explore land-ocean linkages using the available data in the DICCE-G portal, in particular focusing on temperature, ocean biology, and precipitation variability related to El Ni?o and La Ni?a events. The demonstration includes the enhanced information for educators developed for the DICCE-G portal. The prototype DICCE Learning Environment (DICCE-LE) for classroom project development will also be demonstrated.

Acker, James G.↗

NASA NTRS2012

NASA Resources for Educators and Public

A variety of NASA Classroom Activities, Educator Guides, Lithographs, Posters and more are available to Pre ]service and In ]service Educators through Professional Development Workshops. We are here for you to engage, demonstrate, and facilitate the use of educational technologies, the NASA Website, NASA Education Homepage and more! We are here for you to inspire you by providing in-service and pre- service training utilizing NASA curriculum support products. We are here for you to partner with your local, state, and regional educational organizations to better educate ALL! NASA AESP specialists are experienced professional educators, current on education issues and familiar with the curriculum frameworks, educational standards, and systemic architecture of the states they service. These specialists provide engaging and inspiring student presentations and teacher training right at YOUR school at no cost to you! Experience free out-of-this-world interactive learning with NASA's Digital Learning Network. Students of all ages can participate in LIVE events with NASA Experts and Education Specialists. The Exploration Station provides NASA educational programs that introduce the application of Science, Technology, Engineering, & Mathematics, to students. Students participate in a variety of hands-on activities that compliment related topics taught by the classroom teacher. NASA KSC ERC can create Professional Development Workshops for teachers in groups of fifteen or more. Education/Information Specialists also assist educators in developing lessons to meet Sunshine State and national curriculum standards.

Morales, Lester↗

NASA NTRS2012

A Storm's Approach; Hurricane Shelter Training in a Digital Age

New York City's Office of Emergency Management (OEM) originally ran hundreds of classroom based courses, where they brought together civil servants to learn how to run a Hurricane Shelter (HS). This approach was found to be costly, time consuming and lacked any sense of an impending disaster and need for emergency response. In partnership with the City of New York University School of Professional studies, Gronstedt Group and Daden Limited, the OEM wanted to create a simulation that overcame these issues, providing users with a more immersive and realistic approach at a lower cost. The HS simulation was built in the virtual world Second Life (SL). Virtual worlds are a genre of online communities that often take the form of a computer-based simulated environments, through which users can interact with one another and use or create objects. Using this technology allowed managers to apply their knowledge in both classroom and remote learning environments. The shelter simulation is operational 24/7, guiding users through a 4 1/2 hour narrative from start to finish. This paper will describe the rationale for the project, the technical approach taken - particularly the use of a web based authoring tool to create and manage the immersive simulation, and the results from operational use.

Boyarsky, Andrew↗

NASA NTRS2013

'How To' Clean Room Video

One of the projects that I am completing this summer is a Launch Services Program intern 'How to' set up a clean room informational video. The purpose of this video is to go along with a clean room kit that can be checked out by employees at the Kennedy Space Center and to be taken to classrooms to help educate students and intrigue them about NASA. The video will include 'how to' set up and operate a clean room at NASA. This is a group project so we will be acting as a team and contributing our own input and ideas. We will include various activities for children in classrooms to complete, while learning and having fun. Activities that we will explain and film include: helping children understand the proper way to wear a bunny suit, a brief background on cleanrooms, and the importance of maintaining the cleanliness of a space craft. This project will be shown to LSP management and co-workers; we will be presenting the video once it is completed.

McCarty, Kaley Corinne↗

NASA NTRS2014

Inspiring the Next Generation: The International Space Station Education Accomplishments

The International Space Station (ISS) has a unique ability to capture the imagination of both students and teachers worldwide. Since 2000, the presence of humans onboard ISS has provided a foundation for numerous educational activities aimed at capturing that interest and motivating study in the sciences, technology, engineering and mathematics (STEM). Over 43 million students around the world have participated in ISS-related educational activities. Projects such as YouTube Space Lab, Sally Ride Earth Knowledge-based Acquired by Middle Schools (EarthKAM), SPHERES (Synchronized Position Hold Engage and Reorient Experimental Satellites) Zero-Robotics, Tomatosphere, and MAI-75 events among others have allowed for global student, teacher and public access to space through student classroom investigations and real-time audio and video contacts with crewmembers. Educational activities are not limited to STEM but encompass all aspects of the human condition. This is well illustrated in the Uchu Renshi project, a chain poem initiated by an astronaut while in space and continued and completed by people on Earth. With ISS operations now extended to 2024, projects like these and their accompanying educational materials are available to more students around the world. From very early on in the program's history, students have been provided with a unique opportunity to get involved and participate in science and engineering projects. Many of these projects support inquiry-based learning that allows students to ask questions, develop hypothesis-derived experiments, obtain supporting evidence and identify solutions or explanations. This approach to learning is well-published as one of the most effective ways to inspire students to pursue careers in scientific and technology fields. Ever since the first space station element was launched, a wide range of student experiments and educational activities have been performed, both individually and collaboratively, by all the international partner agencies, National Aeronautics and Space Administration (NASA), Canadian Space Agency (CSA), European Space Agency, (ESA), Japan Aerospace Exploration Agency (JAXA) and Russian Federal Space Agency (Roscosmos), and a number of non-participating countries, some under commercial agreements. Many of these programs still continue, and others are being developed and added to the stations tasks on a regular basis. These diverse student experiments and programs fall into one of the following categories: student-developed experiments; students performing classroom versions of ISS experiments; students participating in ISS investigator experiments; education competitions; students participating in ISS Engineering Education; Education Demonstrations and Cultural Activities. This paper summarizes some of the main student experiments and educational activities that have been conducted on the space station.

Alleyne, Camille W.↗

NASA NTRS2015

Building the Next Generation of Scientific Explorers through Active Engagement with STEM Experts and International Space Station Resources

Connecting students and teachers in classrooms with science, technology, engineering, and mathematics (STEM) experts provides an invaluable opportunity for all. These experts can share the benefits and utilization of resources from the International Space Station (ISS) while sharing and "translating" exciting science being conducted by professional scientists. Active engagement with these STEM experts involves students in the journey of science and exploration in an enthralling and understandable manner. This active engagement, connecting classrooms with scientific experts, helps inspire and build the next generation of scientific explorers in academia, private industry, and government.

Graff, P. V.↗

NASA NTRS2017

One Step Closer to Mars with Aquaponics: Cultivating Citizen Science in K12 Schools

The Microbial Ecology and Biogeochemistry Research Laboratory at NASA Ames Research Center focuses primarily on the nutrient cycling and diversity of complex microbial communities. NASA is interested in the composition and functioning of microbial mat communities as these processes fundamentally shape the form and function of these analogs for the earliest forms of life on Earth (3.6 billion years ago), and likely will on other planets as well. Aquaponics systems are supported by microbial communities who perform many complex ecosystem services, including cycling nitrogen. Microbes are integral to the stability and productivity of aquaponics systems, which are analogous to microbial communities in food production systems that are essential for building efficient life support systems for long-distance space travel. Students at Meadow Park Middle School created 10 parallel aquaponics systems and took temporal microbial samples to characterize whether any macro-ecology variables impacted or changed the microbial diversity of these systems. Students additionally created a website so that other classrooms can pursue similar projects in their own schools (https://go.nasa.gov/2uJhxmF). Our lab at NASA Ames has sequenced water samples from each of the 10 tanks at 3 timepoints using a MinION sequencer. MPMS students will be involved in the analysis of the bioinformatics data generated through this collaboration. Our ongoing collaboration aims to collect and analyze data in the classroom setting that has utility for research scientists, while involving students as collaborators in the research process.

Kolattukudy, Maria↗

NASA NTRS2018

Field Camp for Astronauts: NASA's Geoscience Training Program for Planetary Exploration

Fifty years ago Apollo astronauts walked on the Moon to explore the geology and collect samples for Earth return. Several authors have discussed the strategic planning and training that enabled the Apollo successes, and assembled recommendations regarding today’s lunar science objectives and astronaut training required to achieve those science goals. Since the 1980s, geoscience training for astronauts focused on observing the Earth from orbit. Today, we are building a geoscience training program to support informed Earth observations as well as the exploration culture for future human missions to the Moon and Mars. Our team partnered with JSC’s crew training and astronaut offices to develop our 4-week geoscience program for the 2017 astronaut class. Because the astronauts have a variety of professional backgrounds, we provide a broad introduction to Earth and planetary sciences. But our prime focus is 2 weeks of intensive field work, a methodology introduced with the 2013 astronaut class. We completed the first half of the training – a field trip to observe hurricane deposits along Galveston Bay; keynotes by Apollo colleagues highlighting Apollo experiences; a tightly-integrated week of introductory geology in the classroom followed by a week of fieldwork in the Rio Grande del Norte National Monument. The classroom included interactive map exercises that allowed the students to progressively build a base map of the field area that they used as a starting point for their week-long mapping exercise. We divided the class into small mapping groups to conduct their observations, mapping and interpretation of the geology. In addition to learning geological field work, our field training provided the platform for practicing expeditionary leadership, a key skill set valued by NASA for astronaut crews. Next summer the capstone fieldwork for the 2017 astronauts will include both mapping and rock sampling. Throughout the mapping, the class will collect additional data to help inform field and sampling decisions using diagnostic field instruments that are being tested in analog settings for their operational efficacy for future planetary exploration.

Evans, Cynthia A.↗

NASA NTRS2019

Air Traffic Management Technology Demonstration-1 (ATD-1) Avionics Phase 2 Flight Test Training for Interval Management

Prior to the successful flight test validation of a new avionics prototype, participants from Boeing, Honeywell, and United Airlines underwent group training at NASA Langley Research Center. New prototype software for an algorithm which enables greater efficiency in high-density airspace, called Interval Management, was to be incorporated into Electronic Flight Bags and placed in the cockpit for pilot usage. The goals of the training were to teach the flight test pilots how to operate the new software, establish techniques to simultaneously position three aircraft prior to each test scenario, and ensure a common communication protocol among team members when coordinating the position of aircraft for the next scenario. The multi-tiered interactive training regimen consisted of a process that continually built upon previous foundational material. The primary learning elements were 1) a portable computer-based trainer that was provided to the pilots prior to classroom training sessions, 2) classroom learning, 3) full mock-up simulator training, and 4) refresher training just prior to the flight test. Each part of the regimen was designed to repeat and build upon the previous element. The purpose of this Technical Memorandum is to inform the aviation industry how flight training for Interval Management was conducted at Langley Research Center in order to reduce overall development costs of future Interval Management training programs. Secondly, the paper provides insight regarding the decision-making process when attempting to conduct a flight test.

Roper, Roy D.↗

NASA NTRSDate not supplied

Training Artemis Astronauts to Explore the Moon

To prepare for human exploration of the Moon in the mid-2020s, NASA is developing a program to provide geoscience and planetary science classroom training and geologic eld training to astronauts and other mission personnel. The Artemis geoscience training plan builds on a long legacy: NASA has trained astronauts in geology, planetary science, and geological eld work for more than 50 years. From ~1965-1972, the geology focus for astronauts included orbital Earth observations during the early NASA missions, but the endgame was preparation for the Apollo missions to the Lunar surface [see Phinney (2015), NASA-SP-2015-626; Lofgren et al.(2011);Schmitt, et al. (2011); and El Baz (2011), all from GSA SP483]. From the mid 1970s through2017, the primary purpose for geoscience training was to prepare astronauts to observe theEarth and document a wide variety of Earth processes from orbital platforms (Skylab, SpaceShuttle and International Space Station). Astronaut observations of Earth from the InternationalSpace Station remain an important activity today, but the prospect of exploration of the lunar surface through the Artemis Program lends additional purpose to the geoscience content and eld experiences that we provide the astronauts. We recently completed the geology and eld training with Astronaut Class 22 and are now planning both focused eld exercises and simulations for future Artemis crews, as well as the accompanying classroom lessons on lunar and planetary sciences. The training we offer extends beyond the astronaut office – we partner across operational and engineering organizations at NASA and provide eld work exercises and opportunities to personnel in the Flight Operations Directorate (responsible for the overall training and certification), as well as the exploration Extravehicular Activity Oce (developing spacewalk suits and tools). These partnerships contribute to building a common language and sense of purpose, and also help to ensure that NASA’s geoscience training and science operations are fully integrated with the teams and systems responsible for getting the next generation of astronauts to the surface of the Moon.

Artemis↗

NASA NTRSDate not supplied

GeneLab for High Schools – Bioinformatic Training For Students And Educators

Modern biological sciences are increasingly based on high-throughput molecular techniques, including genomics, transcriptomics, and proteomics. NASA’s GeneLab program has collected extensive data from ‘omics’ studies, curated them into an accessible platform and provided data analysis/visualization tools to facilitate the generation of new hypotheses and research directions. GeneLab for High Schools (GL4HS), launched in 2017, has endeavored to utilize this database and provide tools for students to understand and analyze omics datasets whilst also learning about spaceflight research. The GL4HS program ran in person at Ames from 2017-2019 and has run virtually since 2020. Each year fifteen high school students are trained to analyze and interpret GeneLab transcriptomic data. Additionally, in the last several years we have expanded our “teacher training program” to include 10 teachers total in an effort to enable this program to be utilized in classrooms across the USA. Teachers also join the NASA GeneLab Education Working Group (EWG) enabling support as they implement custom GL4HS modules into their classrooms. The GL4HS program consists of three main components – (1) core learning modules, (2) networking and teamwork, and (3) an independent learning project. Students are also taught critical networking and science communication skills facilitating their ability to ‘sell their science’ in innovative and creative ways. This program has enabled students to learn about biology in space and to have a glimpse into the world of research for the first time. Many of the students in this program shared that the course was transformative to their perception about biological sciences and how it linked to other areas of STEM. The ultimate and long-term goal of GL4HS is to expand the program to multiple locations thereby facilitating the reach of NASA Space Biology beyond NASA-centric regions.

GeneLab↗

NASA NTRSDate not supplied

Leveraging the 2024 Solar Eclipse to Enhance Science Learning through Citizen Science

The solar eclipse on April 8, 2024, provided a rare and compelling opportunity for educators and students to engage in hands-on citizen science. Two NASA Science Activation projects GLOBE Mission Earth (GME) and NASA Earth Science Education Collaborative (NESEC) partnered together to provide a unique professional development experience for educators interested in the eclipse. They invited educators to participate in a specialized 5-week online workshop designed to engage the educators in Global Learning and Observations to Benefit the Environment (GLOBE) citizen science about the eclipse. The workshop was designed to support their certification as GLOBE educators and develop their knowledge, skills, and confidence in conducting a GLOBE investigation. Over 60 educators from across the United States took part in this workshop, which focused on investigating the eclipse by collecting and analyzing atmospheric data. The GLOBE Program promotes environmental and scientific literacy by enabling participants to collect Earth science data and contribute it to a global database accessible for research. The 2024 GLOBE Eclipse workshop trained educators in specific GLOBE protocols—Clouds, Air Temperature, and Surface Temperature—using the GLOBE Eclipse tool integrated into the GLOBE Observer app. This training was supplemented with guidance on engaging students in authentic scientific research and creating research posters to present their findings. The workshop aimed to enhance educators’ skills and confidence in integrating GLOBE protocols into their teaching practices. It addressed several key areas outlined in the National Academies' report on Learning through Citizen Science, including scientific context, nature of participation, and project infrastructure. Educators learned about the atmospheric effects of solar eclipses and were trained to use scientific tools and data analysis methods relevant to their research. They also engaged in live sessions and asynchronous activities, practicing data collection and analysis with real-time feedback. Survey results from the workshop highlighted that participants were primarily motivated by the desire to better use data in their classrooms and improve their proficiency with the GLOBE Observer app. Post-workshop evaluations showed significant increases in educators' confidence regarding their ability to conduct and guide scientific research. Participants reported feeling well-prepared to use the GLOBE Observer app for data collection and were successful in integrating their eclipse observations into classroom activities. Participants also valued the opportunity to contribute to authentic science through GLOBE, which involved observing atmospheric changes such as air temperature fluctuations and cloud cover alterations during the eclipse. The success of the workshop is evident in the increased confidence and skill levels of educators, as well as the publication of research posters on the GLOBE Mission Earth Student Research webpage.This session will discuss how the GLOBE Eclipse workshop series effectively utilized the unique context of the solar eclipse to enhance science education through citizen science. By adhering to the principles outlined in the Learning through Citizen Science framework, the workshop successfully engaged educators and students in meaningful scientific practices, demonstrating the potential of citizen science to enrich science education and foster a deeper understanding of Earth systems.

Jessica Taylor↗

NASA NTRSDate not supplied

Visualizing Geospatial Data through ESRI Story Maps for Earth Science Education: Lessons Learned from My NASA Data

For 20 years My NASA Data (MND) has curated NASA Earth science data and provided the data to educators in engaging learner-centered resources. MND has recently featured story maps as an innovative way to engage students in NASA Earth data. A story map is a cloud-based lesson that engages the learner in interactive geospatial maps using NASA data, and other multimedia content, text, and tasks that can be seamlessly incorporated in classroom instruction. This immersive technology eliminates the need for the user to move among tricky interfaces to access and visualize Earth science data, and no special software is required to be downloaded. Each story map integrates data from different NASA satellite missions, retrieved from Distributed Active Archive Centers (DAACs). Story maps also employ data analysis tools, such as time series options and swipe tools that allow learners to view and analyze relationships between scientific variables. MND has produced 25 story map lesson plans on the topics of air quality, the urban heat island effect, Earth’s energy budget, phytoplankton distribution, hurricane formation, solar eclipses, ocean circulation patterns, sea ice extent, and volcanic eruptions. Nine of them are extended story maps and written in the 5E format, which is internationally recognized as best practice based on how children learn science. Each story map resource is developed by the MND team featuring a GIS programming specialist, a lead scientist, and educational specialist/s to ensure the context, content, and methods are scientifically and educationally sound. The MND story maps are written for middle and high school science teachers and students as they connect with the Earth Systems Science phenomena featured in the Next Generation Science Standards. Each story map includes supporting resources for smooth integration in the classroom. During Fiscal Year 2023, The My NASA Data website received over 100,000 story map engagements during. These metrics highlight the interest in story maps as an Earth Science educational resource.

Desiray Wilson↗

DOE OSTI2016

E-Labs - Learning with Authentic Data

the success teachers have had providing an opportunity for students to: • Organize and conduct authentic research. • Experience the environment of scientific collaborations. • Possibly make real contributions to a burgeoning scientific field. We've created projects that are problem-based, student driven and technology dependent. Students reach beyond classroom walls to explore data with other students and experts and share results, publishing original work to a worldwide audience. Students can discover and extend the research of other students, modeling the processes of modern, large-scale research projects. From start to finish e-Labs are student-led, teacher-guided projects. Students need only a Web browser to access computing techniques employed by professional researchers. A Project Map with milestones allows students to set the research plan rather than follow a step-by-step process common in other online projects. Most importantly, e-Labs build the learning experience around the students' own questions and let them use the very tools that scientists use. Students contribute to and access shared data, most derived from professional research databases. They use common analysis tools, store their work and use metadata to discover, replicate and confirm the research of others. This is where real scientific collaboration begins. Using online tools, students correspond with other research groups, post comments and questions, prepare summary reports, and in general participate in the part of scientific research that is often left out of classroom experiments. Teaching tools such as student and teacher logbooks, pre- and post-tests and an assessment rubric aligned with learner outcomes help teachers guide student work. Constraints on interface designs and administrative tools such as registration databases give teachers the "one-stop-shopping" they seek for multiple e-Labs. Teaching and administrative tools also allow us to track usage and assess the impact on student learning.

Bardeen, Marjorie G.↗