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Schwerin, TheresaNASA Earth Science Enterprise 2000 Education Catalog.

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IDENTIFIERS

ABSTRACT

DC. Office of Earth Science.NASA-EP-2000-02-395-HQ2000-01-0089p.

For full text: http://earth.nasa.gov/education.Guides Non-Classroom (055) -- Reference MaterialsDirectories /Catalogs (132)MF01/PC04 Plus Postage.*Earth Science; *Educational Technology; ElementarySecondary Education; Higher Education; *Informal Education;Interdisciplinary Approach; Preservice Teachers; *ScienceCurriculum; *Science Programs; *Space Sciences*Systemic Change

The National Aeronautical Space Administration's (NASA)Earth Science Enterprise (ESE) produces a wide range of products for teachersand students and supports educational activities for all grade levels incooperation with the NASA Headquarters Education Division. This catalogpresents the diverse educational programs, products, and resources availablefor students, teachers, and faculty. Contents include: (1) Student Support,which includes enrichment activities and research opportunities for alleducational levels; (2) Teacher/Faculty Preparation and Enhancement, whichfeatures enhancement activities and programs for preservice teachers,inservice teachers, and faculty; (3) Support for Systemic Change, whichdescribes programs supporting the development of a systemic change; (4)

Curriculum Support and Dissemination, which includes activities supportingelementary through college curriculum and focuses on the interdisciplinaryapproach; (5) Educational Technology, which describes advanced technologiesused in science education programs; (6) Informal Education, which providesopportunities outside formal settings; (7) Earth Science Enterprise EducationProducts, which lists ESE products; and (8) NASA Resources for Educators.(YDS)

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U S DEPARTMENT OF EDUCATIONOffice of Educational Research and ImprovementDUCATIONAL RESOURCES INFORMATION

CENTER (ERIC)is document has been reproduced as

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COVER IMAGE

TRMM Rainfall superimposed on AVHRR

Pathfinder July 98 monthly average.

Image produced by the VisualizationAnalysis Laboratory, Laboratory forAtmospheres, Goddard Space Flight Center(see the Acknowledgements on page 80 fora description of this image).

NASA Earth Science Enterprise:2000 Education Catalog is availableon the World Wide Web at:

http://earth.nasa.gov/education

kl

National Aeronautics andSpace Administration

HeadquartersWashington, DC 20546-0001

Y

Dear Colleague:

FEB-I-6-

Since the first US Earth-observing satellite was launched in 1959, NASA has made uniqueand unparalleled contributions to better understanding planet Earth. Using the uniquevantage points from space, and sub-orbital platforms, the Earth Science Enterprise (ESE) isdedicated to understanding the total Earth system and the effects of natural and human-induced changes on the global environment.

This understanding is necessary to establish informed policies on long-term economic growththat creates jobs and protects the environment, and have significant practical value to society.ESE is committed to building awareness, understanding, and working knowledge of theresults of ESE science, applications and technology activities. This is accomplished throughformal and informal means of teaching, learning, and other forms of communication.

We are very pleased to present the NASA Earth Science Enterprise: 2000 Education Cata166'for exploring the diverse education programs, products and resources available to you. Ourprograms continue to reflect the education goals of our nation and NASA, by encompassingeducator training opportunities, student support activities and print/digital resources for alllearners from Kindergarten through post doctorate and early career professional levels.

Our intent is to continue working with you - our partners in education and outreach - toeffectively reach the largest audience possible. As you use this document, you will notice thatour program has expanded over the last year to emphasize on-line educator training andresources as well as programs for under-served/underrepresented populations. The growth ofonline and technology-based projects and resources, as well as a new focus on informaleducation programs, builds on our solid foundation of successful, high-quality formaleducation programs.

This catalog is published and updated for the purpose of providing you with the most currentinformation on our diverse education program and resources. In addition to this printversion, we will provide additional information as it becomes available on our Web site atwww.earth.nasatgov. Please integrate these tools into your invaluable efforts to bring cuttingedge Earth science research and technology into the hands and minds of our children and thebroad, general public.

Sincerely,

Ghassem R. AsrarAssociate Administrator for

Earth Science

4

Vicki A. NovakAssociate Administrator for

Human Resources and Education

RTHI SCIENCE E

2000Education Catalog

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Office of Earth Science

National Aeronautics andSpace Administration

Washington, DCJanuary 2000

TERPRISE

NASAEARTH SCIENCE ENTERPRISE

2000EDUCATION CATALOG

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CONTENTS INTRODUCTION 1

STUDENT SUPPORT 2

Elementary and Secondary 2

Access Earth

Ames Aerospace Encounter

Boreal Forest Watch

Challenger Center for Space ScienceEducation

Chesapeake Bay Watershed Initiative

The Dynamic Earth

EarthKAM

Forest Watch

Global Learning and Observations toBenefit the Environment (GLOBE)

Goddard Institute for Space Studies(GISS)Institute on Climate andPlanets (ICP)

The JASON Project

NASA Student Involvement Program(NSIP)

Project SUNStudents UnderstandingNature

Students' Cloud Observations Online(S'COOL) Project

Student's Online Atmospheric Research(SOLAR): A SAGE III EducationalOutreach Program

Visiting Student Enrichment Program

You Be the Scientist with SatelliteImagery in EZ/EC Communities

Undergraduate 8

Aurora

Biosphere 2

Celebrating 20th Century Pioneers inAtmospheric Sciences

Center for Hydrology, Soil Climatology,and Remote Sensing's (HSCaRS)Undergraduate Summer EnrichmentProgram

Earth Systems Field Research Experiencefor Undergraduates


NASA Academy

National Workforce DevelopmentEducation and Training Initiative

NSU/NASA Research Experience in EarthSystem Science (REESS)

OUR Earth: Opportunities forUndergraduate Research in EarthSystems Science

Remote Sensing of Tribal Lands: EarthSystem Science Student ResearchExperiences at Salish Kootenai College

STEP Careers in Research ExplorationProgram

Summer Institute on Atmospheric andHydrospheric Sciences


Graduate 13

Celebrating 20th Century Pioneers inAtmospheric Sciences

Earth System Science Fellowship Program

Graduate Student Summer Program(GSSP) in the Earth System Sciences

NASA Academy

NASA Summer School for HighPerformance Computational Earth andSpace Sciences

National Research Council (NRC)Resident Research Associateship(RRA) Programs


TEACHER/FACULTY PREPARATION

AND ENHANCEMENT 17

Pre-Service 17

Concepts and Pedagogical Strategies inEarth System Science Education forK-7 Teachers

Consortium for the Application of SpaceData to Education (CASDE)

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Earth Science Enterprise ResearchProgramUniversity of Montana

Earth System Science Online Course: AnOpportunity in Geography Education

The Gaia Crossroads Project


NASA Earth Science Education ProductsWorkshops

NASA Goddard Space Flight Center Earth

Earthworks: Earth System Science forSecondary Teachers

An Interdisciplinary Teacher TrainingProgram on Earth System ScienceUsing Information Technology

The JMU DEVELOP CenterDigitalEarth

Mathematics of the Great Dismal Swamp

Mission Possible: Earth System Science,the Curriculum, and You

NASA RISE

NOVA Online Earth System ScienceCourses

Pan American Center for Earth andEnvironmental Sciences (PACES)

Planet Earth: A Science and MethodsCourse For Pre-Service and In-ServiceTeachers

PULSE of the PlanetA Project toPrepare Undergraduates for Learningthe Systems of Earth

Summer of Seasons

Elementary 6, Secondary 22

Above and Beyond

Access Earth

Boreal Forest Watch

Certificate and Master's Degree Programin Earth/Space Science forElementary/Secondary Teachers

Concepts and Pedagogical Strategies inEarth System Science Education forK-7 Teachers


The Dynamic Earth

Earth Science Component for AcademicProfessional Enhancement (ESCAPE)


Earth System Science Academy

Earth System Science Education Alliance(ESSEA)


Earthworks: Earth System Science forSecondary Teachers

Forest Watch


Goddard Space Flight Center (GSFC)Teacher Intern Program

Interactions and Diversity: Earth SystemScience and Beyond

An Interdisciplinary Teacher TrainingProgram on Earth System ScienceUsing Information Technology


Mission Possible: Earth System Science,the Curriculum, and You

NASA Earth Science Education ProductsWorkshops

NASA RISE

Pan American Center for Earth andEnvironmental Sciences (PACES)

PI:net Earth: A Science and MethodsCourse for Pre-Service and In-ServiceTeachers

PUMAS (Practical Uses of Math AndScience)

University of Montana's Earth ObservingSystem (EOS) Education Project

Undergraduate & Graduate . . . . 32



NASA/ASEE Summer Faculty FellowshipProgram

NOVA


SUPPORT FOR

SYSTEMIC CHANGE 35

Elementary eb, Secondary 35

Global Change EducationThe NewJersey Initiative

Maryland Earth and Space SystemsScience Curriculum Project

System Science Education Project(GESSEP)Maryland School SystemGrants and Regional Earth ScienceActivities

Project Earth Change (PEC)Undergraduate 37


NOVA

University Based Program in EarthSystem Science Education (ESSE)

CURRICULUM SUPPORT AND

DISSEMINATION 39

Elementary & Secondary 39

Access Earth


The Dynamic Earth

Earth Systems Connections: AnIntegrated K-4 Science, Mathematics,and Technology Curriculum

EarthKAM

Enhancement of the Global SystemsScience Student Guide Series for theDigital Earth Initiative



GSFC Earth and Space SciencesEducation Project (GESSEP)

GSFC Earth Sciences DirectorateScientific and Educational Endeavors(SEE)

Learning Technologies Project

Maryland Earth and Space SystemsScience Curriculum Project

NASA Goddard Space Flight Center EarthSystem Science Education Project(GESSEP)Maryland School SystemGrants and Regional Earth ScienceActivities

NASA Native Earth Systems ScienceCurriculum Project (NESCP)

The Pigeon Adventure: An Adventurethrough Remote-Sensing History

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PUMAS (Practical Uses of Math AndScience)

TOPEX/POSEIDON and Jason-1



Videotapes

CD-ROMs

Books/Brochures/NewslettersEducational Outreach

The Translingual Earth System ScienceEducation Center


Community College &Undergraduate 46

An Associate of Arts in CommunityColleges for Training in Earth Science(ACTES)

Augmented Learning Environment andRenewable Teaching(ProjectALERT)



NOVA

Remote Sensing Core Curriculum

University Based Program in EarthSystem Science Education (ESSE)


EDUCATIONAL

TECHNOLOGY 50

Challenger Center for Space ScienceEducation


EarthKAM

Earth Science Component for AcademicProfessional Enhancement (ESCAPE)




Enhancement of the Global SystemsScience Student Guide Series for theDigital Earth Initiative



The JASON Project

NASA Summer School for HighPerformance Computational Earth andSpace Sciences


NOVA Online Earth System Science

Courses

Project SUNStudents UnderstandingNature

Scenario Based Learning: Inquiry for aDigital Earth

Student's Online Atmospheric Research(SOLAR): A SAGE III EducationalOutreach Program


INFORMAL EDUCATION . 58

The Dynamic Earth

Earth & Sky Broadcast Fellowships

Earth Science Informal Science Education

Elderhostel: Earth's Intricate Balance

Electronic Theater Presentations

Eyes on Earth

Forces of Change

Global Links

GSFC Earth Sciences DirectorateScientific and Educational Endeavors(SEE)


Museums Teaching Planet Earth

NASA-National Park Service PartnershipAgreement

EARTH SCIENCE ENTERPRISE

EDUCATION PRODUCTS 62

Classroom Activities/CurriculumMaterials

Bookmarks

Lithographs with Classroom Activities

NASA Facts: Earth Science EnterpriseSeries

Posters

Slide Sets

WWW Sites: K-12 Education

WWW Sites: Research, Data, andInformation

NASA RESOURCES FOR

EDUCATORS 75

NASiks Central Operation of Resourcesfor Educators (CORE)

Educator Resource Center Network(ERCN)

Regional Educator Resource Centers(RERCs)

NASM Education Home Page

NASA Spacelink

NASA Television (NTV)

How to Access Information on NASA'sEducation Program, Materials, andServices

INDEX 77

ACKNOWLEDGEMENTS 0

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The turn of the century marks avery exciting time for NASA's EarthScience Enterprise (ESE). A new

generation of Earth scienceonethat studies the Earth's land, oceans, air,ice, and life as a total global systembegan with the launch of Terra onDecember 18,1999. Terra is the "flagship"

of NASA's Earth Observing System series

of satellites, part of a precedent settingprogram designed to provide informationon the health of the Planet and an under-standing of its complex interactions in amanner that has scientists on the edge oftheir seat.

The year 2000 also marks an excitingtime for NASA's Earth Science EducationProgram. This program has evolved into a

sustainable, national education program,which promotes science, mathematics,geography, and technology literacy atall education levels. Annually, tens ofthousands of teachers and students par-ticipate in NASA Earth science education

activities.

ESE supports a variety of education activ-ities developed in partnership with theNASA Headquarters Education Division,and carried out through NASA FieldCenters, universities, and other organiza-tions. These activities are at all educationlevels, including:

0 Student support, including hands-oneducation experiences, researchopportunities, fellowships, brief cours-es, and summer workshops;

0 Teacher and faculty preparation andenrichment, including training work-shops, courses, and research positionsat NASA Centers;

0 Support for systemic change, whichaims to infuse Earth system sciencecontent into state curricula and educa-tion systems;

0 Curriculum support, including devel-oping education products and modelcurricula;

0 Educational technology, usingadvanced technologies for education atall levels; and

O Informal education, providing oppor-tunities outside formal school settings,where individuals of all ages, interests,and backgrounds can increase theirappreciation and understanding ofEarth system science n7 -1 global cli-

mate change.

Using imagery and other informationfrom its science program, ESE also pro-duces a wide range of education productsfor teachers and students. CD-ROMs,Internet sites, posters, teachers' guideswith classroom activities, videotapes, andslide sets all make NASA data and infor-mation available to classrooms across thecountry. Teachers and students areinvolved in the development of theseproducts, from initial concept definitionthrough testing and evaluation.

NASA Earth Science Enterprise: 2000Education Catalog provides informationabout Agency-wide Earth scienceeducation programs and resources forelementary through university levels. Anonline version of this catalog, which isupdated regularly, is available at:

http://earth.nasa.gov/education

NASA Earth Science Enterprise 0 2000 Education Catalog 1

SIVIDENTSUPPORT0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

2

tudent support includes enrich-ment activities, such as briefcourses, summer workshops, andhands-on science education experi-

ences, which expose students to Earthsystem science subjects and processes. Italso includes research opportunitiesthrough programs that provide directfinancial assistance and fellowships, aswell as research and training at NASAfacilities and universities. These pro-grams are providing opportunities forstudents at all education levels to developnew skills, gain experience working withresearchers, and to learn first-hand aboutEarth system science careers andresearch.

ELEMENTARY & SECONDARY

Access Earthhttp://www.usm.maine.edu/coe/mecats/earth/

Access Earth is a program for high schoolstudents with disabilities and teachers toencourage students with disabilities toenter careers in Earth system science.Students and teachers attend an intensiveweek-long summer institute focusing onland-ocean-atmosphere interactions, withfield activities based at the Wells NationalEstuarine Research Reserve.on the coastof Maine. Topics to be covered include cli-

mate change and sea level rise, land usechanges, atmospheric pollution, andcoastal watershed management. Partici-pating teachers will work with scientists,educators, and students with disabilitiesto develop, test, and refine accessibleEarth system science curriculum.Students will work with scientists, collect-

NASA Earth Science Enterprise 0 2000 Education Catalog71;

10

ing and analyzing scientific data, and willlearn about career opportunities in Earthsystem science.

The institute will typically be offered inJuly, but interested persons should checkthe Web site for further information. Theprogram will run in the summers of2000, 2001, and 2002, and is limited eachyear to ten teachers and fifteen studentsfrom Maine, New Hampshire, or Vermont.High school teachers of Earth science,general science, or environmental scienceare especially encouraged to apply, butapplications will be accepted from otherdisciplines. Students should be enteringninth or tenth grade. Participating teach-ers are expected to further test and refinecurriculum in their classrooms duringthe school year. Course materials androom and board are provided. Partici-pants also receive a $500 stipend uponsuccessful completion of the institute.

CONTACT: Nancy Lightbody, College of

Education and Human Development,University of Southern Maine, 328 Bailey

Hall, Gorham, ME 04038; Phone:(207) 228-8115; Fax: (207) 780-5224;

Email: [email protected]

I Ames AerospaceEncounterhttp://encounter.Src.nasa.gov

NASA Ames Research Center hostsfourth, fifth, and six grade classes in aninteractive, hands-on program, entitledthe Ames Aerospace Encounter. Locatedin a renovated supersonic wind tunnel,the Aerospace Encounter involves stu-dents in activities focused around fourtopics: aeronautics, space science, livingand working in space, and Earth systemscience.

In the Earth science section, children

STUDENT SUPPORTElementary &Secondary

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work with a variety of scientific informa-tion collected by aircraft and spacecraft.

e Earth system science tutorial featuresimages of Earth taken from aircraft andsatellites. The students find their wayfrom space to Moffett Field, California byidentifying specific geographic features inthese remotely-sensed images. InAeronautics, students learn about theprinciples of flight, wind tunnels, and usecomputers to design airplanes. In theSpace Sciences section youngsters experi-ence some of the basics of physics in funphysical ways. Young people become

astronauts on a simulated space stationwith different experiments to complete.

The Ames Aerospace Encounter is free;groups are accepted on a space-availablebasis for this popular program.

CONTACT: Ames Aerospace Encounter,

Mail Stop 226-1, NASA Ames Research

Center, Moffett Field, CA 94035-1000;

Phone: (650) 604-1110

I Boreal Forest WatchBoreal Forest Watch (BFW) is an educa-tional outreach program for the BorealEcosystem Atmosphere Study (BOREAS).

BFW involves 9-12 graders in conductingreal research as part of their educationalexperience. Teachers and students prac-tice the scientific method by participatingin an on-going research project. They areable to integrate multidisciplinary skillsin a problem-solving approach. All activi-ties within the program meet or exceedprovincial educational standards in sci-ence, mathematics, and other fields.

BFW takes place in the boreal ecosys-tem region of northern Saskatchewanand Manitoba, Canada. Students andteachers from several area schools nearPrince Albert, SK and Thompson, MB

conduct environmental monitoringstudies in the boreal forests near theirschools. Students set up permanent sam-pling plots and assess the current condi-tion of this plot. They also collect data

such as tree height, diameter, overstoryand understory species composition, tree

core analysis, land cover mapping andremote-sensing activities, and plant

instructors. Each year, more than 300,000students visit 37 Challenger Learning

anatomical cliai actei istics among-manyC-enter-sites-aeross-the-United States,other measurements and activities. Thesedata are collected and archivedfor future use in ecological monitoringstudies of the boreal region as well as inclass studies.

Teachers are trained on how to conductprogram activities, which includes intro-duction and training in remote-sensingprinciples. Intensive BFW training work-shops are held periodically in the PrinceAlbert area.

CONTACT: Shannon Spencer, Complex of

Earth, Oceans, and Space, Morse Hall,University of New Hampshire, Durham,NH 03824; Phone: (603) 862-1792;

Fax: (603) 862-0188;

Email: [email protected] Muir, Prince Albert NationalPark, Waskesiu Lake, Saskatchewan,

CANADA, S0J 2Y0; Phone:

(306) 663-5322; Fax: (306) 663-5424;


I Challenger Centerfor Space ScienceEducationhttp://www.challenger.org/

Challenger Center for Space ScienceEducation is an international, not-for-profit education organization created in1986 by the families of the astronautstragically lost during the Challengerspace shuttle mission. Using space explo-ration as a theme, the Center's highlyacclaimed programs inspire students topursue math, science, and technologystudies, while at the same time helpingthem develop critical life skills.

The organization launched theChallenger Learning Center Network in1987. Learning Centers use technology-rich educational environments to createhands-on and minds-on learning experi-ences. They offer a variety of programs,from mission simulations for students toprofessional development workshops for

Canada, and the United Kingdom.Challenger Center for Space Science

Education has developed the four flightscenarios offered at Challenger LearningCenters. Voyage to Mars, Encounter Earth,

Return to the Moon, and Rendezvous witha Comet allow students to rev up theirimaginations and transform themselvesinto astronauts, scientists, and engineers.All four scenarios, which meet or exceedNational Science Education Standards,were developed with NASA engineersand scientists to ensure an authenticexperience.

Mission scenarios and fees vary bylocation. Groups of up to 38 individualsare accepted on a space-available basis.

Log on to http://www.challenger.org forthe Learning Center nearest you.

CONTACT: Challenger Center for SpaceScience Education, 1250 North Pitt Street,Alexandria, VA 22314; Phone:

(703) 683-9740 or 1-800-98-STARS;

Fax: (703) 683-7546

I Chesapeake BayWatershed Initiativehttp://henry.pha.jhu.edu/msgc/cbwi.html

The Chesapeake Bay WatershedInitiative is a Mid-Atlantic Space GrantConsortia initiative involving K-12 stu-dents. Utilizing a hydrology-based scien-tific experiment, students determine ifpossible causes and effects of changes innutrient levels in tributaries of the Baycan be correlated with weather phenome-na and/or remotely-sensed changes inland cover or use. Teams of students withvarying levels of expertise measure, code,and electronically report in situ observa-tions of water quality, compile weatherinformation and analyze Landsat satelliteimagery to investigate nutrient changesin time and space. Code forms and obser-vation are transportable nationwide.

II-. NASA Earth Science Enterprise 0 2000 Education Catalog 3

STUDENTSUPPORTBementary& Secondary

00000000000000 OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO 0 0000000 00000000

CONTACT: Anne Anikis, Assistant

Director, Maryland Space Grant

University, Bloomberg Center for Physics

and Astronomy, Room 203, 3400 N.

Charles Street, Baltimore, MD 21218-

2686; Phone: (410) 516-7106; Fax: (410)

516-4109; Email: [email protected]

0 The Dynamic Earthhttp://www.discoverycube.org

Discovery Science Center is an interactivescience center with over 100 hands-onexhibits augmented by educationalprogramming and materials providinglearning opportunities for students,teachers, and family audiences. TheDynamic Earth program includes:

0 Resource materials and kits providethe classroom teachers with a set ofhands-on materials that will enablethe students to design and testexperiments. The curriculum packetcontains science content information,vocabulary list, a materials list, time-line for preparation and implementa-tion, tips for managing the studentsor classroom during hands-onexperiences, a bibliography of addi-tional materials, and a collection ofprofessional contacts.

0 Teacher training program in the useof these materials and lesson plans.This six-hour training, along with theteacher's guide and kit will enabletwo to three weeks of classroominstruction.

0 An interactive science presentation forthe classroom or general public.

0 Family science nights at the sciencecenter. These evenings will introduce

families to the science programs pre-sented in the schools. Families willobserve science demonstrations, attendscience lectures, interact with the

hands-on exhibitry, such as an earth-quake simulation room, an eight-footfree-standing tornado, and a kalliro-scope that models the fluid dynamicsof the ocean and/or the atmosphere.

4

Some of the concepts the participantsin The Dynamic Earth program willinvestigate-are:

0 Plate tectonics and the changing pat-terns of land, sea and mountains onthe Earth's surface;

0 How the Sun's heating of the Earth'ssurface drives convection within theatmosphere and oceans, producingwinds and ocean currents, leading toan understanding of global weatherpatterns and geographical distributionof marine and terrestrial organisms;and

0 Human impact on the Earth's atmos-phere, and in turn how the alteredatmospheric conditions affect all lifeon Earth.

Interested parties should contactthe Education Department or GroupBookings at (714) 542-2823.

CONTACT: Janet Yamaguchi, Vice

President, Education, Discovery ScienceCenter, 2500 North Main Street, SantaAna, CA 92705; Phone: (714) 542-2823;

Fax: (714) 542-2828;


EarthKAMhttp: / /www.earthkam.ucsd.edu/

EarthKAM enables students to exploreand learn about Earth using images takenfrom the unique and powerful perspec-tive of space. EarthKAM has accumulateda wealth of images, taken remotely bymiddle school students operating an elec-tronic still camera flown in Earth orbit.These visible-light images show a diversi-ty of regions and physical features, fromevery continent except Antarcticaallavailable on the educational, user-friend-ly, Web-based data system. Educationalmaterials are also available online to helpeducators get started with the programand integrate working with images intotheir classrooms and curricula.

EarthKAM's main objectives are:

0 To integrate Earth images withinquiry-based learning to enhance

NASA Earth Science Enterprise 0 2000 Education Catalog

12

curricula in support of national andstate education standards;

opportunity to participate in a spacemission and to develop teamwork,communication, and problem solvingskills;

0 To engage teams of students, educa-tors, and researchers in collaborativeinvestigations using remotely-senseddata; and

0 To incorporate the active use of Web-based tools and resources in supportof the learning process.

Educators for grades 5 through 12 areinvited to use the EarthKAM images andmaterials available on the EarthKAMWeb site. Middle schools also have theopportunity of applying to join the onlineEarthKAM Community. The communityprovides additional information and sup-port for students and educators as theyconduct collaborative, inquiry-basedinvestigations based upon the images andtheir classroom studies. Details on thebenefits of and requirements for joiningthe EarthKAM Community are availableon the Web site.

EarthKAM is a collaboration amongNASA, the University of California, San

Diego, and TERC's Center for Earth andSpace Science Education.

CONTACT: EarthKAM Coordinator,

Center for Earth and Space ScienceEducation, TERC, 2067 MassachusettsAve, Cambridge, MA 02140; Phone: (617)

547-0430; Fax: (617) 349-3535; Email:

[email protected]

I Forest Watchhttp://www.forestwatch.sr.un h.edu

Forest Watch is an environmental educa-tion program developed and run byComplex Systems Research Center at theUniversity of New Hampshire (UNH). It isdesigned to introduce both teachers andtheir students to field, laboratory, andsatellite data analysis methods for assess-ing the state-of-health of local forest

STUDENTSUPPORTElementary & Secondary

0 0 0 O0 000 0 0 0 O00000 0000 0000 00000000000000000000000000000000000000 OOOOOOOOOOOOOOOOOO

stands. Forest Watch provides workshopswhich are designed to help K-12 teachers

measurements are in the following studyareas: Atmosphere, Hydrology, Land

o uce eir su ns o se ec e.hands-on techniques for evaluating thehealth of white pine (Pinus strobus), abio-indicator for tropospheric ozonedamage. Students and teachers setup per-manent sampling plots in a forest standand conduct several ecological and bio-physical measurements using scientificprotocols.

In conducting ecological site assess-ments, students are introduced to severaldisciplines of science, such as botany,biology, chemistry and physics, as well as

other non-scientific disciplines. Studentsparticipate in three types of activities inForest Watch: 1) forest stand assessment,including the selection of white pine treesfor study, 2) laboratory-based assessmentof foliar damage symptoms for the select-ed trees, and 3) image processing/dataanalysis of Landsat Thematic Mapper(TM) data for the area around theirschool. The student field'ield and laboratorymeasurements are sent to the Universityof New Hampshire, where they are ana-lyzed and integrated into an on-goingregional white pine study.

CONTACT: Dr. Barry Rock, Program

Director, or Mr. Shannon Spencer,Program Coordinator, Complex SystemResearch Center, Morse Hall, University of

New Hampshire, Durham, NH 03824;

Phone: (603) 862-1792; Fax: (603)


I Global Learning andObservations to Benefitthe Environment(GLOBE)http://www.globe.gov

GLOBE is a worldwide network of K-12

students who work under the guidance ofGLOBE-trained teachers to make a coreset of environmental observations at ornear their schools and report their datavia the Internet. GLOBE environmental

over, . . 1

use GLOBE data in their research andprovide feedback to the students toenrich their science education. Each day,images created from the GLOBE studentdata sets are posted on the World WideWeb, allowing students and visitors to theGLOBE Web site to visualize the student

environmental observations. Teachersand students from over 6,500 schools inover 80 countries currently participate inGLOBE.

An interagency team manages GLOBE,which includes NASA, the National

Oceanic and AtmosphericAdministration, the National ScienceFoundation, the EnvironmentalProtection Agency, and the Departmentsof Education and State.

There is no cost to participate in theGLOBE Program. However, schools must

support participation by one or moreteachers to attend a GLOBE TrainingWorkshop and make available to studentsthe equipment for taking measurementsand Internet access for reporting theirdata.

CONTACT: GLOBE Program, 744 Jackson

Place, Washington, DC 20503; Phone:

(800) 858-9947; Email: [email protected]

I Goddard Institute forSpace Studies (GISS)Institute on Climateand Planets (ICP)http://icp.giss.nasa.gov

ICP's mission is to contribute an innova-tive model for teaching and learning sci-ence that connects NASA's climate system

research to national science standardsand foster the professional/academicadvancement of minority students in thesciences. The ICP is conducted in collabo-

ration with the City University of NewYork (CUNY), Columbia University, New

York City Public Schools, and Science

Systems and Applications, Inc.Student Research Interns and Faculty

. I eNew York City area pre-college and col-lege institutions and given tangible roleson GISS research teams organized toadvance our understanding of climateforcings and natural variability that pro-duce climate change. Activities duringSummer Institutes (sixeight weeks) andan Academic Year Program (GISS- andschool-based) are designed to facilitateresearch projects and develop relevantscience skills and content understand-ings. Annually, student researchers atGISS and/or ICP schools make presenta-tions at science fairs, regional and nation-al science competitions and the ICPSpring and Summer Conferences. ICPstudents view research experiences as ameans to their advancement in the sci-ence pipeline, with program alumni nowentering highly competitive schools andjob markets. Throughout the year, ICPfaculty and GISS scientists collaborate toproduce student projects and lessons, aswell to share them at professional meet-ings and conferences.

With the support of NASA's MinorityUniversity-Space InterdisciplinaryNetwork Resource Training Site at theCity College of New York (CCNY), ICP

schools are gaining the technical compe-tencies and resources needed to partici-pate in an electronically connectedresearch and education network.

An Earth Climate Teacher EducationCourse and school-based TeacherInstitutes are the newest componentsunder development. The context for thecourse and institutes is to examine theEarth's climate as an evolving, dynamicsystem by investigating how the inputsolar radiation interacts with the systemcharacteristics to produce the outputclimate conditions. Partnerships withColumbia University, CUNY and New

York City Urban Systemic Initiative arecontributing to these teacher courses andinstitutes.


STUDENTSUPPORTElementary &Secondary

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CONTACT: Carolyn Harris, NASA

Goddard Institute for Space Studies, 2880Broadway, New York, NY 10025;

Phone: (212) 678-5653;

Fax: (212) 678-5552;


NASA Studentvolvement-Program

The JASON Projecthttp://www.jasonproject.org/

The JASON Foundation engages studentsin science and technology, and motivatesand provides professional developmentopportunities for teachers through theuse of advanced interactive telecommuni-cations. JASON expeditions, targeted for

grades 4-10, are supported by extensiveteacher training and award-winningcurriculum and Internet program, andfeature live, interactive broadcaststhrough robotics, fiber optics, televisionproduction, computer science, and satel-lite communications. JASON programsare broadcast to 36 Primary InteractiveNetwork Sites (PINS) throughout theUnited States and the world. JASON also

provides live broadcasts of expeditionsdirectly to classrooms and throughstreaming video on the Internet. NASAPINS include Ames Research Center,

Goddard Space Flight Center, andJohnson Space Center. Programs focus on

oceans, rainforests, extreme environ-ments, volcanoes and exploration ofinner and outer space. All programs focuson connecting students and teachers withresearchers and scientists in the field.

The JASON Project is reasonably

priced by unit for individual or school-wide participation. For more informationon how to get involved, visit the JASON

on the Web at http://www.jasonproject.org

or call 1-888-JASON-00.

CONTACT: JASON Foundation for

Education, 395 Totten Pond Road,Waltham, MA 02451;

Phone: (781) 487-9995;

Fax: (781) 487-9999;


6

(NSIP)http://www.nsip.net

NSIP is NASA's national competition

for students in grades 3-12, designed tolink students directly with NASA's diverse

and exciting missions of research, explo-ration, and discovery. Annual competi-tions foster student literacy in science,mathematics, engineering, technologyand geography. Teachers use NSIP to

support curricular goals, spark studentinterest, encourage creative thinkingacross disciplines, and involve students inscience process skills. Program informa-tion and entry forms are provided in theannual NSIP Program Announcement,available in print and via the Internetprior to the new school year.

Supplemental information is provided inEducator Resource Guides available foreach of the competition categories:Design a Mission to Mars; WatchingEarth Change; Earth Systems in MyNeighborhood; Aeronautics and SpaceScience Journalism; and FlightOpportunities.

Entries are judged at NASA Centers,

students may receive judges' commentsabout their entry. All qualified entrantsreceive NASA certificates of participation.

Prizes include NASA presentations atschools; trips to the National Symposium,Student Flight Week, and Space Camp;

and student experiments launched on aNASA Sounding Rocket or the Space

Shuttle. Beginning in 2000, the Institutefor Global Environmental Strategies(IGES) will award the $4,000 ThacherScholarship to a first-place, high-schoolCenter Winner in the Watching EarthChange competition.

CONTACT: Obtain complete information

at http://www.nsip.net or by calling1-800-848-8429.

NASA Earth Science Enterprise 0 2000 Education Catalog lira a

0 Project SUNStudentsUnderstanding-Naturehttp: / /sunshine.jpinasa.gov

NASA's Genesis Mission currently spon-sors Project SUN as part of its outreacheffort to instill knowledge in studentsabout the natural links between the Earthand Sun. It is also carried out in partner-ship with the Astronomy and PhysicsDepartment and the College of ExtendedLearning, California State University,Northridge (CSUN). Project SUN is acomponent of the CSUN InternationalScience Network (ISN).

Through Project SUN, secondary stu-dents all over the world are contributingto the long term, time resolved, monitor-ing of both visible and UV radiation onthe Earth's surface. Data is usually trans-mitted to NASA's Jet Propulsion Labora-

tory (JPL) via the Internet. Participatingschools purchase their own equipment,total cost about $600, not including thecost of a computer supplied by the schoolto use for the data logger. Schools agree to

supply NASA JPL at least two days of dataper week for a full school year. The equip-

ment can be used the other three days forindividual research projects such asinvestigation of the efficiency of differentitems of solar energy equipment, use ofUV skin blockers, effects of enhanced UVradiation on plants, etc. It is hoped eachschool will integrate Project SUN as acontinuing program, using the concept ofa school research team, just as the schoolhas established athletic teams.

The components of Project SUN are:1) low cost, scientifically accurate instru-mentation; 2) computer interfacing cou-pled with old computers such as theApple IIE, Apple IIC, Macintosh and old

IBM compatibles used as dedicated dataloggers; 3) appropriate software and cur-riculum; and 4) a detailed operatingstrategy and a system of in-serviceteacher training. Part of this training isvia the CSUN course Physics 595s, Solar

Flux Detection, which is taught over theInternet by Dr. Gilbert Yanow.

STUDENTSUPPORTElementary& Secondary

0 05 5 5 0000000000000000050000000000 00 0005 0000000000.0000000 OOOOOOOOOOOOOO 0 5 000000 000

Very careful, annual re-calibration ofthe commercial instruments and a con-

times, and information necessary forreporting results. There is no cost to

data. The project involves collectingatmospheric data using a small hand-

tinuing program of instrumentationquality control done in cooperation withthe manufacturers, maintains the accura-cy of the data.

CONTACT: Gilbert Yanow, NASA Jet

Propulsion Laboratory, Mail Stop 264-

370, 4800 Oak Grove Dr., Pasadena, CA

91109; Phone (818) 354-8060;

Fax (818) 393-1392;


Students' CloudObservations Online(S'COOL) Projecthttp://asd-www.larc.nasa.gov/SCOOL/

S'COOL is a component of the Clouds andthe Earth's Radiant Energy System(CERES) project of NASA's Earth Science

Enterprise. The first CERES instrumentwas launched in late 1997 to provideglobal data on clouds. The 2nd and 3rdinstruments were launched on the Terraspacecraft in December 1999. S'COOL

Project participants make ground truthmeasurements for the CERES experi-ment. Ground truth measurements areland-based observations to compare withsatellite data for the purpose of improv-ing the satellite results.

Participating classes are asked to makebasic weather observations and to recordthe type and features of clouds in the skyat the time that the satellite passes overtheir location. Observations are theneither entered in an online form, emailed,faxed or mailed to NASA for entry into anonline database. Students have access totheir results as well as those from otherparticipating schools. Satellite observa-tions for matching times will also becaptured so that CERES scientists canevaluate the results and students cancompare their observations to thesatellite's.

Selected participants will receive someinstructional materials, satellite overpass

participate.

CONTACT: Those interested in

participating should send email [email protected] or write to:Attn: S'COOL, Mail Stop 420, NASA

Langley Research Center, Hampton, VA

23681-2199 USA. The following informa-

tion is requested: name of teacher; nameof school and grade/age level (minimumof 3rd grade is suggested); postal andemail (if available) address; whether ornot the class has Internet access; location(city, state and country, as well as latitudeand longitude, if known)

I Student's OnlineAtmospheric Research(SOLAR): A SAGE IIIEducational OutreachProgramhttp://arbs8.1arc.nasa.gov/sage3/

The Stratospheric Aerosol and GasExperiment III (SAGE III) will play acritical role in NASA's Earth Science

Enterprise by monitoring the distributionof aerosols and trace gases in the upperatmosphere, from Earth orbit. The long-term data provided by SAGE III willenable atmospheric scientists to assesspossible influences of human activitiesand natural events and the Earth climatesystem and other atmospheric processessuch as ozone depletion. SAGE III isplanned for launch in late 1999. Twoadditional SAGE III sensors are plannedfor launch within the next several years,one of which will be placed on theInternational Space Station. This combi-nation of SAGE III instruments shouldprovide critical measurements well intothe next century.

The SAGE III outreach program hasselected a project that will help studentsin grades 9-12 develop hands-on skills inworking with scientific equipment. It willalso give students experience in collect-ing, analyzing, and reporting scientific

held instrument, a sun photometer.Students can build a sun photometerfrom inexpensive parts available at RadioShack. This small hand-held device mea-sures intensity of direct sun light, and canbe used to determine attenuation of sunlight caused by aerosols and gases in theEarth's atmosphere. The sun photometeris a simplified version of the satellite-based SAGE III instrument, and the mea-surement concept is basically the same asthat of SAGE III.

CONTACTS: David C. Woods, Mail Stop

475, NASA Langley Research Center,

Hampton, VA 23681-0001; Phone:(757) 864-2672; Fax: (757) 864-2671;


Susan C. Walters, Mail Stop 475, NASA

Langley Research Center, Hampton, VA;

Phone: (757) 864-5879; Fax: (757) 864-

2671; Email: [email protected]

II Visiting StudentEnrichment Program

The Visiting Student EnrichmentProgram (VSEP) offers students summeremployment with the Universities SpaceResearch Association (USRA), workingwith NASA Goddard Space Flight Center's

(GSFC) scientists. Student projects haveincluded simulating a neural network,preparing image analysis algorithms onsupercomputers, developing computa-tional science applications, and creatinginteractive World Wide Web sites.

Project experiences are available eachsummer for a ten-week period, (highschool students may start/stop one-:woweeks later) at GSFC in Greenbelt, MD.

The first, the individual research experi-ence, matches one student with a staffmember as a mentor to work on a pro-ject. The second, the group research expe-rience, places up to six students in a teamthat will work on a project under thesupervision of a staff member. Both pathsprovide opportunities to work with scien-


STUDENTSUPPORTElementary & SecondaryUndergraduate

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tists and professionals at a world-classfacility while offering a meaningful workexperience primarily focused on comput-er science or the application of computersto solve problems in other sciences. VSEPwill also offer field trips and lectures tobroaden appreciation for the GSFC mis-sion and activities.

The Program is open to full-timestudents in computer science, the physi-cal sciences, and mathematics. Allstudents will be evaluated relative to theirschool-level peers. Participants must beeither U.S. citizens or foreign nationals inU.S. schools who possess a work visa. Anannual announcement solicits applicationmaterials, which are typically due inJanuary.

CONTACT: Visiting Student EnrichmentProgram, USRA, Mail Code 930,

NASA/Goddard Space Flight Center,

Greenbelt, MD 20771; Phone: (301)286-4403; Email: [email protected]

I You Be the Scientist'with Satellite Imageryin EZ/EC Communitieshttp://nia.ecsu.edu/nrts/ess/earth.html

You Be the Scientist with Satellite

Imagery in EZ/EC Communities is a stu-dent enrichment project for six targetedmiddle schools located in the economicempowerment zone communities ofPortsmouth, Virginia and Halifax, NorthCarolina. The student enrichment compo-nent is designed to support extracurricu-lar science activities structured to maxi-mize awareness of and utilization ofGOES satellite data to meet core EarthScience learning objectives and to devel-op marketable skills in the area of com-puter technology. The You Be The

Scientist program launches students intothe 21th century with organized integrat-ed science and technology educationalenrichment activities.

The program also includes a compo-nent that exposes students to a variety of

8

careers available in research, data analy-sis, applications, and computer visualiza-tion. NASA educational sites, which

provide a wealth of resources on sciencecareers and Earth system scienceconcepts, are integrated into the careercomponent.

Implementing this project is ElizabethCity State University (ECSU), at which theMinority University-SpaceInterdisciplinary Network (MU-SPIN)Office of Goddard Space Flight Center hasestablished a Network Resources and

Training Site (NRTS). ECSU brings satel-

lite imagery to middle schools in itsregion in an effort to enhance the studyof mathematics and science by underrep-resented minority students. The programis designed to aggressively strengthen thecurrent Earth System Science (ESS) out-reach to EZ/EC middle schools by GSFCand the ECSU-NRTS.

CONTACT: Dr. Linda Bailey Hayden,

NASA Network ResourCes and Training

Site, Elizabeth City State University, Box

672, 1704 Weeksville Road, Elizabeth City,

NC 27909; Phone: (252) 335-3696;Fax: (252) 335-3790;


UNDERGRADUATE

AuroraThe Department of Physics at HamptonUniversity and NASA Langley Research

Center (LaRC) will sponsor AURORA, an

intensive six-week undergraduate sum-mer program, which will be held June13July 23, 2000. The goals of theprogram are to provide exceptionalundergraduates with quality researchexperiences in atmospheric sciences andto encourage them to pursue graduatestudies and careers in science. The par-ticipants will conduct cutting edgeresearch in atmospheric science underthe guidance of world-class research sci-


entists at Hampton University and NASALaRC. Participants will be awarded roomand board on the campus of HamptonUniversity, a $2,000 stipend and a travelallowance.

In order to apply, students must have aminimum 3.0 grade point average, andsubmit an application, three letters of rec-ommendation from professors or scien-tists and an official university transcript.The applications will be available anddistributed to universities by the middleof December 1999. The deadline forreceipt of application packages is April15, 2000. Awards will be announced at thebeginning of May 2000.

CONTACT: Barbara Hall Maggi,

AURORA Outreach Center forAtmospheric Sciences (CAS), HamptonUniversity; Phone: (757) 727-5869 or(757) 727-5108; Email: [email protected] [email protected].

I Biosphere 2http://www.bio2.edu/

Columbia University's Biosphere 2 Centeris a unique facilitya three-acre,enclosed, ecological laboratory for study-ing the future of planet Earth. The mil-lion gallon ocean allows for intensivemarine research, the terrestrial areasfocus on trace gas studies and challengesof the future in a high CO2 environment.This internship program offers under-graduates the chance to do researchinside the Biosphere 2 facility, as well as

at near-by field sites in the SonoranDesert and Gulf of California. The Centeris located on a beautiful 250-acre ecologi-cal site (4,000) foot elevation and willprovide students the opportunity to worka broad spectrum of research problems inand outside the Biosphere 2 facility. It isadjacent to Tucson, Arizona and near Mt.Lemmon, the nation's southernmost skiresort at 9000 ft. Mt. Lemmon ascendsnumerous life zones into oak forest, pon-derosa pines and finally the Canadianzone with its Douglas firs and fern gar-dens. It is also two hours from Mexico

STUDENTSUPPORTUndergraduate

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and four hours from the Sea of Cortez,which complements the Center's educa-bona programs. e program is open tostudents who have completed theirsophomore year in college or who arenear completion of a two-year communi-ty college degree. Applicants should have

an interest in conducting research in theEarth Sciences. Areas of study include:terrestrial ecology, agricultural research,greenhouse gases, marine ecosystems,Earth systems education and biodiversitystudies. Informal seminars and discus-sion will emphasize the program themeof Earth Systems Science. Minorities andwomen are especially encouraged toapply.

Participants will receive a stipend,travel reimbursement up to $400 andhousing at Biosphere 2 Center in Oracle,Arizona.

CONTACT: Nancy Mager, Summer

Internship Program, Biosphere .2 Center,

Inc., PO Box 689, Oracle, AZ 85623;

Phone: (520) 896-6408; Fax: (520)


II Celebrating 20thCentury Pioneers in theAtmospheric Sciences:Examining 21stCentury Challenges andOpportunities

Through funding from NASA's Earth

Science Enterprise, Howard University ishosting a conference March 20-22, 2000in Washington, DC entitled: Celebrating20th Century Pioneers in theAtmospheric Sciences: Examining 21stCentury Challenges and Opportunities.

The purpose of this conference/work-shop is to:

0 Honor the accomplishments of the fewminorities in this field;

0 Assess minority status through dis-cussions with colleagues, students,and representatives from professionalsocieties, the private sector, and feder-

al funding agencies; and

O Formulate a strategy for successfulproduction of the next generation ofminority atmospheric scientists.

Full travel awards are available for upto 70 students and postdocs. Attendanceis encouraged for both students andprofessionals working in fields related tothe atmospheric sciences, including:broadcast meteorology, academic

research, government, and private sector.

CONTACTS: Dr. Vernon R. Morris,

Laboratory for Atmospheres Code 916,NASA Goddard Space Flight Center;

Phone: (301) 614-5548 or at HowardUniversity; Phone: (202) 806-5450;


Dr. Gregory S. Jenkins, Department ofMeteorology, Penn State University;

Phone: (814) 865-0479;Email: [email protected]

I Center for Hydrology,Soil Climatology,and Remote Sensing's(HSCaRS)Undergraduate SummerEnrichment Programhttp: / /space.hsv.usra.edu /SEP.html/Index.html

The Center for Hydrology, Soil

Climatology, and Remote Sensing's(HSCaRS) at Alabama A&M University in

Huntsville conducts an UndergraduateSummer Enrichment Program. ThisNASA-sponsored program providessummer research opportunities forundergraduate minority and womenstudents in Earth system science. Internsare selected from a pool of highly quali-fied student applicants from across thenation. This program provides for aneight-week period of residence atAlabama A&M University, where studentshave the opportunity to work with anA&M or GHCC researcher/mentor in

general research areas such as microme-teorology, soil data analysis, hydrologicmodeling, geographic information sys-tems, soil hydrology, or computer science.

1,7

Research papers resulting from theinterns' summer projects have been pre-s n ed-at-various national conferences.Posters describing the program aremailed in January. Applications for thesummer 2000 program are due byMarch 1, 2000.

CONTACT: Gloria Wortham, Global

Hydrology and Climate Center,977 Explorer Blvd., Huntsville, AL

35806-2807; Phone: (256) 922-5977;Email: [email protected]

I Earth Systems FieldResearch Experience forUndergraduates

The Earth Systems Science FieldResearch Experience for Undergraduatesis held on the Juneau Icefield, Alaska fromJuly 1 to August 24. This field program isfor undergraduate geoscience studentsand emphasizes a combination ofinterdisciplinary field studies andstudent-involved research in Earthsystems science. A key focus is the issueof global warming and the Juneau Icefieldand its 39 main outflowing glaciers in theAlaskan Panhandle. This icefield is thefifth largest in the Western Hemisphereand accessible by foot and helicopterfrom Juneau, Alaska's capital city. The

program is expeditionary in characterand involves intense seven-day a weekfield work for the entire period. Someexperience in living under adversewilderness conditions and cross-countryskiing is recommended. NASA-supportedscholarships available, and some travelgrants.

CONTACT: Maynard M. Miller,

Glaciological and Arctic SciencesInstitute, College of Mines and EarthResources, University of Idaho, Moscow,

ID 83844; Phone: (208) 882-1237; Fax:(208) 882-6207; Email: [email protected]



0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 * 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Goddard Institute forace-Studies (GISS)

Institute on Climateand Planets (ICP)http://icp.giss.nasa.gov

ICP's mission is to contribute an innova-tive model for teaching and learning sci-ence that connects NASA climate systemresearch to national science standardsand foster the professional/academicadvancement of minority students in thesciences. The ICP is conducted in collabo-ration with the City University of NewYork (CUNY), Columbia University, New



Fellows are competitively selected fromNew York City area pre-college and col-lege institutions and given tangible roleson GISS research teams organized toadvance our understanding of climateforcings and natural variability that pro-duce climate change. Activities duringSummer Institutes (sixeight weeks) andan Academic Year Program (GISS- and

school-based) are designed to facilitateresearch projects and develop relevantscience skills and content understand-ings. Annually, student researchers atGISS and/or ICP schools make presenta-tions at science fairs, regional and nation-al science competitions and the 1CPSpring and Summer Conferences. ICPstudents view research experiences as ameans to their advancement in the sci-ence pipeline, with program alumni nowentering highly competitive schools andjob markets. Throughout the year, ICPfaculty and GISS scientists collaborate toproduce student projects and lessons, aswell to share them at professional meet-ings and conferences.

With the support of NASWs Minority

University-SPace InterdisciplinaryNetwork Resource Training Site at. the

City College of New York (CCNY), ICP

schools are gaining the technical compe-tencies and resources needed to partici-pate in an electronically connected

research and education network.An Earth Climate Teacher Education

Course and school - based Teacher

Institutes are the newest componentsunder development. The context for thecourse and institutes is to examine theEarth's climate as an evolving, dynamicsystem by investigating how the inputsolar radiation interacts with the systemcharacteristics to produce the outputclimate conditions. Partnerships withColumbia University, CUNY and New

York City Urban Systemic Initiative are

contributing to these teacher courses andinstitutes.


Goddard Institute for Space Studies, 2880Broadway, New York, NY 10025; Phone:

(212) 678-5653; Fax: (212) 678-5552;


NASA Academyhttp://www.nasa-academy.nasa.gov

NASNs Charter gives it the main role ofusing and exploring space for the benefitof humankind. The success of the spaceprogram results from the interaction ofgovernment, academia, and the privatesector, each playing a critical and differ-ent role. Responsibilities overlap, leadersmigrate from one sector to another, andinterdependence changes with each newadministration. The NASA Academy is aunique institute of higher learning whosegoal is to help guide future leaders of ourspace program by giving them a glimpseof how this system works.

The intent of this program is to givethe selected students a working knowl-edge of NASA and its programs. TheAcademy accomplishes this throughinteractive sessions with leaders withingovernment, industry, and academia andresearch in NASA's laboratories. The stu-dents will discover how NASA and its

Field Centers operate, understand theNASA link to the private sector, gain

experience in world-class laboratories,participate in a team environment where

1 0 NASA Earth Science Enterprise 0 2000 Education Catalog4z..444.0

people work together to accomplish com-mon goals, and build professional bonds

g-our future-leaders.The NASA Academy was initially start-

ed in 1993 at Goddard Space FlightCenter (GSFC). NASA Academies arecurrently active at GSFC, Dryden Flight

Research Center, and Ames Research

Center.

Student eligibility requirementsinclude:

0 A demonstrated interest in the spaceprogram;

O Enrollment (as of June 1 of the pro-gram year) as a junior, senior, or earlygraduate student;

0 Minimum B average;

O A major in science (physics, chemistry,biology, etc.), mathematics, engineer-ing, computer science, or other area ofinterest to the space program; and

0 Citizenship or permanent residence(as of June 1 of the program year).

The NASA Academy Program is co-

sponsored by the National Space GrantCollege and Fellowship Program, whichprovides students with stipends between$2,000 and $4,000 for the summer.Housing, meals and local transportationare paid for by the participating NASA

Center.

CONTACT: For application materials,

please check with your local SpaceGrant College Consortia Office at

http://calspace.ucsd.edu/spacegrant/and the NASA Academy Home Page at

http://www.nasa-academy.nasa.govorcall the University Programs Office,NASA GSFC, at (301) 286-8733

National WorkforceDevelopment Educationand Training Initiative

Building a strong work force to populateone of the fastest growing industries inthe nation is one of the challenges facingNASRs Commercial Remote SensingProgram (CRSP) at Stennis Space Center.On October 1,1999, CRSP, along with


00000000000000000000000600000000000000000000000000006000000000000000000000000000000

NASA's Education and University Affairs

Office at Stennis, announced a nationalprogram that is designed to meet thatchallenge.

The national plan is based on thesuccessful approach demonstrated by theMississippi Model for WorkforceDevelopment Education and Training(WDET), currently being implemented byCRSP's Mississippi Space Commerce

Initiative. As NASA's lead center for com-

mercial remote sensing, Stennis intro-duced WDET in the state of Mississippitwo years ago. WDET has been given the

task of ensuring that a trained workforcewill be available to populate the rapidlygrowing remote-sensing industry. TheMississippi Model and the MississippiDepartment of Education launched a pro-gram, which when fully implemented,will bring remote-sensing technology toevery Mississippi student by 2003. Thisprogram has been the focus of nationalattention, bringing education officialsfrom around the nation to Mississippi toobserve the schools involved. SpatialInformation Centers have been estab-lished in all Mississippi CommunityColleges and Universities are investigat-ing remote-sensing courses for existingdisciplines.

NASA, the US Department of

Education, the US Department of Labor,the US Department of Agriculture, the USDepartment of Interior and the USDepartment of Defense will work togeth-er to ensure that all students are exposedto remote-sensing technology. Industries,colleges and universities will also be partof the network. Additionally, NASA will

draw on its existing partnerships with theSmithsonian Institution, NationalGeographic, the Public BroadcastingService and the Global Learning andObservations to Benefit the Environmentprogram.

CONTACT: Brenda Pounds, Stennis Space

Center, Building 1200, Stennis Space

Center, MS 39529; Phone: (228) 688-3814;

Fax: (228) 688-7528;


NSU/NASA ResearchExperience in EarthSystem Science (REESS)http://vigyan.nsu.edu/reess

A six-week program to educate Science,Mathematics, Engineering, andTechnology (SMET) undergraduate stu-dents in the visualization and interpreta-tion of satellite data. Students will beassigned research projects relevant toNASA's Earth Science Enterprise coupled

with an intense educational program.At the end of the experience the stu-

dents are expected to a) have an under-standing of the Earth as a coupled systemin which many interactions are critical toclimate change; b) understand satellitedata manipulation, image processing, andinterpretations; c) be capable of accessingsatellite images via Internet and makinginformed interpretations. Research workin NSU's scientific visualization laborato-ries will be coupled with field trips toNASA Langley Research Center. Details of

student projects from previous years canbe found on the program's Web site.

Eligible candidates must 1) be a fulltime undergraduate student at a certifiedinstitution; 2) have completed a year ofuniversity level science and mathematicscourses; and 3) be a US citizen.Applicants need to submit a completedapplication form; a resume; an unofficialcopy of the college transcript and two let-ters of recommendation from a professoror a work supervisor. Application formsand a complete brochure will be availablebeginning in February 2000. The projectwill provide participants with the follow-ing support package: stipend$1600(for six weeks); TravelFrom the city ofresidence to Norfolk, VA will be reim-

bursed to a maximum of $500; lodging:Dormitory housing at NSU and mealplans will be paid for. Commuters willreceive meal plan only.

19

CONTACT: Dr. S. Raj Chaudhury,

BEST Lab, Norfolk State University,700-Park-Avenue, Nui folk, VA 23504,

Phone: (757) 683-2381;Fax: (757) 683-9054;


I OUR Earth:Opportunities forUndergraduateResearch in EarthSystems Sciencehttp://www.waspacegrant.org/ourearth.html

This program will provide summerresearch experiences to 14 talentedundergraduate students each year, select-ed from a national pool of students fromthe range of disciplines involved in Earthsystem science. Selected students willreceive room and board on the Universityof Washington campus and a stipend of$2000 for the 8-week program. Organizedby the Washington Space GrantConsortium, this coordinated effort willinclude: direct student involvement withan ongoing NASA Earth Science researchproject; participation in a seminar seriesexamining current issues in Earth systemscience with an emphasis on an integrat-ed approach to understanding globalchange; opportunities for students to pre-sent their work orally and in multi-mediaformats; professional assistance todevelop technical and presentation skillscritical to a successful career in the sci-ences or related fields; opportunities toforge powerful connections with peersand faculty that may develop into lifelongprofessional and personal associaLions.

OUR Earth 2000 project informationand application materials are available atthe project Web site. The summer 2000program will be held June 19-August 11on the University of Washington campusin Seattle, Washington. The student appli-cation deadline is March 15, 2000.Successful applicants will be notified byApril 15, 2000.

NASA Earth Science Enterprise 0 2000 Education Catalog 1 1

r

STUDENT SUPPORTUndergraduate

0 0 0 0 0 0 0 0 0 0 0 0 OOOOO 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Juniors, seniors, or community collegestudents who have completed two yearsof_colle. levp1 courses are eligible-to

apply. Student applicants should bemajoring in any field related to Earth sys-tem science, or science education. Room,board, and a $2000 stipend will be pro-vided to program participants.

Social activities and weekend excur-sions to some of the Seattle area's mostbeautiful sites will be organized for par-ticipants by program staff.

CONTACT: Lorien Gremore, Washington

Space Grant, Box 351650, University ofWashington, Seattle, WA 98195-1650;

Phone: (206) 543-1943; Fax: (206) 543-0179; Email: [email protected]

I Remote Sensing ofTribal Lands: EarthSystem Science StudentResearch Experiences atSalish Kootenai College

A partnership between Salish KootenaiCollege (SKC) and the Numerical

Terradynamics Simulation Group (NTSG)at the University of Montana will provideresearch experiences in Earth system sci-ence to Native American undergraduatestudents starting in April of 2000and continuing for three years. A newupper-division course Remote Sensing ofTribal Lands will be developed andtaught within the SKC B.S. in

Environmental Science degree program.This course will cover the application ofremote-sensing technologies to the studyof the Earth as a system, and will focus inparticular on the place of Montana triballands in the Earth system. An estimated15 students per year will gain researchexperience at an introductory level in thisclass through completion of a termresearch project that utilizes remote sens-ing, geographic information systems, andglobal positioning system technologies,and these students will become well pre-pared for more advanced research in thisarea. Six undergraduate research intern-

ships applying remote-sensing data andEarth system modeling to the solution ofimportant-environmental-problems ontribal lands will also be provided eachyear. These students will work under thesupervision of SKC and NTSG

researchers, with some students based atSKC and some working at the NTSG

facilities. A project Web site will be

developed and maintained to publicizethe educational opportunities in EarthsyStem science at Salish Kootenai College,

disseminate student research resultsand NASA Earth Obsering System dataproducts covering Native lands, and toemphasize the importance of NASA's

Earth Science Enterprise to Nativepeoples.

CONTACT: Tim Olson, Salish Kootenai

College, PO Box 117, Pablo, MT 59855;

Phone: (406) 675-4800, ext. 305;Email: [email protected]

I STEP Careers inResearch ExplorationProgram

The purpose of this project is to exposethe Montana Tech Succeeding Students inEngineering Programs (STEP) studentsto remote sensing and to spark theirinterest in research-based careers. STEPis a support program that works with tra-ditionally underrepresented students toencourage them to succeed in earning anengineering education and becoming asuccessful professional. Each year theSTEP program accepts twenty recenthigh-school graduates into the program.They attend classes and academic excel-lence workshops for six weeks in thesummer while living on campus. Theclasses include but are not limited to, col-lege success, introduction to engineeringand English composition. Starting sum-mer 2000, an additional class will beoffered in the field of remote sensing. Themajority of the class time will be spentconducting research with faculty mem-bers who are currently doing NASAresearch at Montana Tech.

1 2 NASA Earth Science Enterprise 0 2000 Education Catalog411. lab 20

Upon completion of the six-week sum-mer program, all STEP students enroll atMontana-Tech-in one-of-the-seven engi-

neering programs offered. STEP workswith students to develop academic andpersonal success strategies from collegeentrance until maturation and placement.Along with other STEP program require-ments, students will write reports of theirremote-sensing research experience andthe careers that the experience may leadto, supported by a plan for reaching thecareer goal(s). The STEP program thentracks student's success at following theircareer goal plan and assists them inattainment of their objectives.

The objectives of the STEP Careers inResearch Exploration Program are to:

O Enhance the knowledge of remotesensing and Earth system science ofSTEP participants through research;

O Develop students' ability to conductscientific research;

0 Encourage students to pursue an edu-cation in engineering or technology;

0 Improve tribal technology, science,and mathematics education by provid-ing positive Native American rolemodels to high school students; and

0 Expose students to the career opportu-nities available in the fields of remotesensing and Earth system science.

CONTACT: Principal Investigator, Dr.

Thomas S. Moon, Professor, Geophysical

Engineering, Montana Tech of theUniversity of Montana, 1300 West Park

Street, Butte, MT 59701; Phone:

(406) 496-4350; Fax: (406) 496-4704;

Email: [email protected] Program Director, AmyVerlanic, Technical Outreach Department,STEP Program, Montana Tech of the

University of Montana, 1300 West Park

Street, Butte, MT 59701; Phone:

(406) 496-4289; Fax: (406) 496-4696;


STUDENTSUPPORTUndergraduateGraduate

Summer Institute onAtmospheric andHydrospheric Scienceshttp://neptune.gsfc.nasa.gov/fj2pg/sum_inst.html

NASA's Goddard Space Flight Center

(GSFC) convenes an annual summerinstitute for undergraduate students,which focuses on atmospheric andhydrospheric sciences. The first part ofthe program is a one-week series oflectures describing proposed areas ofresearch in the basic areas of atmosphericand hydrospheric sciences, and is given

primarily by GSFC scientists. Based on

these lectures and perceived compatibili-ties, the students each select their mentorand desired area of research, which isnegotiable. The next nine weeks aredevoted to an intensive research projectwith their selected mentor. Students arerequired to present their results orally ata closing symposium, and in a 'writtenreport.

The program is directed at undergrad-uates, majoring in one of the physicalsciences, who are in their junior year atthe time of application. However, all

undergraduates are eligible to apply. Noprevious experience in atmospheric orhydrospheric sciences is needed.

There is no formal application form forthis project. Applications should be sub-mitted in the form of a letter containingthe following information: 1) full name;2) address and phone number at school;3) permanent address and phone numberat which you can always be reached;4) current grade level; 5) currentgrade point average; 6) major field;7) Social Security Number; 8) one-pagetypewritten statement of your profession-al goals and interests; 9) description ofcomputer programming and laboratoryexperience, if any; 10) citizenship;11) transcripts of any courses andgrades; and 12) the names of two facultymembers who know your work well andhave been asked to provide letter of refer-

ence. The transcripts and letters ofreference should be sent directly by theuniversity and faculty members to theaddress below.

The deadline for receipt of applicationsis in February, with awards announced inMarch. All applications receive considera-tion, without regard to race, color, age,national or ethnic origin, or sex.

CONTACT: Per Gloersen, NASA Goddard

Space Flight Center, Code 971, Greenbelt,

MD 20771; Phone: (301) 614-5710;

Fax: (301) 614-5644;


I Visiting StudentEnrichment Program

The Visiting Student EnrichmentProgram (VSEP) offers students summeremployment with the Universities SpaceResearch Association (USRA), workingwith NASA Goddard Space Flight Center's


Project experiences are available eachsummer for a ten-week period, (highschool students may start/stop one-twoweeks later) at GSFC in Greenbelt, MD.The first, the individual research experi-ence, matches one student with a staffmember as a mentor to work on a pro-ject. The second, the group research expe-rience, places up to six students in a teamthat will work on a project under thesupervision of a staff member. Both pathsprovide opportunities to work with scien-tists and professionals at a world-classfacility while offering a meaningful workexperience primarily focused on comput-er science or the application of computersto solve problems in other sciences. VSEPwill also offer field trips and lectures tobroaden appreciation for the GSFC mis-sion and activities.

The Program is open to full-time stu-dents in computer science, the physical

sciences, and mathematics. All studentswill be evaluated relative to their school-leve

U.S. citizens or foreign nationals in U.S.

schools who possess a work visa. Anannual announcement solicits applicationmaterials, which are typically due inJanuary.

CONTACT: Visiting Student EnrichmentProgram, USRA, Mail Code 930,


Greenbelt, MD 20771; Phone: (301)

286-4403; Email: VSEP @ceSdis.usra.edu

GRADUATE

I Celebrating 20thCentury Pioneers in theAtmospheric Sciences:Examining 21stCentury Challengesand Opportunities

Through funding from NASA's EarthScience Enterprise, Howard University ishosting a conference March 20-22, 2000in Washington, DC entitled: Celebrating20th Century Pioneers in theAtmospheric Sciences: Examining 21stCentury Challenges and Opportunities.

The purpose of this conference/work-shop is to:

Honor the accomplishments of the fewminorities in this field;

Assess minority status through dis-cussions with colleagues, students,and representatives from professionalsocieties, the private sector, and feder-al funding agencies; and

Formulate a strategy for successfulproduction of the next generation ofminority atmospheric scientists.

Full travel awards are available for upto 70 students and postdocs. Attendanceis encouraged for both students and pro-fessionals working in fields related to the


STUDENT SUPPORTGraduate

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 9 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 O O O O O O 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 00 00 0 00

atmospheric sciences, including: broad-cast meteorology, academic research,government, and private sector.

CONTACTS: Dr. Vernon R. Morris,

Laboratory for Atmospheres Code 916,NASA Goddard Space Flight Center;

Phone: (301) 614-5548 or at HowardUniversity, Phone: (202) 806-5450;Email: [email protected]

Dr. Gregory S. Jenkins, Department ofMeteorology, Penn State University;


I Earth System ScienceFellowship Programhttp: / /earth.nasa.gov /nra/current/graduate/index.html

NASA offers graduate student trainingfellowships for persons pursuing Masterof Science (M.Sc.) or Doctoral (Ph.D.)degree in Earth system science. Thepurpose of these fellowships is to ensurecontinued training of interdisciplinaryscientists to support the study of theEarth as a system. Over 450 Ph.D. andM.Sc. fellowships have been awarded

since the inception of the program in1990.

NASiVs Earth Science Enterprise (ESE)

supports basic and applied research inthe following areas:

O Biology and Biogeochemistry ofEcosystems and the Global CarbonCycle

O Climate Variation and Prediction

O Global Water and Energy Cycle

0 Solid Earth and Natural Hazards

0 Ozone and Atmospheric Chemistry

Applications will be considered forresearch in atmospheric chemistry andphysics, ocean biology and physics,ecosystem dynamics, hydrology, cryos-pheric processes, geology, geophysics, andinformation science and engineering,provided that the specific research topicis relevant to NASAs Earth remote sens-

ing science, process studies, modeling

and analysis in support of the U.S. GlobalChange Research Program (USGCRP).

NASA discourages submission of pa eo-climate related applications to this pro-gram. Additional information about theESE scientific priorities and its center-piece, the Earth Observing System (EOS),can be found at http://earth.nasa.gov/ andhttp://eospso.gsfc.nasa.gov/.

Students admitted or enrolled in afull-time M.Sc. and/or Ph.D. program ataccredited U.S. universities are eligible toapply. Participants are competitivelyselected based on their submittedresearch proposal and their academiccredentials. The deadline for applicationis March 15 of each year; the results areannounced by June 30, with an anticipat-ed award date of September 1 of the sameyear.

Awards are made initially for one yearand may be renewed annually, no morethan two additional years for a total ofthree years, based on satisfactoryprogress as reflected in academic perfor-mance and evaluations by the facultyadvisor. The amount of the award is$22,000/annum, which may be used todefray student's stipend, living and edu-cational expenses, travel expenses to sci-entific conferences, tuition, and fees.

CONTACT: Earth System Science

Fellowship Program, Code Y, NASA

Headquarters, Washington, DC 20546;


I Graduate StudentSummer Program(GSSP) in the EarthSystem Scienceshttp://www.usra.edu/gssp/

Goddard Space Flight Center's (GSFC's)

Earth Sciences Directorate, in conjunc-tion with the Universities Space ResearchAssociation (USRA), sponsors a ten-weekGraduate Student Summer Program inthe Earth System Sciences. Participatingstudents work on an intensive research

14 NASA Earth Science Enterprise 0 2000 Education Catalog r 2

project at GSFC for the majority of theprogram period. Each student is givensigui 'cant-latitude to cliouse-froni d pm)of research projects and mentors. Projecttopics are developed and implemented inconjunction with scientists from the threeEarth science laboratories at GSFC: TheLaboratory for Atmospheres, theLaboratory for Terrestrial Physics, andthe Laboratory for HydrosphericProcesses. During the project period, allparticipating students are invited tolunchtime sessions with a variety ofGSFC researchers. Students are expectedto produce oral and written reports ontheir summer research activities. Thewritten reports are intended to be sharedwith members of the global changeresearch community and subsequentprogram participants.

The program is open to all studentsenrolled in, or accepted to, an accreditedgraduate program in the physical or bio-logical processes, mathematics, computerscience, or engineering. In addition, thefirst five days of the summer program arededicated to an intensive public lectureseries, which is designed to provide acomprehensive introduction to the sci-ence and techniques of remote-sensingand satellite observations. Students mustcommit to the full ten-week program.Because of NASA GSFC security regula-

tions, citizens of certain proscribednations may be ineligible.

Students are selected on the basis ofacademic record; proven motivation andqualification to pursue interdisciplinaryor multidisciplinary research related toEarth sciences; clarity and relevance ofresearch interests to NASA programs; andletters of recommendation.

CONTACT: GSSP Coordinator,

Universities Space Research Association,7501 Forbes Boulevard, Suite 206,

Seabrook, MD 20706; Phone:

(301) 805-8396; Fax: (301) 805-8466;


STUDENT SUPPORTGraduate

049000 410000000 00000180000000 0000 000066000000000 0000000000000000000000000000000000

NASA Academyhttp://www.nasa-academy.nasa.gov

NASA's Charter gives it the main role of

using and exploring space for the benefitof humankind. The success of the spaceprogram results from the interaction ofgovernment, academia, and the privatesector, each playing a critical and differ-ent role. Responsibilities overlap, leadersmigrate from one sector to another, andinterdependence changes with each newadministration. The NASA Academy is aunique institute of higher learning whosegoal is to help guide future leaders of ourspace program by giving them a glimpseof how this system works.

The intent of this program is to givethe selected students a working knowl-edge of NASA and its programs. TheAcademy accomplishes this throughinteractive sessions with leaders withingovernment, industry, and academia andresearch in NASA's laboratories. The stu-

dents will discover how NASA and its

Field Centers operate, understand theNASA link to the private sector, gain

experience in world-class laboratories,participate in a team environment wherepeople work together to accomplish com-mon goals, and build professional bondsamong our future leaders.

The NASA Academy was initially start-

ed in 1993 at Goddard Space Flight Center(GSFC). NASA Academies are currently

active at GSFC, Dryden Flight Research

Center, and Ames Research Center.

Student eligibility requirementsinclude:

0 A demonstrated interest in the spaceprogram;

0 Enrollment (as of June 1 of the pro-gram year ) as a junior, senior, or earlygraduate student;

0 A minimum B average;

o A major in science (physics, chemistry,biology, etc.), mathematics, engineer-ing, computer science, or other area ofinterest to the space program; and

Citizenship or permanent residence(as of June 1 of the program year).

i;

the Federal High Performance Computingand Communications Program.

I O.

sponsored by the National Space GrantCollege and Fellowship Program, whichprovides students with stipends between$2,000 and $4,000 for the summer.Housing, meals and local transportationare paid for by the participating NASACenter.

CONTACT: For application materials,

please check with your local Space GrantCollege Consortia Office at

http://calspace.ucsd.edu/spacegrant/

and the NASA Academy Home Page

http://www.nasa-academy.nasa.gov

orcall the University Programs Office,NASA GSFC, at (301) 286-8733

I NASA Summer Schoolfor High PerformanceComputational Earthand Space Scienceshttp://cesdis.gsfc.nasa.gov/

The NASA Goddard Space Flight Center's

Earth and Space Data ComputingDivision (ESDCD) and the UniversitiesSpace Research Association (USRA)

annually solicit applications from quali-fied graduate students to participate inan intensive summer lecture series incomputational Earth and space sciences.The ESDCD provides comprehensive

research and development support indata handling and computing for NASAEarth and space science research pro-grams. Resident facilities include a 1024processor Cray T3E, a Cray J90 cluster

composed of three 32-processor Cray J90systems, and several Beowulf-class sys-tems (Beowulf is a class of inexpensivemassively-parallel systems designed as acluster of commodity PC's using LINUX).This program stems from ongoing activi-ties that reflect NASA's desire to help train

the next generation of Earth and spacescientists in the development of compu-tational techniques and algorithms forscalable parallel computers in support of

annually to participate in the three-weekprogram. The program aims to attractPh.D. students in the Earth and space sci-ence disciplines whose present or futureresearch requires large-scale numericalmodeling on massively parallel architec-tures. Eligibility is normally limited tcthose Earth and space science studentswho are enrolled in U.S. universities andwho have passed their Ph.D. qualifying,.exams. Because of NASA GSFC security

regulations, citizens of certain prescribednations may be ineligible. Students aregiven hands-on computer training andsmall group interaction experience.Experienced computational sci:Aitistspresent a series of lectures on advancedtopics in computational Earth and spacesciences, with emphasis on computation-al fluid dynamics and particle methods.Vendors present lectures on developingsoftware for their massively parallelarchitectures. Both the Cray T3E and theBeowulf systems are available for use by

the students.Students receive a per diem and will be

reimbursed for domestic transportationto and from Greenbelt, Maryland.Students are housed near Goddard SpaceFlight Center and transportation to andfrom Goddard each day is provided.

CONTACT: Georgia L. Flanagan, Program

Coordinator, USRA/HPCP, Code 930.5,

NASA Goddard Space Flight Center,

Greenbelt, MD 20771; Phone: (301) 286-

2080; Email: [email protected]


STUDENTSUPPORTGraduate

00041000000000 OOOOOOOOOOOOOOOOOOOOOO 0600,11. OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO

0 National ResearchCouncil (NRC) ResidentResearch Associateship(RRA) Programshttp://www.national-academies.org/rap

The NRC conducts a national competi-tion to recommend and make awards tooutstanding scientists and engineers atrecent postdoctoral and experiencedsenior levels for tenure as guestresearchers at participating NASA labora-tories. Recent postdoctoral graduatesare provided with an opportunity forconcentrated research in association withselected members of the permanentprofessional laboratory staff, often as aclimax to formal career preparation.Recent doctoral recipients as well asexperienced Ph.D. scientists and engi-neers are afforded an opportunity forresearch without the interruptions anddistractions of permanent career posi-tions. The RRA program is administeredby the National Research Council under acontract monitored by NASA's Education

Division.

This program is open to all Ph.D.s, orequivalent, in science and engineeringdisciplines relevant to NASA researchprograms, including NASA's Earth

Science Enterprise. As many as 200 NRC-

NASA Associates are on tenure annually.

All opportunities for research at NASACenters are open to U.S. citizens and U.S.

legal permanent residents; many of theopportunities are also open to other non-U.S. citizens.

Applicants must submit a researchproposal that responds to a specificresearch opportunity at the desired NASACenter. These research opportunities arepublished annually in brochures for eachCenter and on the Internet athttp://www.national-academies.org/rap.

Awardees must hold a Ph.D., Sc.D., or

other earned research doctoral degreerecognized in U.S. academic circles asequivalent to the Ph.D., or must submit

acceptable evidence of completion of allformal academic requirements for one ofthese degrees before tenth e may begin.Applications, submitted directly to theNRC, are accepted on a continuous basis.The following is the general schedule forthis program:

Applications Will bepostmarked by reviewed in

April 15 late JuneAugust 15 late OctoberJanuary 15 late February

CONTACT: National Research Council,

Associateship ProgramsTJ 2114, 2101Constitution Avenue, NW, Washington,

DC 20418; Fax: (202) 334-2759

Visiting StudentEnrichment Program

The Visiting Student EnrichmentProgram (VSEP) offers students summeremployment with the Universities SpaceResearch Association (USRA), working

with NASA Goddard Space Flight Center's


Project experiences are available eachsummer for a ten-week period, (highschool students may start/stop one-twoweeks later) at GSFC in Greenbelt, MD.

The first, the individual researchexperience, matches one student with astaff member as a mentor to work on aproject. The second, the group researchexperience, places up to six students in ateam that will work on a project underthe supervision of a staff member.Both paths provide opportunities to workwith scientists and professionals at aworld-class facility while offering ameaningful work experience primarilyfocused on computer science or theapplication of computers to solveproblems in other sciences. VSEP will

2 416 NASA Earth Science Enterprise 0 2000 Education Catalog

also offer field trips and lectures tobroaden appreciation for the GSFC mis-sion and activities.

The program is open to full-time stu-dents in computer science, the physicalsciences, and mathematics. All studentswill be evaluated relative to their school-level peers. Participants must be eitherU.S. citizens or foreign nationals in U.S.

schools who possess a work visa. Anannual announcement solicits applicationmaterials, which are typically due inJanuary.

CONTACT: Visiting Student Enrichment

Program, USRA, Mail Code 930,


Greenbelt, MD 20771; Phone: (301)


1

EACHERIFACULTY PREPA T ON

AND NHANCEMENT0 0606000000000000 00000 0 60000 0000600000 000 000 0000

'eacher preparation and enhance-ment activities are a key part ofNASAs Earth Science EnterpriseEducation Program. Pre-service

programs provide an opportunity forEarth system science to be included aspart of a teacher's degree program or cer-tification, as well as in-service, continuingeducation activities and programs thatupdate skills, enrich, and strengthen thetheoretical and practical basis for class-room and laboratory instruction.Programs include workshops, courses,internships, and other activities thatencourage incorporating Earth systemscience content into existing courses andcurriculum related to science, mathemat-ics, engineering, and technology.

NASA also sponsors programsdesigned for college and university facul-ty, to enrich their scientific and technicalexpertise.and help them to establishNASA research contacts. These programsinclude workshops and working experi-ences at NASA Centers.

PRE-SERVICE

II Concepts andPedagogical Strategiesin Earth System ScienceEducation for K-7Teachers

This summer workshop at West ChesterUniversity of Pennsylvania is designed forpre-service and in-service K-7 teachersto enhance their understandings aboutEarth system science, develop abilities inEarth system science education (ESSE),and develop an ESSE Action Plan for theirgrade level.

Participants will explore key questionsrelated to Earth system science, use state-of-the-art technologies to observe andstudy the Earth system in real time, andlearn ways to construct and utilize real-time satellite images for ESSE lessons.They will receive and practice usingNASA teaching materials designed forEarth system science education, learnhow to access NASA education materials,and revise the materials as constructivistinquiry-based ESSE lessons. By the end ofthe workshop, each participant will com-plete an ESSE action plan for their gradelevel using workshop materials, concepts,skills, and pedagogical strategies.

The workshop meets Wednesdays fromJune 30 through July 28. There are alsoseveral one-day field trips, including avisit to the NASA Educator Resource

Center at Goddard Space Flight Center.Participants can receive one undergradu-ate credit or one Continuing EducationCredit for the workshop (cost waived by

West Chester University).

CONTACT: Richard M. Busch,

Department of Geology & Astronomy,West Chester University, West Chester, PA

19383; Phone: (610) 436-2716; Fax: (610)


I Consortium for theApplication of SpaceData to Education(CASDE)

A wide variety of training opportunitiesfor pre-service and in-service teachersare available through the Consortium forthe Application of Space Data toEducation (CASDE). This consortiumwas created to provide mechanisms tointegrate NASA's extensive data holdings

and advanced information systemtechnologies into education. CASDE is


TEACHER/FACULTY PREPARATION & ENHANCEMENTPre-Service

0000000000000000000000000 OOOOOOOOOOOOO 0000000000000000000000000000000000000000000

dedicated to providing the educationalcommunity with vast amounts of NASAimagery, too ducational resources, andinterdisciplinary activities. CASDE tools,

tutorials, a useful "building-block" cur-riculum structure, classroom readyposters, and interactive laboratory kits,have all been developed by the consor-tium to introduce the basics of interpret-ing space imagery and incorporatingpotential applications of NASA data tothe education community and otherinterested parties.

The leadership of CASDE comes fromthree organizations, including theUniversity of Nebraska at Lincoln, Centerfor Advanced Land ManagementInformation Technologies, the JetPropulsion Laboratory, and the Universityof Nebraska at Omaha Office of InternetStudies. Through these three organiza-tions, the CASDE staff offers a variety of

periodic staff development opportunitiesfor educators (both pre-service and in-service) and other professionals (such asresource managers), who are interested ingaining more information or training-related CASDE resources. For example,

one-day introductory seminars are avail-able that introduce participants to CASDEimagery resources, sample curriculumactivities, and software. Weeklong work-shops are also offered periodically to pro-vide teachers and other professionals amore in-depth training in CASDEresources, image visualization tools, andlesson design. The workshops also assistteachers in developing curriculum specif-ic to their classrooms. In addition tothese shorter duration opportunities, sev-eral graduate courses, and extended inde-pendent study classes for graduate credit,are also available from the University ofNebraska at Omaha. Web-based trainingopportunities, called "Webshops" are alsobeing developed by the consortium.Within all the training opportunities,educators are involved in a wide varietyof "hands-on" activities to help support astrong base of CASDE resource aware-

ness, experience, and classroom integra-

tion. Participants particularly gain valu-able experience with new technology-based tools, such as DataSlate, which is anew technology that allows users toexplore essentially infinite data sets andto simultaneously compare co-registeredand geo-referenced sets of data. DataSlateis being developed by the Jet Propulsion

Laboratory.CASDE invites partnering with other

organizations to help provide suchteacher training opportunities in variouslocations, and actively seeks collaborationwith teachers and other professionalswho are interested in expanding CASDEcurriculum efforts.

CONTACTS: Paul Clark, Office of Internet

Studies, UNO, Omaha, NE, 68182-0163;


Rick Perk, University of Nebraska,Lincoln, 113 Nebraska Hall, Lincoln, NE


I Earth ScienceEnterprise ResearchProgramUniversityof Montana

The University of Montana (UM) pro-vides a technology learning center forprofessional teacher training and teacherin-service, which brings remote-sensingand basic Geographic InformationSystem (GIS) applications into the class-room. Using data products provided byUM's Nurarical TerradynamicSimulation Group (NTSG) and supple-menting ongoing educational programs,UM's learning center introduces the latestremote-sensing concepts to the nextgeneration of science classrooms inMontana.

UM has developed an online, for credit,course program for pre-service and in-service education of the teachers ofMontana, as well as the technical compo-nents to expand this program nationallyand internationally. This project bringsonline Earth system science coursesdeveloped by the Center for EducationalTechnologies at Wheeling Jesuit

1 8 NASA Earth Science Enterprise 0 2000 Education Catalog 2B

University into the UM learning environ-ment, presented through the e-Collegen4

network.Additionally, the project plans outreach

and study of online courses for theMontana Native American population,working closely with several reservationsacross Montana. During the first year, theproject will focus on one reservation andthen expand over the three-year programto integrate operations in state andnational hosts. Immediate impact isexpected on Montana classrooms, withplans to explore the impact on NativeAmerican classrooms where specialconditions and constraints may prevail.Project evaluation will delve deeply intothe perceived meaning of scientificunderstandings in the Native Americanteaching corps and examine how thesemeanings are communicated in theirclassrooms.

CONTACT: John Kuglin, Director of

Educational Outreach, or Wes Snyder,

Research Professor of Education,University of MT, James E. Todd Building,

Missoula, Montana 58912; Phone:(406) 243-6334; Fax: (406) 243-2047;


II Earth System ScienceOnline Course: AnOpportunity inGeography Educationhttp://www2.una.edu/geography

The goal of this project is to offer K-12teachers of geography, Earth science,social studies and other related subjectsthe opportunity to increase their contentknowledge in the field of Earth systemscience in a convenient, technology-enhanced environment. The objectivesare to:

0 Increase K-12 teachers' knowledgeof, and experience in, Earth system

science;

0 Provide teachers in underserved areasof Alabama, the southeast and otherareas an opportunity to take a gradu-ate level class in Earth system science;

TEACHER/FACULTY PREPARATION & ENHANCEMENTPre-Service

0000 00000000000000000000 OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO OOOOOOOOOOOOOO

O Enhance K-12 teachers' use of the Weband source material available through

r-ieus governmental, private industryand educational organizations;

O Offer pre-service education studentsthe opportunity to increase their con-tent knowledge in Earth system sci-ence, while trying a new deliverymethod; and

0 Test and demonstrate the power of theInternet and World Wide Web as acomplete delivery system mechanismfor Earth system science instruction.

Admittance to the graduate program atthe University of North Alabama is arequirement of participation. It is antici-pated that the course will be offeredstarting with the fall semester 2000.

In addition to delivering the existingEarth system science online course thathas been developed by the Center forEducational Technologies at WheelingJesuit University, the course will bring anadditional focus on the use of theEssential Elements of the NationalGeography Standards.

CONTACT: Dr. William R. Strong,

Box 5064, Department of Geography,University of North Alabama, Florence,

AL 35632-0001; Phone: (256) 765-4218;Fax: (256) 765-4911;


I Earthworks: EarthSystem Science forSecondary Teachers

This one-week workshop provides anopportunity for teachers to investigateEarth system science, the interactionbetween Earth, atmosphere, oceans, lifeforms, and space. Participants will workwith scientists and each other to developtheir understanding and appreciation ofthe Earth. This workshop is designed forpre-service and new in-service teachers,who are interested or involved in teachingsecondary science. It will be held in themountains above Boulder, Colorado dur-ing the summer of 2000.

This workshop is guided by the philos-ophy that students learn through activeinvolvement with real life experience, andthat teachers should provide studentswith rich learning experiences that willallow them to explore Earth system sci-ence. Recognizing that teachers oftenteach in the same way in which they weretaught, our aim is to provide a learningexperience for educators that modelssound educational practice.

The goals of this interactive, process-oriented workshop are to provide teach-ers with a self-directed learning experi-ence in which they can develop an under-standing of Earth systems and share thatunderstanding with others; and to fosteran ongoing community, including teach-ers and scientists, that will be maintainedthroughout the school year.

Cost to participants will be minimal(most expenses will be covered, includingchild care), however, those with hightransportation expenses may need to findadditional sources of funding.

CONTACT: Dr. Alex Weaver, CIRES,

Campus Box 216, University of Colorado,

Boulder, CO 80309; Phone: (303)

492-5431; Fax: (303) 492-1149;


I An InterdisciplinaryTeacher TrainingProgram on EarthSystem Science UsingInformationTechnologyhttp://www.pitt.edu/aap/announce.html

The University of Pittsburgh at Bradfordis offering a one-week interdisciplinarysummer workshop on Earth systemscience aimed at preparing pre-serviceeducation students and in-service teach-ers for the 21st Century. The objective ofthis interdisciplinary teacher-trainingcourse is to develop in students an under-standing of the Earth processes shaping

the past, present, and future. The courseprovides hands-on training and experi-ence in applied environmental problem-solving through field work, lab practicals,and space-based technology.

Annually, from 2000-2002, the univer-sity will solicit a group of 16 motivated,energetic pre-service and in-servicescience teachers who wish to grow pro-fessionally. The program is open at anational level to everyone qualified toapply. The major selection criterion is thepotential for integration of the progz:romaterials into the participants' instruc-tional activities. Minorities and womenare strongly encouraged to apply, as wellas those who teach Earth science to com-munities underrepresented in scienceeducation. The 2000 workshop will beheld July 9-14.

Teachers who are accepted into theprogram have their tuition and room andboard underwritten by the NASA grant.Successful participants will be awardedone college credit for pre-service or 55hours of continuing education credit/con-tact time for in-service participants.

The scientific team conducting thisteacher-training program consists ofseven faculty members from scientificallydiverse backgrounds: one Pitt-Bradfordgeology and environmental scientist, achemist from Pitt-Bradford, the Pitt-Bradford Director of Education Program,a research librarian from Pitt-Bradford, abiologist from Mercyhurst college, aGeographic Information SystemSpecialist from Northern IllinoisUniversity, and a meteorologist from ThePennsylvania State University.

CONTACT: To apply, use the electronic

application form at:http://www.pittedu/aap/announce.htmlor contact: Dr. Assad Panah, Professor &Director, Department of Geology andEnvironmental Science, University ofPittsburgh at Bradford, 300 CampusDrive, Bradford, PA16701; Phone:

(814) 362-7569; Fax: (814) 362-5088;Email: [email protected]

Earth Science Enterprise 0 2000 Education Catalog 1 9

\-# TEACHER/FACULTY PREPARATION& ENHANCEMENTPre-Service

OOOOO 0 OOOOOOOOOOO 0 0 0 0 OOOOOOOOO 0 0 0 0 0 0 0 0 0 0 OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO 0

0 The JMU DEVELOPCenterDigital Earth

The Digital Earth is a virtual representa-tion of our planet that enables a user toexplore and interact with the vastamounts of natural, cultural, and histori-cal information being gathered about theEarth. The Digital Earth initiative bringstogether Federal Agencies, private andnot-for-profit institutions, and other con-tributors to facilitate the development ofthe technology, standards, and contentnecessary for realization of the DigitalEarth.

The JMU DEVELOP Center focuses on

student-oriented research that blendscourse work and capstone experiences,faculty and student investigations, andindustrial experiences. Towards that end,

the JMU DEVELOP Center provides:

0 Student and teacher access to intera-gency data;

0 Inspiration of individuals to learnabout the Earth through centeractivities;

0 Promotion of Digital Earth technologyon a local, state, regional, national, andinternational level;

0 The "bridge" between public outreachand education, and Digital Earthtechnologies;

0 Instructional videos and multimedia;

o Computer lab to complete educationalactivities;

0 Virtual reality interfaces;

0 NASA research and information; and

0 Set of planned activities based on edu-cational level.

JMU will offer a one-week digital Earthworkshop for pre-service teachers and asmall group of in-service teachers thethird week of June 2000 at James

Madison University.

CONTACT: James L. Barnes, James

Madison University, Harrisonburg, VA

22807; Phone: (540) 568-3154; Fax: (540)


0 Mathematics of theDismal Swamp Project

The Mathematics of the Dismal SwampProject supports a team of professorsfrom Elizabeth City State University touse research on The Great Dismal SwampProject as a platform for development of amathematics education course that incor-porates a generic wetlands application.The focus of the project is to improvepre-service math education students'understanding of the interdisciplinarynature (includes biology, organisms andaquatic levels; chemistry; geoscience,estuaries and swamp; and mathematicsand analysis of the data) associated withEarth system science. Four new moduleswill be developed, which include an inter-disciplinary approach for incorporatingEarth system science in the targetedmathematics education course.

The project is sponsored by The NASAEarth Science Enterprise (ESE) EducationProgram, Elizabeth City State University,

and the Minority University-SpaceInterdisciplinary Network (MUSPIN)Office of Goddard Space Flight Center.

CONTACT: Dr. Linda Bailey Hayden,

NASA Network Resources and Training

Site, Elizabeth City State University, Box

672, 1704 Weeksville Road, Elizabeth City,

NC 27909; Phone: (252) 335-3696;

Fax: (252) 335-3790;Email: [email protected]

0 Mission Possible: EarthSystem Science, theCurriculum, and You

This three-week interim course is intend-ed to provide pre-service elementary andmiddle-school teachers with the opportu-nity to become familiar with the interdis-ciplinary field of Earth system science.The course will provide participants withhands-on training with NASA curriculumsupport materials and introduce them tonational and local resources, with helpfrom education specialists from the South

20 NASA Earth Science Enterprise 0 2000 Education Catalog

11

Dakota Space Grant Consortium andNASA Johnson Space Center.

Representatives from EROS Data Centel

(EDC) will provide educational materialsand training on EDC resources.Participants will learn how to use theinteractive multimedia technologyresourceThe Voyage of the Mimianintegrated set of concepts that involvestudents in math, science, social studies,and language arts related to Earth systemscience. The opportunity to become pro-ficient in the use of image processing inthe classroom will also be provided.Eligible participants are pre-serviceelementary and middle-school studentsat Augustana College and other collegesin the South Dakota Space GrantConsortium participating in the interimcourse concept.

The cost of tuition is included in theannual tuition costs for each studentno extra costs are anticipated. Studentsfrom other colleges will pay room andboard, however room and board is avail-able for up to three visiting students.

CONTACT: Valerie Keeling Olness,

Department of Biology, AugustanaCollege, 2001 Summit Avenue, Sioux Falls,

SD 57197; Phone: (605) 336-4720;

Fax: (605) 336-4492;


NASA RISEhttp://www.cisat.jmu.edu/projects/nasa

NASA RISE of the College of Integrated

Science and Technology at JamesMadison University offers a variety ofpre-service and in-service workshops forstudents preparing to be science, mathe-matics and technology teachers and prac-ticing teachers, supervisors, curriculumdevelopers, and school administrators.These workshops focus on NASA Earthsystem science and related SMET content,implementation of national standards inscience, mathematics, and technology,scientific visualization, instructional and

TEACHER/FACULTY PREPARATION& ENHANCEMENTPre-Service

information technology, remote sensing,

and geographic informations science.

0 Learn through minds-on, hands-onmodeling and demonstrating experi-ences, innovative instruction, content,technology and the use of technologyin teaching with NASA Earth sciencecurriculum materials, data, andinformation;

0 Practice and replicate innovativeinstruction, content, educational tech-nology and the use of technology inteaching with NASA Earth sciencecurriculum materials, data, and infor-mation; and

0 Learn how to develop innovativeinstruction that is based on thenational standards and benchmarksfor mathematics, science, and technol-ogy and involves the research anddevelopment areas of NASA's Earth

Science Enterprise and other NASAresources.

CONTACT: James L. Barnes, Director,

NASA RISE, College of Integrated Science

and Technology, 701 Carrier Drive,

MSC 4102, James Madison University,

Harrisonburg, VA 22807; Phone:

(540) 568-3154; Fax: (540) 568-2761;


NOVA Online EarthSystem Science Courses

CONTACT: Michael Odell, NOVA,

University of Idaho, College of Education,Moscow, ID 83844-3082; Phone:

(208) 885-6786; Fax: (208) 885-0560

0 Pan American Centerfor Earth andEnvironmental Sciences(PACES)http://www.geo.utep.edu

The University of Texas at El Paso

(UTEP) is involved in several initiativesto improve science education within theEl Paso area public schools. These include

outreach efforts into the classrooms;training programs for in-service teachers;

ong preservice Science Core Curriculum. Thisproject combines the goals of these initia-tives into a multi-year series of Earthsystem science workshops for pre-serviceand in-service teachers using NASAEarth Science Enterprise materials andmaterials developed specifically for thisregion through the Pan American Centerfor Earth and Environmental Sciences(PACES), a NASA-funded University

Research Center. Five workshops will pre-

sent an Earth system science perspectiveusing NASA and UTEP materials. Each

workshop will focus on one aspect ofEarth system science: an introductoryworkshop; the lithosphere; the biosphere;the atmosphere and hydrosphere; andastronomy. A sixth, and final, workshopwill consist of a field trip to the NASA

Rs:zional Educator Resource Center main-tained by the New Mexico Space GrantConsortium located at New Mexico StateUniversity in Las Cruces, New Mexico.

The El Paso area satellite imagesprocessed by PACES and the lesson plansdeveloped by the workshop participantswill be available via the PACES Web site at

UTEP.

The workshop is free, participants areselected competitively.

CONTACT: Vicki Harder, Principal

Investigator, University of Texas at El

Paso, El Paso, TX 79968; Phone:

(915) 747-5746; Fax: (915) 747-5305;

Email: [email protected] Blake, Co-Investigator,University of Texas at El Paso, El Paso, TX

79968; Phone: (915) 747-7675; Fax:(915) 747-5305; Email: [email protected]

-I,

Planet Earth: A Scienceand Methods Coursefor Pre-Service andIn-Service Teachershttp: / /k12s.phast.umass.edu/nasa

The Planet Earth course will serve-pre-service teachers and in-service teachers(grades fournine). This program will beoffered for the third and probably lasttime during summer 2000, from August14-18, 2000.

Each day will focus on an importantEarth system area: acid rain, globalwarming, the water cycle, oceans andclimate, and planetary environments. Thecontent sessions will employ student-active learning methods, and will beintegrated with Web based, hands-on,and field-based activities. The day endswith an examination of related classroomissues such as the curriculum frame-works and assessment. Each participantwill develop and implement a lessonplan or curriculum unit during the fallsemester.

In-service teachers will participate in afall semester program of classroom Earthsystems research plus two Saturday work-shops. They will be eligible for threegraduate credits in Geosciences orEducation or 42 "ProfessionalDevelopment Points:' Pre-service teacherswill attend academic year workshopsdevoted to additional science teachingmethods. They will receive three creditsfor Education 462, Elementary ScienceMethods.

CONTACT: To register, contact Eugenie

Harvey, Phone: (413) 545-1290;


Questions should be addressed to:Morton Sternheim;Phone: (413) 545-1908;Email: [email protected]


\r--TEACHER/FACULTY PREPARATION & ENHANCEMENTPre-ServiceElementary & Secondary

0000000000000000000000000000000000000000000000 0000000000000000 000000000000000000000 0

I PULSE of the PlanetA Project to PrepareUndergraduates-for

Learning Center; Chattanooga, TN37403-2598; Phone: (423) 755-4237;

Fax: (423) 785-2190;

Learning the Systemsof Earth

Although this project will use NASNs fourstrategic enterprises as organizationalthemes, emphasis will be on NASNs Earthscience program. A team of geologists,environmental scientists, and educatorsfrom the University of Tennessee atChattanooga (UTC) will evaluate selectedundergraduate courses and propose sub-stantive modifications reflecting innova-tive delivery systems and instructionalstrategies. By including core content andgeneral education courses, the projectwill have the opportunity to recruitpotential teacher candidates from thegeneral college population, with anemphasis on recruiting minorities.

The Challenger Center for SpaceScience Education's (CCSSE) EncounterEarth mission will provide a context fororganizing and integrating contentthemes associated with the Earth's landsurface, oceans, atmosphere, ice sheetsand living systems. The project willexplore ways of using this simulatedspace mission in college level scienceinstruction while preparing teachers inthe burgeoning area of science and tech-nology research associated with theEarth's systems.

The faculty associated with the projectwill work closely with the staff of theChallenger Learning Center at UTC while

participating in pre-and post-missionactivities in area schools. The project willhave a middle school focus althoughK-12 implications of NASNs strategic

enterprises will require that we examine awide range of courses. CCSSE will play amajor role in the dissemination ofinstructional products developed throughthis initiative.

CONTACT: Bernard W. Benson, Ph.D.,

University of Tennessee at Chattanooga,615 McCallie Avenue; The Challenger


[email protected]

I Summer of Seasonshttp://vigyan.nsu.edu/bestfest

A series of workshops to provide emerg-ing educators with the familiarity andknowledge to utilize curriculum materi-als in the classroom that have been devel-oped for topics in Earth system science.The following fundamental skills will beintroduced and reinforced as necessary:

0 Use of Internet to access data fromNASNs Distributed Access Archive

Centers (DAAC);

0 Use of image processing and scientificvisualization software (e.g. SEES

Itnage, World Watcher); and applica-

tion of scientific method of inquiry inteaching Earth system science; and

O Technology integration for effectiveinstruction for K-12 science andmathematics (including use of graph-ing calculators and microcomputerbased laboratories).

Upon completion of the workshops allparticipants will receive free copies ofNASA educator materials including afield test version of the DAACeSS CD-

ROM jointly developed by NSU and NASA

Langley Research Center. Also included isa B.E.S.T. Lab publication Science Writing

Tips to help students write better scientif-ic reports. There is no cost to participate.

CONTACT: S. Raj Chaudhur;

Email: [email protected]. Gae Golembiewski;Email: ggolem@'.-ger.nsu.edu;

B.E.S.T. Lab, Norfolk State University,

2401 Corprew Avenue, Norfolk, VA 23504;

Phone: (757) 823-2381;

Fax: (757) 823-9054

22 NASA Earth Science Enterprise 0 2000 Education Cataloge.

I Above and Beyondhttp://www.cameron.edu/nasa.osgc/

Above and Beyond is an advanced spacescience course for K-12 teachers, whichfocuses on the excitement of NASA's

Earth Science Enterprise to motivatestudents. Course topics cover history ofspace flight, principles of flight, aircraft astheir orbits and their business, remotesensing: principles and practice. Guestlecturers include remote-sensing scien-tists, NASA Specialists in classroomapplication of remote sensing, NASA

Aerospace Education Specialists, andOklahoma NASA Space Grant

Consortium professors.

CONTACT: Victoria Duca-Snowden,

Director, Oklahoma Space GrantConsortium, Oklahoma ClimatologicalSurvey, College of Geosciences, 710 Asp,

Suite 5, Norman, OK 73069; Phone:


I Access Earthhttp://www.usm.maine.edu/coe/mecats/earth/

Access Earth is a program for high schoolstudents with disabilities and teachers toencourage students with disabilities toenter careers in Earth system science.Students and teachers attend an intensiveweek-long summer institute focusing onland-ocean-atmosphere interactions, withfield activities based at the Wells NationalEstuarine Research Reserve on the coastof Maine. Topics to be covered include cli-

mate change and sea level rise, land usechanges, atmospheric pollution, andcoastal watershed management.Participating teachers will work with sci-entists, educators, and students with dis-abilities to develop, test, and refine acces-sible Earth system science curriculum.

TEACHER/FACULTY PREPARATION & ENHANCEMENTElementary & Secondary

OOOOOOOOOOOOOOOOOOOOOOOOOOO 00000 OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO

Students will work with scientists, col-lecting and analyzing scientific data, andwill learn about career opportunities inEarth system science.

The institute will typically be offeredin July, but interested persons shouldcheck the Web site for further informa-tion. The program will run in the sum-mers of 2000, 2001, and 2002, and is lim-ited each year to ten teachers and fifteenstudents from Maine, New Hampshire, orVermont. High school teachers of Earthscience, general science, or environmental

science are especially encouraged toapply, but applications will be accepted

from other disciplines. Students shouldbe entering ninth or tenth grade.Participating teachers are expected tofurther test and refine curriculum intheir classrooms during the school year.Course materials and room and board areprovided. Participants also receive a $500stipend upon successful completion ofthe institute.


Education and Human Development,University of Southern Maine, 328 Bailey

Hall, Gorham, ME 04038; Phone:

(207) 228-8115; Fax: (207) 780-5224;


I Boreal Forest WatchBoreal Forest Watch (BFW) is an educa-tional outreach program for the BorealEcosystem Atmosphere Study (BOREAS).

BFW involves 9-12 graders in conductingreal research as part of their educationalexperience. Teachers and students prac-tice the scientific method by participatingin an on-going research project. They are

able to integrate multidisciplinary skillsin a problem-solving approach. All activi-ties within the program meet or exceedprovincial educational standards in sci-ence, mathematics, and other fields.

BFW takes place in the boreal ecosys-

tem region of northern Saskatchewan andManitoba, Canada. Students and teachersfrom several area schools near Prince

Albert, SK and Thompson, MB conductenvironmental monitoring studies in theboreal forests near their ch Studentsset up permanent sampling plots andassess the current condition of this plot.They also collect data such as tree height,diameter, overstory and understoryspecies composition, tree core analysis,land cover mapping and remote-sensingactivities, and plant anatomical character-istics among many other measurementsand activities. These data are collectedand archived for future use in ecologicalmonitoring studies of the boreal region aswell as in class studies.

Teachers are trained on how to conductprogram activities, which includes intro-duction and training in remote-sensingprinciples. Intensive BFW trainingworkshops are held periodically in thePrince Albert area.

CONTACT: Shannon Spencer, Complex of

Earth, Oceans, and Space, Morse Hall,

University of New Hampshire, Durham,NH 03824; Phone: (603) 862-1792;

Fax: (603) 862-0188;Email: [email protected] Muir, Prince Albert NationalPark, Waskesiu Lake, Saskatchewin,CANADA, SOJ 2Y0; Phone:


I Certificate and Master'sDegree Program inEarth/Space Science forElementary/SecondaryTeachershttp://henry.pha.jhu.edu/ssip/index.html

The Maryland Space Grant Consortium,in collaboration with The John HopkinsGraduate Division of Education, has inte-grated nine graduate credits, earned byteachers who complete the three phasesof the Consortium's Space ScienceInternship Program for Elementary andSecondary teachers (SSIP), into six core

4

courses that comprise both a JohnsHopkins Graduate Certificate Program

ncLa_Master's_Degree-P-rogram-in-Math

and Science Education with a specializa-tion in Earth/space science. These threegraduate programs enable teachers to:1) obtain a Master's of Science degreewith a specialization in Earth/space sci-ence; and 2) obtain credits to meet statecertification requirements in Earth/sci-ence. Teachers may also choose to use sixcredits attained from completing Phases Iand II of SSIP toward Maryland Stu.Department of Education, ContinuingProfessional Development credits.

SSIP promotes course content fromNASA's Earth Science Enterprise to pro-

mote the Maryland School Performanceand Assessment Program core learninggoals for science, the AmericanAssociation for the Advancement ofScience K-12 Benchmarks for ScienceLibrary, and the National Academy ofSciences' K-13 Standards.

SSIP includes three Johns Hopkinscourses"Understanding and Teachingthe Solar System" (PHASE I),

"Understanding and Teaching EarthObservation from Space" (PHASE II), andan eight-week research internship(PHASE III). This graduate degree pro-gram for in-service teachers fosters col-laboration among The Johns HopkinsGraduate Division of Education, NASA

Goddard Space Flight Centers' EducationOffice, the Maryland State Department ofEducation, and affiliates of MarylandSpace Grant Consortium.

CONTACT: Anne Anikis, Assistant

Director, Maryland Space GrantConsortium, The Johns HopkinsUniversity, Bloomberg Center for Physics

and Astronomy, Room 203 , 3400 N.

Charles Street, Baltimore, MD 21218-

2686; Phone: (410) 516-7106;Fax: (410) 516-4109;


AASA Earth Science Enterprise 9 2000 Education Catalog 233

TEACHERRACULTY PREPARATION& ENHANCEMENTElementary & Secondary

00000000mem0000p00000000000000a00000000e OOOOO o OOOOOOO 000000e000000000 OOOOO 0000000

D Concepts andPedagogical Strategiesin-Earth-System-ScienceEducation for K-7Teachers

This summer workshop at West ChesterUniversity of Pennsylvania is designed forpre-service and in-service K-7 teachersto enhance their understandings aboutEarth system science, develop abilities inEarth system science education (ESSE),and develop an ESSE Action Plan for theirgrade level.

Participants will explore key questionsrelated to Earth system science, use state-of-the-art technologies to observe andstudy the Earth system in real time, andlearn ways to construct and utilize real-time satellite images for ESSE lessons.They will receive and practice usingNASA teaching materials designed forEaith system science education, learnhow to access NASA education materials,and revise the materials as constructivistinquiry-based ESSE lessons. By the end ofthe workshop, each participant will com-plete an ESSE action plan for their grade

level using workshop materials, concepts,skills, and pedagogical strategies.

The workshop meets Wednesdays fromJune 30 through July 28. There are also

several one-day field trips, including avisit to the NASA Educator Resource

Center at Goddard Space Flight Center.Participants can receive one undergradu-ate credit or one Continuing EducationCredit for the workshop (cost waived byWest Chester University).

CONTACT: Richard M. Busch,

Department of Geology & Astronomy,West Chester University, West Chester, PA

19383 USA; Phone: (610) 436-2716;

Fax: (610) 436-3036;



A wide variety of training opportunitiesfor pre-service and in-service teachersare available through the Consortium forthe Application of Space Data toEducation (CASDE). This consortiumwas created to provide mechanisms tointegrate NASNs extensive data holdingsand advanced information systemtechnologies into education. CASDE isdedicated to providing the educationalcommunity with vast amounts of NASAimagery, tools, educational resources, andinterdisciplinary activities. CASDE tools,tutorials, a useful "building-block"curriculum structure, classroom readyposters, and interactive laboratory kits,have all been developed by the consor-tium to introduce the basics of interpret-ing space imagery and incorporatingpotential applications of NASA data tothe education community and otherinterested parties.

The leadership of CASDE comes fromthree organizations, including theUniversity of Nebriska at Lincoln, Centerfor Advanced Land ManagementInformation Technologies, the JetPropulsion Laboratory, and the Universityof Nebraska at Omaha Office of InternetStudies. Through these three organiza-tions, the CASDE staff offers a variety ofperiodic staff development opportunitiesfor educators (both pre-service and in-service) and other professionals (such asresource managers), who are interested ingaining more information or training-related CASDE resources. For example,

one-day introductory seminars are avail-able that introduce participants to CASDEimagery resources, sample curriculumactivities, and software. Weeklong work-shops are also offered periodically to pro-vide teachers and other professionals amore in-depth training in CASDEresources, image visualization tools, and


lesson design. The workshops also assistteachers in developing curriculumspecific to their classrooms. In additionto these shorter duration opportunities,several graduate courses, and extendedindependent study classes for graduatecredit, are also available from theUniversity of Nebraska at Omaha. Web-based training opportunities, called"Webshops" are also being developed bythe consortium. Within all the trainingopportunities, educators are involved in awide variety of "hands-on" activities tohelp support a strong base of CASDE

resource awareness, experience, andclassroom integration. Participants par-ticularly gain valuable experience withnew technology-based tools, such asDataSlate, which is a new technology thatallows users to explore essentially infinitedata sets and to simultaneously compareco-registered and geo-referenced sets ofdata. DataSlate is being developed by theJet Propulsion Laboratory.

CASDE invites partnering with otherorganizations to help provide suchteacher training opportunities in variouslocations, and actively seeks collaborationwith teachers and other professionalswho are interested in expanding CASDEcurriculum efforts.




Rick Perk, University of Nebraska,

Lincoln, 113 Nebraska Hall, Lincoln, NE68588-0517; Email: [email protected].

I The Dynamic Earthhttp://www.discoverycube.org


o Resource materials and kits providethe classroom teachers with a set of

eff\ TEACHER/FACULTYPREPARATION & ENHANCEMENTElementary & Secondary

00000000000000000000000000000000000090000 OOOOO 000000000000000000000000000000000000000

hands-on materials that will enablethe students to design and testexperiments. The curriculum packetcontains science content information,vocabulary list, a materials list, time-line for preparation and implementa-tion, tips for managing the studentsor classroom during hands-onexperiences, a bibliography of addi-tional materials, and a collection ofprofessional contacts.

0 Teacher training program in the useof these materials and lesson plans.This six-hour training, along with theteacher's guide and kit will enable

two to three weeks of classroominstruction.


O Family science nights at the sciencecenter. These evenings will introducefamilies to the science programs pre-sented in the schools. Families willobserve science demonstrations,attend science lectures, interact withthe hands-on exhibitry, such as anearthquake simulation room, an eight-foot free-standing tornado, and akalliroscope that models the fluiddynamics of the ocean and/or theatmosphere.

Some of the concepts the participantsin The Dynamic Earth program willinvestigate are:

O Plate tectonics and the changing pat-terns of land, sea and mountains onthe Earth's surface;

O How the sun's heating of the Earth'ssurface drives convection within theatmosphere and oceans, producingwinds and ocean currents, leading toan understanding of global weatherpatterns and geographical distributionof marine and terrestrial organisms;and


Interested parties should contact theEducation Department or GroupBookings at (714) 542-2823.

curriculum that is hands-on, motivating,engaging and effective in addressing theWisconsin State Science and Technology


President, Education, Discovery ScienceCenter, 2500 North Main Street, SantaAna, CA 92705; Phone: (714) 542-2823;

Fax: (714) 542-2828;Email: [email protected]

C. Earth ScienceComponent forAcademic ProfessionalEnhancement(ESCAPE)http://www.ssec.wisc.edu/outreach/escape

Professional development opportunitiesin the Earth and space related sciencescontinue to be the area of greatest needfor Leachers in Wisconsin. This project isaddressing the Earth system science pro-fessional development needs of upperelementary, middle and high school sci-ence teachers in Wisconsin and interestedneighboring states by offering NASA's

Classroom of the Future (COTF) onlineEarth system science course in conjunc-tion with the GET-WISE project.

Through our existing distance learningproject, GET-WISE (Geoscience

Enhancement for TeachersWisconsinInitiative for Space Education), and inpartnership with the Wisconsin AcademyStaff Development Initiative (WASDI), we

will recruit teachers from around thestate to participate in the online Earthsystem science course. This programwill be facilitated by scientists/educationspecialists.

Project GET-WISE was developed to

exploit the use of instructional technolo-gy to achieve two critical objectives. First

to link teachers across Wisconsin throughthe use of distance learning tools. Second,to support teachers integrating currentinstructional technologies in the develop-ment of improved Earth system science

standards. The University of WisconsinSchool of Education, will offer two

graduate credits for each semester ofparticipation in the GET-WISE Initiativeand additional credit will be offered forparticipation in follow-up summer work-shops to be conducted by WASDI at oneof thirteen sites around the state.

CONTACT: Rosalyn A. Pertzborn,

Research and Outreach Specialist, Office

of Space Science EducationSpaceScience & Engineering Center, University

of Wisconsin-Madison, 1225 W. Dayton

Street, Madison, WI 53706; Phone:

(608) 265-4160; Fax: (608) 262-5974

11 Earth ScienceEnterprise ResearchProgramUniversityof Montana

The University of Montana (UM) pro-vides a technology learning center forprofessional teacher training and teacherin-service, which brings remote-sensingand basic Geographic InformationSystem (GIS) applications into the class-room. Using data products provided byUM's Numerical TerradynamicSimulation Group (NTSG) and supple-menting ongoing educational programs,UM's learning center introduces the latestremote-sensing concepts to the nextgeneration of science classrooms inMontana.

UM has developed an online, for credit,course program for pre-service and in-service education of the teachers ofMontana, as well as the technical compo-nents to expand this program nationallyand internationally. This project bringsonline Earth system science coursesdeveloped by the Center for EducationalTechnologies at Wheeling JesuitUniversity into the UM learning environ-ment, presented through the e-CollegeTm

network.


\We.-TEACHER/FACULTY PREPARATION& ENHANCEMENTElementary & Secondary

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 O O O O O O O O O O O O O O O O O O O O O O O O O 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 00 0 OOOOOOOO

Additionally, the project plans outreachand study of online courses for theMontana Native American population,working closely with several reservations

across Montana. During the first year, theproject will focus on one reservation andthen expand over the three-year programto integrate operations in state andnational hosts. Immediate impact isexpected on Montana classrooms, withplans to explore the impact on NativeAmerican classrooms where specialconditions and constraints may prevail.Project evaluation will delve deeply intothe perceived meaning of scientificunderstandings in the Native Americanteaching corps and examine how thesemeanings are communicated in theirclassrooms.



Research Professor of Education,University of MT, James E. Todd Building,

Missoula, Montana 58912; Phone:


I Earth System ScienceAcademyhttp://nia.ecsu.edu/nrts/ess/earth.html

The Network Resources and Training Siteis funded by the MU-SPIN Office ofGoddard Space Flight Center. The

Network Resources and Training Site

(NRTS) housed at Elizabeth City StateUniversity is designed to serve the statesof North Carolina and Virginia. The NRTS

provides technology training and facili-tate HBCU/MI network opportunitiesin research and education forscience/mathematics faculty and stu-dents, as well as for the teachers of pre-dominately minority-attended elemen-tary and secondary schools in ECSU'sregion. Research focus for this NRTS

include high performance networks andEarth system science.

The Earth System Science Academy isone of the major K-12 Earth system sci-ence initiatives sponsored by the NASANRTS. During the two-day summer acad-emy, teachers tour the Great DismalSwamp and actively become involvedwith water testing techniques. Teachersattended both Geoscience and ComputerScience workshops. Internet workshopsfocus on NASA educational resources onEarth system science. The Earth SystemScience Academy offers educators theopportunity to learn about the health oflocal waterways and the Great DismalSwamp. The Academy challenges educa-

tors to develop new skills through theexperience of working with universityand NASA researchers. Included in theEarth System Science Academy is a tourof the Great Dismal Swamp Boardwalk;Hands on Water Quality Labs; and work-shops on Earth system science.

CONTACT: Dr. Linda Hayden, NASA

Network Resources and Training Site,

Elizabeth City State University, Box 672,1704 Weeksville Road, Elizabeth City, NC

27909; Phone: (252) 335-3696;Fax: (252) 335-3790;


1 Earth System ScienceEducation Alliance(ESSEA)http://www.cet.edu/essea

The Earth System Science EducationAlliance (ESSEA), a partnership betweenthe Institute for Global EnvironmentalStrategies (IGES), the Center forEducational Technologies (CET) atWheeling Jesuit University, through fund-ing from NASA's Earth Science

Enterprise, is an exciting and innovativeprofessional development program.

ESSEA will support universities, col-

leges, and science education organiza-tions in offering K-12 Earth system sci-ence (ESS) online graduate courses thathave been developed within the CET at


Wheeling Jesuit University for NASA's

Earth Science Enterprise. The Earth sys-tem science courses use an innovativeinstructional design model, are deliveredover the Internet, and feature student-centered, knowledge-building virtualcommunities. Successful proposers willparticipate in an intensive four-daytraining workshop to learn how to deliverthe courses.

The ESS courses feature student-cen-tered, knowledge-building communitiesin which groups of teacher/participantsengage in problem solving, model build-ing, and classroom activity design. Amaster teacher and/or an Earth systemscientist, who act as guides and mentorsthroughout the 16-week courses, moder-ate participants. Participants' expecta-tions are set through the use of rubricsfor individual and group work as theylearn new ESS content, become knowl-edgeable about new resources, developconfidence in the use of technology, anddesign new classroom activities.

IGES will award three-year grants to

entities with unique and innovative pro-posals to facilitate and offer the Earthsystem science online courses developed .and tested by CET. Plans are to issue newgrants in early 2000, late 2000, and in2001. A copy of the full proposal andguidelines is available at the ESSEA Web

site http: / /www.cet.edu /essea or bymail at the address below.

CONTACT: Claudia Dauksys, ESSEA

Program Associate, Institute for GlobalEnvironmental Strategies, 2111 WilsonBlvd., Suite 700, Arlington, VA 22201;

Phone: (703) 875-8634; Fax: (703)



0000 000000000 00 000000 0000000000000000000000000000000000 0000000000000000000000000

Earth System ScienceOnline Course: AnOpportunrty-inGeography Educationhttp://www2.una.edu/geography


O Increase K-12 teachers' knowledgeof, and experience in, Earth systemscience;

O Provide teachers in underserved areasof Alabama, the southeast and otherareas an opportunity to take a gradu-ate level class in Earth system science;

O Enhance K-12 teachers' use of the Weband source material available throughvarious governmental, private industryand educational organizations;

0 Offer pre-service education studentsthe opportunity to increase their con-tent knowledge in Earth system sci-ence, while trying a new deliverymethod; and

0 Test and demonstrate the power of theInternet and World Wide Web as a

complete delivery system mechanismfor Earth system science instruction.




Box 5064, Department of Geography,

University of North Alabama, Florence,

AL 35632-0001; Phone: (256) 765-4218;

Fax: (256) 765-4911;

Email: wstrong@unanov una edit

I Earthworks: EarthSystem Science forSecondary Teachers

This one-week workshop provides anopportunity for teachers to investigateEarth system science, the interactionbetween Earth, atmosphere, oceans, lifeforms, and space. Participants will work

with scientists and each other to developtheir understanding and appreciation ofthe Earth. This workshop is designed forpre-service and new in-service teachers,who are interested or involved in teachingsecondary science. It will be held in themountains above Boulder, Colorado dur-ing the summer of 2000.

This workshop is guided by the philos-ophy that students learn through activeinvolvement with real life experience, andthat teachers should provide studentswith rich learning experiences that willallow them to explore Earth system sci-ence. Recognizing that teachers oftenteach in the same way in which they weretaught, our aim is to provide a learningexperience for educators that modelssound educational practice.

The goals of this interactive, process-oriented workshop are to provide teach-ers with a self-directed learning experi-ence in which they can develop an under-standing of Earth systems and share thatunderstanding with others; and to fosteran ongoing community, including teach-ers and scientists, that will be maintainedthroughout the school year.

Cost to participants will be minimal(most expenses will be covered, includingchild care), however, those with hightransportation expenses may need to findadditional sources of funding.

CONTACT: Dr. Alex Weaver, CIRES,

Campus Box 216, University of Colorado,

Boulder, CO 80309; Phone:


I Forest Watchhttp://www.forestwatch.sr.unh.edu

Forest Watch is an environmental educa-tion program developed and run byComplex Systems Research Center at theUniversity of New Hampshire (UNH). It isdesigned to introduce both teachers andtheir students to field, laboratory, andsatellite data analysis methods for assess-ing the state-of-health of local foreststands. Forest Watch provides workshopswhich are designed to help K-12 teachersintroduce their students to selectedhands-on techniques for evaluating thehealth of white pine (Pinus strobus), abio-indicator for tropospheric ozonedamage. Students and teachers setup per-manent sampling plots in a forest standand conduct several ecological and bio-physical measurements using scientificprotocols.

In conducting ecological site assess-ments, students are introduced to severaldisciplines of science, such as botany,biology, chemistry and physics, as well asother non-scientific disciplines. Studentsparticipate in three types of activities inForest Watch: 1) forest stand assessment,including the selection of white pine treesfor study, 2) laboratory-based assessmentof foliar damage symptoms for the select-ed trees, and 3) image processing/dataanalysis of Landsat Thematic Mapper(TM) data for the area around theirschool. The student field and laboratorymeasurements are sent to the Universityof New Hampshire, where they are ana-lyzed and integrated into an on-goingregional white pine study.

CONTACT: Dr. Barry Rock, Program

Director, or Mr. Shannon Spencer,Program Coordinator, Complex SystemResearch Center, Morse Hall, University of

New Hampshire, Durham, NH 03824;Phone: (603) 862-1792; Fax: (603)862-0188; Email: [email protected]


TEACHER/FACULTY PREPARATION& ENHANCEMENTElementary & Secondary

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

I The Gaia CrossroadsProjectittp://www/menu.html

The Gaia Crossroads Project is an innov-ative program using satellite remote sens-ing in K-12 classrooms. This progressiveprogram captures the interest of elemen-tary students and sustains their interestthrough high school. Using the imageryprovided, students are able to study andinterpret satellite images of their localcommunities. After the initial focus onthe local environment, the programexpands to include images of a broadergeographic coverage-the Gulf of Maineand the North Atlantic for studyingoceanography, weather satellite imagesfor studying meteorology, and images oftropical rain forests for studying globalecosystems. The project provides ongoingteacher training and technical support.

The Gaia Crossroads Project's futureplans include conducting a three-yearpilot project in Maine to demonstrate thatstudents can produce an accurate landuse/land cover map of their state that willprove of value to state government.Another future plan is for a two-year pilotprogram to develop a new approach to acomprehensive study of the water cycle.Students and teachers will use NASA dataand other imaging products to follow adrop of water from the time it falls asrain until it once again becomes a rain-drop. The protocols, training modules,and strategies developed in these pilotswould become models for students andteachers in other states.

The Gaia Crossroads Project Teachers

Guidebook for Using Satellite Imagery in

the Classroom and Community is available

through Bigelow Laboratory. It containsbackground information on the project, aremote-sensing primer, hands-on tutori-als, ideas for setting up the program in aclassroom, over sixty activities writtenand classroom tested by teachers in theGaia Crossroads Project, and an extensivelisting of resources.

CONTACT: Cynthia B. Erickson, Project

Director, The Gaia Crossroads Project,

Bigelow Laboratoly_for_Ocean Sciences,

P.O. Box 475, McKown Point, West

Boothbay Harbor, ME 04575-0475;

Phone: (207) 633-9600; Fax: (207)

633-9641; Email: gaiaxroads @bigelow.org

Global Learning andObservations to Benefitthe Environment(GLOBE)http://www.globe.gov

GLOBE is a worldwide network of K-12

students who work under the guidance ofGLOBE-trained teachers to make a coreset of environmental observations at ornear their schools and report their datavia the Internet. GLOBE environmentalmeasurements are in the following studyareas: Atmosphere, Hydrology, Land

Cover, Soils, Global Positioning System

(GPS), and Seasons. Scientists use GLOBE

data in their research and provide feed-back to the students to enrich their sci-ence education. Each day, images createdfrom the GLOBE student data sets areposted on the World Wide Web, allowing

students and visitors to the GLOBE Web

site to visualize the student environmen-tal observations. Teachers and studentsfrom over 6,500 schools in over 80 coun-tries participate in GLOBE.

An interagency team manages GLOBE,

which includes NASA, the National

Oceanic and Atmospheric Administra-tion, the National Science Foundation, theEnvironmental Protection Agency, andthe Departments of Education and State.


support participation by one or moreteachers to attend a GLOBE TrainingWorkshop and make equipment availableto students for taking measurements andInternet access for reporting their data.





40 36

11 Goddard Institute forSpace Studies (GISS)Institute on Climateand Planets (ICP)http://icp.giss.nasa.gov


research to national science standardsand foster the professional/academicadvancement of minority students in thesciences. The ICP is conducted in collabo-ration with the City University of NewYork (CUNY), Columbia University, New



Fellows are competitively selected fromNew York City area pre-college and

college institutions and given tangibleroles on GISS research teams organized toadvance our understanding of climateforcings and natural variability thatproduce climate change. Activities duringSummer Insti-tutes (sixeight weeks)and an Academic Year Program (GISS-

and school-based) are designed tofacilitate research projects and developrelevant science skills and contentunderstandings. Annually, studentresearchers at GISS and/or ICP schoolsmake presentations at science fairs,regional and national science competi-tions and the ICP Spring and SummerConferences. ICP students view research

experiences as a means to their advance-ment in the science pipeline, withprogram alumni now entering highlycompetitive schools and job markets.Throughout the year, ICP faculty andGISS scientists collaborate to producestudent projects and lessons, as well toshare them at professional meetings andconferences.

With the support of NASA's MinorityUniversity-Space InterdisciplinaryNetwork Resource Training Site at the

City College of New York (CCNY), ICP

schools are gaining the technical

eef TEACHER/FACULTY PREPARATION & ENHANCEMENTElementary & Secondary

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

competencies and resources needed toparticipate in an electronically connectedresearch and education network.

n arth Climate Teacher EducationCourse and school-based TeacherInstitutes are the newest componentsunder development. The context for thecourse and institutes is to examine theEarth's climate as an evolving, dynamicsystem by investigating how the inputsolar radiation interacts with the systemcharacteristics to produce the outputclimate conditions. Partnerships withColumbia University, CUNY and New

York City Urban Systemic Initiative arecontributing to these teacher courses andinstitutes.



(212) 678-5653; Fax: (212) 678-5552;


I Goddard Space FlightCenter (GSFC) TeacherIntern Program

Local Maryland teachers are selected byapplication and work with scientists,mathematicians, computer technologists,and engineers for six weeks each sum-mer. The teacher will learn about thescientist's project and will develop an

educational componentpast education-al projects have included video animationand lab experiments. This internship isdeveloped as a partnership, therefore theteacher and the scientist will determinetheir working relationship. Final selectionis determined by an interview with thescientist. Eligible participants are localcertified teachers, who have been teach-ing for a minimum of two years, and havecompetent computer skills. Applicationsare due in late February each year to thePrince George's County Public School

Science Office, attention James

Strandquist. Approximately ten teachersare selected for the summer internship;many are placed with GSFC's EarthScience Directorate.

CONTACTS: Elaine Lewis, Goddard Space

Flight Center, Code 130.3, Greenbelt, MD

20771; Phone: (301) 286-7356;Fax: (301) 286=1707,


James Strandquist, Supervisor of Science,Prince George's County Public School

Science Office, 9201 East Hampton Drive,

Capital Heights, MD 20743;

Phone: (301) 808-8251

D Interactions andDiversity: Earth SystemScience and Beyondhttp://ismul.upr.clu.eduhttp://web.uprr.pr/prsgc

With demographic trends targetingHispanics as the fastest-growing andlargest minority, it is vital to strengthenefforts to attract them to science-relatedfields, to help Hispanics reach appropri-ate representation in the Nation'seducation base. The Integrated ScienceMultiuse Laboratory (ISMuL) at theUniversity of Puerto Rico AreciboCampus, an affiliate of the Puerto RicoSpace Grant Consortium, seeks to attractHispanic students to careers in Science,Mathematics, Engineering andTechnology (SMET) by strengthening thecapabilities of their science and mathe-matics teachers.

ISMuL brought together key local andnational experts to develop an experi-mental educational model responsive toneeds in the areas of Earth system sci-ence, while helping both PR and US

teachers to explore together teachingmethodologies reflective of the growingethnic diversity in the Nation. The goal

was to promote a better understandingof the idiosyncrasies and culturalaspects that affect the education ofunder-represented Hispanics by promot-ing teachers' awareness of cultural andethnic diversity issues and knowledge ofstrategies for the productive managementof this diversity in the classroom.

As a result, a 10-day summer program

equivalent to three credit-hours, on theEarth's interconnections in TropicalEnvironment focusing in active NASA-sponsored research carried out in theIsland will be offered in the summer of2000. The workshop will focus on thestudy of distinctive microenvironmentsin Puerto Rico and the Caribbean andtheir interactions with life. The underly-ing questions will be: how do land, water,air and life interact to produce the envi-ronment on which we live, and to a lesserextent, what is the effect of human activi-ties in these interactions. Science andMath teachers from PR and US, particu-larly from areas that serve significantHispanic populations, will be invited toparticipate and 26 will be selected on acompetitive basis, in an approximate 1:1ratio of PR and US participants.Participants will develop and pilot testcurricular activities for the teaching ofEarth system science and serve asresources for the dissemination of Earthsystem science education among theirpeers as well as in the pre-service teacherlevel.

CONTACT: Ibis L. Aponte-Avellanet,

Associate Director, Puerto Rico SpaceGrant Consortium, Director ISMuL,PO Box 23334, San Juan, PR 00931-3334;

Phone: (787) 765-5170, ext. 2117 or (787)764-0000, ext. 5807; Fax: (787) 756-7717;


I An InterdisciplinaryTeacher TrainingProgram on EarthSystem Science UsingInformationTechnologyhttp://www.pitt.edu/aap/announce.html

The University of Pittsburgh at Bradfordis offering a one-week interdisciplinarysummer workshop on Earth system sci-ence aimed at preparing pre-service edu-cation students and in-service teachersfor the 21st Century. The objective of this


TEACHER/FACULTY PREPARATION& ENHANCEMENTElementary & Secondary

000000000000000000000000000000 OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO 000

interdisciplinary teacher-training courseis to develop in students an understand-ing of the Earth processes sha ing thepast, present, and future. The courseprovides hands-on training and experi-ence in applied environmental problem-solving through field work, lab practicals,and space-based technology.

Annually, from 2000-2002, the univer-sity will solicit a group of 16 motivated,energetic pre-service and in-servicescience teachers who wish to grow pro-fessionally. The program is open at anational level to everyone qualified toapply. The major selection criterion is thepotential for integration of the programmaterials into the participants' instruc-tional activities. Minorities and womenare strongly encouraged to apply, as wellas those who teach Earth science to com-munities under-represented in scienceeducation. The 2000 workshop will beheld July 9-14.

Teachers who are accepted into theprogram have their tuition and room andboard underwritten by the NASA grant.Successful participants will be awardedone college credit for pre-service or 55hours of continuing education credit/contact time for in-service participants.

The scientific team conducting thisteacher-training program consists ofseven faculty members from scientificallydiverse backgrounds: one Pitt-Bradfordgeology and environmental scientist, achemist from Pitt-Bradford, the Pitt-Bradford Director of Education Program,a research librarian from Pitt-Bradford, abiologist from Mercyhurst college, aGeographic Information SystemSpecialist from Northern IllinoisUniversity, and a meteorologist from ThePennsylvania state University.

CONTACT: To apply, use the electronic

application form at:

http:/ /www.pitt.edu / .aap /announce.html

or contact: Dr. Assad Panah, Professor &

Director, Department of Geology andEnvironmental Science, University ofPittsburgh at Bradford, 300 Campus

Drive, Bradford, PA 16701; Phone:(814) 362-7569; Fax: (814) 362-5088;


I The JMU DEVELOPCenterDigital Earth

The Digital Earth is a virtual representa-tion of our planet that enables a user toexplore and interact with the vastamounts of natural, cultural, and histori-cal information being gathered about theEarth. The Digital Earth initiative bringstogether Federal Agencies, private andnot-for-profit institutions, and other con-tributors to facilitate the development ofthe technology, standards, and contentnecessary for realization of the DigitalEarth


student-oriented research that blendscourse work and capstone experiences,faculty and student investigations, andindustrial experiences.. Towards that end,the JMU DEVELOP Center provides:

O Student and teacher access to intera-gency data;

0 Inspiration of individuals to learnabout the Earth through centeractivities;

0 Promotion of Digital Earth technologyon a local, state, regional, national, andinternational level;

O The "bridge" between public outreachand education, and Digital Earthtechnologies;

O Instructional videos and multimedia;

0 Computer lab to complete educationalactivities;

O Virtual reality interfaces;

0 NASA research and information; and


JMU will offer a one-week digital Earth

workshop for pre-service teachers and asmall group of in-service teachers thethird week of June 2000 at JamesMadison University.

30 NASA Earth Science Enterprise 0 2000 Education Catalog C "46,



22807;_Phone (540) 568,3154;_Fax. (540)


Mission Possible: EarthSystem Science, theCurriculum, and You

This three-week interim course is iniend-ed to provide pre-service elementary andmiddle-school teachers with the opportu-nity to become familiar with the I:IL:dis-ciplinary field of Earth system science.The course will provide participants withhands-on training with NASA curriculumsupport materials and introduce them tonational and local resources, with helpfrom education specialists from the SouthDakota Space Grant Consortium andNASA Johnson Space Center. Representa-

tives from EROS Data Center (EDC) will

provide educational materials and train-ing on EDC resources. Participants willlearn how to use the interactive multime-dia technology resource The Voyage ofthe Mimian integrated set of conceptsthat involve students in math, science,social studies, and language arts relatedto Earth system science. The opportunityto become proficient in the use of imageprocessing in the classroom will also beprovided. Eligible participants are pre-service elementary and middle-schoolstudents at Augustana College and othercolleges in the South Dakota Space GrantConsortium participating in the interimcourse concept.

The cost of tuition is included in theannual tuition costs for each studentno extra costs are anticipated. Studentsfrom other colleges will pay room andboard, however room and board is avail-able for up to three visiting students.

CONTACT: Valerie Keeling Olness,

Department of Biology, AugustanaCollege, 2001 Summit Avenue, Sioux Falls,

SD 57197; Phone: (605) 336-4720;

Fax: (605) 336-4492;



0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 O O O O O 0 0 0 0 0 0 0 0 0 0 . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0000

NASA Earth ScienceEducation ProductsWorkshops

The Institute for Global EnvironmentalStrategies (IGES), through funding fromNASA's Earth Science Enterprise, con-

venes an annual workshop for representa-tives from NASA Educator Resource

Centers (ERCs), Aerospace Education

Services Program (AESP), and Teachingfrom Space (TFS) Program.

Participants receive training in newNASA Earth science education productsthat they can distribute through theirongoing in-service teacher workshops.Participation in the annual workshop islimited to NASA ERC, AESP, and TFS rep-

resentatives. These representatives thenhold teacher workshops in their state,where the products are made available toteachers. Contact IGES for information onNASeducators in your state who areconducting Earth science workshops forK-12 teachers.

CONTACT: Stacey Rudolph, IGES, 2111

Wilson Blvd., Suite 700, Arlington, VA

22201; Phone: (703) 875-8634;Fax: (703) 875-8635;

Email:[email protected]

I NASA RISEhttp://www.cisat.jmu.edu/projects/nasa

NASA RISE of the College of Integrated

Science and Technology at James

Madison University offers a variety ofpre-service and in-service workshops forstudents preparing to be science, mathe-matics and technology teachers and prac-ticing teachers, supervisors, curriculumdevelopers, and school administrators.These workshops focus on NASA Earthsystem science and related SMET content,implementation of national standards inscience, mathematics, and technology,scientific visualization, instructional andinformation technology, remote sensing,and geographic informations science.Workshops will help teachers to:

Learn through minds-on, hands-onmodeling and demonstrating experi-ences, innovative instruction, content,technology and the use of technologyin teaching with NASA Earth sciencecurriculum materials, data, andinformation;

Practice and replicate innovativeinstruction, content, educational tech-nology and the use of technology inteaching with NASA Earth sciencecurriculum materials, data, and infor-mation; and

G Learn how to develop innovativeinstruction that is based on thenational standards and benchmarksfor mathematics, science, and technol-ogy and involves the research anddevelopment areas of NASA's Earth

Science Enterprise and other NASAresources.

CONTACT: James L. Barnes, Director,

NASA RISE, College of Integrated Science

and Technology, 701 Carrier Drive,

MSC 4102, James Madison University,Harrisonburg, VA 22807; Phone:

(540) 568-3154; Fax: (540) 568-2761;


Earth and Environmental Sciences(PACES), a NASA-funded University

Research Center Rve_workshops_will Fe

I Pan American Centerfor Earth andEnvironmental Sciences(PACES)http://www.geo.utep.edu

The University of Texas at El Paso (UTEP)

is involved in several initiatives toimprove science education within the ElPaso area public schools. These includeoutreach efforts into the classrooms;training programs for in-service teachers;and the introduction of a strong pre-ser-vice Science Core Curriculum. This pro-

ject combines the goals of these initiativesinto a multi-year series of Earth systemscience workshops for pre-service and in-service teachers using NASA EarthScience Enterprise materials and materi-als developed specifically for this regionthrough the Pan American Center for

sent an Earth system science perspectiveusing NASA and UTEP materials. Each

workshop will focus on one aspect ofEarth system science: an introductoryworkshop; the lithosphere; the biosphere;the atmosphere and hydrosphere; andastronomy. A sixth, and final, workshopwill consist of a field trip to the NASA

Regional Educator Resource Center main-tained by the New Mexico Space Grant

Consortium located at New Mexico StateUniversity in Las Cruces, New Mexico. The

El Paso area satellite images processed byPACES and the lesson plans developed by

the workshop participants will be avail-able via the PACES Web site at UTEP.

The workshop is free; participants areselected competitively.

CONTACT: Vicki Harder, Principal

Investigator, University of Texas at El

Paso, El Paso, TX 79968; Phone:

(915) 747-5746; Fax: (915) 747-5305;

Email: [email protected] Blake, Co-Investigator,University of Texas at El Paso, El Paso, TX

79968; Phone: (915) 747-7675; Fax:


I Planet Earth: A Scienceand Methods Coursefor Pre-Service andIn-Service Teachershttp://k12s.phast.umass.edu/nasa

The Planet Earth course will serve pre-service teachers and in-service teachers(grades fournine). This program will beoffered for the third and probably lasttime during summer 2000, from August14-18, 2000.

Each day will focus on an importantEarth system area: acid rain, globalwarming, the water cycle, oceans andclimate, and planetary environments. Thecontent sessions will employ student-active learning methods, and will be

3 9 NASA Earth Science Enterprise 0 2000 Education Catalog 31

46.4.

\o-e-TEACHER/FACULTY PREPARATION & ENHANCEMENTElementary & Secondary Undergraduate & Graduate

0 0 0 0 0 0 0 0 0 0 0 . 0 0 0 0 0 00 0 0 000 00 0 0 0 0 0 0 0 0 000 0 OOOOO 0 0 OOOOOOO 0 0 0 0 0 0 0 0 0 0 00 0 0000 000 0 00 OOOOO 0 00

integrated with Web based, hands-on,and field based activities. The day endswith an examination of related classroomissues-such-as-tire-curri-cif urn frame-

works and assessment. Each participantwill develop and implement a lessonplan or curriculum unit during the fallsemester.

In-service teachers will participate in afall semester program of classroom Earthsystems research plus two Saturday work-shops. They will be eligible for threegraduate credits in Geosciences orEducation or 42 "ProfessionalDevelopment Points!' Pre-service teacherswill attend academic year workshopsdevoted to additional science teachingmethods. They will receive three creditsfor Education 462, Elementary ScienceMethods.

CONTACT: To register, contact Eugenie

Harvey; Phone: (413) 545-1290;Email: [email protected]

Questions should be addressed to:Morton Sternheim;Phone: (413) 545-1908;Email: [email protected]

PUMAS (Practical Usesof Math And Science)http: / /pumas.jpl.nasa.gov

PUMAS is an online journal of brief

examples illustrating how math andscience concepts taught in pre-college

classes are actually used in everyday life.PUMAS offers a way for researchers tomake a substantial contribution to educa-tion with a relatively small investment oftime and effort.

PUMAS examples may be activities,anecdotes, descriptions of "neat ideas:'formal exercises, puzzles, or demonstra-tions, written primarily by scientists, inany style that serves the material well.They are intended mainly to help K-12teachers enrich their presentation ofscience and math in the classroom. ThePUMASWeb site provides wide distribu-

tion; the site receives over 3,000 hits perweek, on average.

Teachers can search the PUMAS collec-

tion based on curriculum topic, gradelevel, or subject. They can select relevantexamples, and develop ideas of their ownabout how to integrate the material intotheir lesson plans.

All examples are peer-reviewed by atleast one scientist with a relevant back-ground, and at least one teacher at anappropriate grade level. Once accepted,an example is a citable reference in arefereed science education journal, andmay be listed in your resume.

Interested in participating? The exam-ples are available to everyone via thePUMASWeb site. The project also needs

teachers at all grade levels, scientists, andengineers to volunteer for the pool ofPUMAS reviewers. And the project is

always looking for good examples of thePractical Uses of Math And Science.

CONTACT: Ralph Kahn, editor and

founder, Jet Propulsion Laboratory,MS 169-237, 4800 Oak Grove Drive,

Pasadena, CA 91109 USA; Phone:


II University of Montana'sEarth ObservingSystem (EOS)Education Projecthttp: / /www.eoscenter.com

This project disseminates EOS missionimagery, supportive curriculum, andrelevant programs to the K-16 educationcommunity. The EOS Education Projectalso provides training for the K-16 edu-cational community in the interpretation,utilization, and relevancy of EOS missionimagery. These resources are deliveredthrough a dynamic combination of onlineand onsite teacher workshops, Internet-based courses, national conferences,interactive map and image servers, andEarth system science content.

Distributed and classroom-basedGeographic Information Systems (GIS)are used to assist teachers to obtain

32 NASA Earth Science Enterprise 0 2000 Education Catalog 4h 40

remote-sensing imagery and ancillarydata for project-based learning. Weinvestigate_how_EOS_infarmation-can

enhance existing NASA interdisciplinarycurriculums that explore the diverse andchanging landscapes of the world.

The EOS Education Project has assem-bled a team of education, technology, andresource specialists to serve the growingneeds of the global environmental educa-tion community. The project has alsoestablished strategic alliances within theprivate and public sectors to advancestate-of-the-art solutions for geographicalinformation dissemination and educationprogram development across local,regional, and global scales. The collectivemission supports educator and studentunderstanding of complex global ecosys-tems and humans' role in affecting thesesystems.

CONTACT: Phone: 1-800-0411-0341;

Email: umtonline@selway:--ntedu

UNDERGRADUATE &

GRADUATE

I Earth System ScienceEducation Alliance(ESSEA)http://www.cetedidessea

The Earth System Science EducationAlliance (ESSEA), a partnership betweenthe Institute for Global EnvironmentalStrategies (IGES), the Center forEducational Technologies (CET) atWheeling Jesuit University, throughfunding from NASA's Earth Science



leges, and science education organiza-tions in offering K-12 Earth system sci-ence (ESS) online graduate courses thathave been developed within the CET atWheeling Jesuit University for NASA's

TEACHER/FACULTY PREPARATION& ENHANCEMENTUndergraduate & Graduate

OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO 00000000000000000000 0000000000000000

Earth Science Enterprise. The Earth sys-tem science courses use an innovativeinstructional design model, are deliveredover the Internet, and feature student-centered, knowledge-building virtualcommunities. Successful proposers willparticipate in an intensive four-day train-ing workshop to learn how to deliver thecourses.

The ESS courses feature student-centered, knowledge-building communi-ties in which groups of teacher/partici-pants engage in problem solving, modelbuilding, and classroom activity design. Amaster teacher and/or an Earth systemscientist, who act as guides and mentorsthroughout the I6-week courses, moder-ate participants. Participants' expecta-tions are set through the use of rubricsfor individual and group work as theylearn new ESS content, become knowl-edgeable about new resources, developconfidence in the use of technology, anddesign new classroom activities.

IGES will award three-year grants toentities with unique and innovative pro-posals to facilitate and offer the Earthsystem science online courses developedand tested by CET. Plans are to issue newgrants in early 2000, late 2000, and in2001. A copy of the full proposal and

guidelines is available at the ESSEA

Web sitehttp://www.cet.edu/esseaor by mail at the address below.



Phone: (703) 875-8634; Fax: (703)


I Goddard Institute forSpace Studies (GISS)Institute on Climateand Planets (ICP)http: / /icp.giss.nasa.gov


research to national science standards

and foster the professional/academicadvancement of minority students in thesciences. The ICP is conducted in collabo-ration with the City University of NewYork (CUNY), Columbia University, New



Fellows are competitively selected fromNew York City area pre-college and col-

lege institutions and given tangible roleson GISS research teams organized toadvance our understanding of climateforcings and natural variability that pro-duce climate change. Activities duringSummer Institutes (six-eight weeks) andan Academic Year Program (GISS- and

school-based) are designed to facilitateresearch projects and develop relevantscience skills and content understand-ings. Annually, student researchers atGISS and/or ICP schools make presenta-tions at science fairs, regional and nation-al science competitions and the ICPSpring and Summer Conferences. ICPstudents view research experiences as ameans to their advancement in the sci-ence pipeline, with program alumni nowentering highly competitive schools andjob markets. Throughout the year, ICPfaculty and GISS scientists collaborate toproduce student projects and lessons, aswell to share them at professional meet-ings and tonferences.

With the support of NASA's MinorityUniversity-Space InterdisciplinaryNetwork Resource Training Site at theCity College of New York (CCNY), ICP

schools are gaining the technical compe-tencies and resources needed to partici-pate in an electronically connectedresearch and education network.

An Earth Climate Teacher EducationCourse and school-based TeacherInstitutes are the newest componentsunder development. The context for thecourse and institutes is to examine theEarth's climate as an evolving, dynamicsystem by investigating how the inputsolar radiation interacts with the systemcharacteristics to produce the output

climate conditions. Partnerships withColumbia University, CUNY and New

York- City- Urban- Systemic Initiative are



Goddard Institute for Space Studies, 2880Broadway, New York, NY 10025; .

Phone: (212) 678-5653;Fax: (212) 678-5552;


NASA/ASEE SummerFaculty FellowshipProgramhttp://www.asee.org/fellowship/html/nasa.htm

NASA's Education Division, Higher

Education Branch, in cooperation withthe American Society for EngineeringEducation (ASEE), awards approximately150 first-year summer fellowships toengineering and science educators. TheSummer Faculty Fellowship Program isdesigned to further the professionalknowledge of engineering and sciencefaculty and NASA scientists and engi-

neers, and contribute to the ongoingresearch at NASA facilities. The programprovides an excellent opportunity for fac-ulty to establish contacts with NASAresearchers and generally learn moreabout to access the agency's resources.

Those selected for participation willreceive a weekly stipend of $1,000, plustravel expenses, and a relocationallowance. Fellows spend ten weeks work-ing at a NASA Field Center on a research

project designed in collaboration with aNASA sponsor. Their working experienceis supplemented with enrichment activi-ties such as short courses, workshops,and seminars. Participating faculty mem-bers must be U.S. citizens with teachingor research appointments in a U.S. uni-versity or college, and have two yearsexperience. Complete program informa-tion, including application forms,descriptions of the various researchopportunities, and contact information

41 NASA Earth Science Enterprise 0 2000 Education Catalog 33

TEACHER/FACULTY PREPARATION & ENHANCEMENTUndergraduate & Graduate

0 0 0 0 0 0 0 0 0 0 0 * 0 0 e e 0 OOOOOO 0 0 0 0 0 0 0 0 5 0 0 0 0 0 OOOOOOOOOOOO 0 OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO 0 0 0

for each of the participating centers isavailable online at http://www.asee.org/

fellowship/html/nasa.htm. The application

mathematics, or engineering courses forpreparing K-12 teachers. In addition, theproject links participants together

deadline is February 1 and appointmentsare in March.

CONTACT: American Society for

Engineering Education (ASEE), 1818N Street, NW, Suite 600; Washington, DC

20036; Phone: (202) 331-3525;


II NOVAhttp://www.eng.ua.edu/-nova

NOVA was created to develop and dis-

seminate a national framework forenhancing science, mathematics, andtechnology literacy for teachers in the21st century. The NOVA consortium, with

the University of Alabama, Fayetteville

State University and the University ofIdaho as lead institutions, is working toproduce enhanced science, mathematicsand technology literacy for new teachers.This effort is accomplished through thedemonstration of an undergraduate sci-ence/math/technology course framework,examples of successful course models,and a mentoring support system for fac-ulty wishing to implement new coursesor modify existing courses at their uni-versities. The framework uses interactivelearning and integrates science, mathe-matics and technology as a means ofdeveloping a new paradigm for educatingteachers. NOVA invites the participationof science, mathematics, engineering,technology, and education faculty whoare concerned with how universitiesprepare new teachers. Using the NASA

mission, facilities, and resources, NOVA

provides faculty with enhanced knowl-edge and skills to implement change inuniversity courses. The NOVA team pre-

sents its framework for change primarilythrough three-day workshops to interdis-ciplinary university teams. Theseuniversities are then eligible to submitproposals for Implementation PlanningGrants (up to $30,000 for a one-yearperiod) to initiate change in science,

through a World Wide Web server, which

provides the means for faculty and stu-dents to exchange and have access to themodel, materials, activities, and updatedinformation.

The schedule of workshops andapplication information is available athttp://www.eng.ua.edu/-nova. Each

participating university or college mustidentify an interdisciplinary faculty teamfor the workshop. One team membermust be a faculty member in the Collegeof Education. A second team membermust be a faculty member in science,mathematics, engineering, or technology.The third team member should be auniversity or college administrator (e.g.,provost, dean, or department head).Applying teams must have access tointeractive technologies and the Internetfor classroom use. A memorandum ofunderstanding signed by the deans ofeach college or division participating inthe project must be submitted to demon-strate a university-wide commitment.

CONTACT: L. Michael Freeman,

Aerospace Engineering & Mechanics,University of Alabama, Box 870280,

Tuscaloosa, AL 35487-0280; Phone:

(205) 348-7304; Fax: (205) 348-4171;

Email: [email protected] [email protected]

Unive;sity of Montana'sEarth ObservingSystem (EOS)Education Projecthttp: / /www.eoscenter.com

This project disseminates EOS missionimagery, supportive curriculum, andrelevant programs to the K-16 educationcommunity. The EOS Education Projectalso provides training for the K-16 edu-cational community in the interpretation,utilization, and relevancy of EOS missionimagery. These resources are delivered

34 NASA Earth Science Enterprise at 2000 Education Catalog "°'

through a dynamic combination of onlineand onsite teacher workshops, Internet-based courses, national conferences,interactive map and image servers, andEarth system science content.

Distributed and classroom-basedGeographic Information Systems (GIS)are used to assist teachers to obtainremote-sensing imagery and anc'llarydata for project-based learning. Weinvestigate how EOS information canenhance existing NASA interdisciplinarycurriculums that explore the diverse andchanging landscapes of the world.


CONTACT: Phone: 1-800-0411-0341;


SUPPORTFOR

SKUNK CHANGE OOOOO 000 000 0 00 0 000 00 00 000 00 00 0 0 0 00000000000 0

ASA's Earth science education

program supports the develop-ment of systemic changeinitiatives that incorporate Earth

system science into the state and localeducation systems at precollege anduniversity levels.


I Global ChangeEducationThe NewJersey Initiative

The New Jersey Initiative for GlobalChange Education has been organizedunder the banner of Project ADD:Assemble, Develop, and Disseminate.These three elements should be under-stood as a system, the parts of whichwill support each other in the manner ofpositive feedback loops.

0 The Assemble element of the planrefers to the gathering and organizingof existing global change resources,both human and material. Theseresources will be used in trainingactivities and the materials will behoused at a central facility, the Centerfor Earth Science at Kean University,where they will be available to allinterested educators.

The Develop element has a two-foldpurpose. One is to develop a networkof people who have received trainingin global change education and whocan then train others. To support thisand other initiatives a global changeeducation center will be organized toserve as a focal point for the dissemi-nation of materials and information.

O The Dissemination effort is a key com-ponent and will take a variety of formsincluding workshops, short courses, aWeb home page, and museumexhibits.

Change is a basic characteristic ofthe Earth system and operates across avariety of spatial and temporal scales.Understanding the Earth system and thechanges that characterize it shouldbecome an important focus for educationat all levels and the interdisciplinaryaspects of global change should receiveemphasis.

To accomplish these goals a New JerseyCouncil for Global Change Education hasbeen established.

CONTACT: Paul Rockman, Kean

University of New Jersey, Morris Avenue,

Union, NJ 07083; Phone: (908) 527-2894;

Fax (908) 629-7011;


Maryland Earth andSpace Systems ScienceCurriculum Project


Education Office is collaborating with twoMaryland school systems, Anne ArundelCounty Public Schools and MontgomeryCounty Public Schools, to develop a newhigh school Earth and Space SystemsScience curriculum. This curriculum willaddress the National Science EducationStandards and Maryland's "Core LearningGoals"http://mdk12.org/mspp/high_school/what_will/science/index.htmlwhich will provide the basis for highschool performance tests. The curriculumwill use a systems approach and begrounded in current Earth and SpaceSystem Science content. Two courses arebeing developed: 1) a course for students

4 . NASA Earth Science Enterprise 0 2000 Education Catalog 35

Mao

SUPPORT FOR SYSTEMIC CHANGEElementary & Secondary

000 OOOOOO 000000000 000000000000000000000000 OOOOOO 000000000000000000000000000000000000

in grades nine or ten (with Algebra 1 as apre-/co-requisite) and 2) a course for stu-dents in grades eleven and twelve (withAlgebra 2 as a pre-/co-requisite).

The writing team is using informationprovided by NASA scientists as a basis forthe content. The "five E" format, from

Constructivist Learning Theoryhttp://www.exploratorium.edu/IFI/resources

/constructivistlearning.htmlis providingthe skeleton for the curriculum design.Throughout curriculum development,Goddard's scientists will be consulted bythe writing team to ensure that thescience is correct and that the latest sci-entific facts, theories, and processes areincorporated into the curriculum. Anadvisory board will be identified toreview the curriculum writing efforts.

Initial implementation of the first levelof the course is planned for September,2000 with revisions to the first courseand development of the second levelcourse planned for the 2000/2001 schoolyear. Goddard will provide a Web site for

curriculum disseinination so that thecurriculum will be made available toother school systems.

CONTACT: John Entwistle, Goddard

Space Flight Center, Code 130.3, Building

28, Room N167A, Greenbelt, MD 20771;


I NASA Earth ScienceEducation ProductsWorkshops

The Institute for Global EnvironmentalStrategies (IGES), through funding fromNASA's Earth Science Enterprise, con-

venes an annual workshop for representa-tives from NASA Educator Resource

Centers (ERCs), Aerospace Education

Services Program (AESP), and Teachingfrom Space (TFS) Program.

Participants receive training in newNASA Earth science education productsthat they can distribute through theirongoing in-service teacher workshops.Participation in the annual workshop is

limited to NASA ERC, AESP, and TFS rep-

resentatives. These representatives thenhold teacher workshops in their state,where the products are made available toteachers. Contact IGES for information onNASA educators in your state who areconducting Earth science workshops forK-12 teachers.

CONTACT: Stacey Rudolph, Institute for

Global Environmental Strategies,2111 Wilson Blvd., Suite 700, Arlington,

VA 22201; Phone: (703) 875-8634;

Fax: (703) 875-8635;

Email: stacey_r udolph@st rategies.org

I NASA Goddard SpaceFlight Center EarthSystem ScienceEducation Project(GESSEP)MarylandSchool System Grantsand Regional EarthScience Activities

As an extension to the MarylandAmbassador Program, GESSEP teacherambassadors are deeply involved inenhancing Earth and Space scienceinstruction in their local systems andthroughout Maryland. Professional devel-opment and curriculum planning work-shops are supported through grantsunder this program. Examples of activi-ties supported by this program include:

0 A workshop was held at Easton HighSchool, and involved 50 Earth ScienceTeachers in the nine Eastern Shorecounties of Maryland. The workshopwas related to the identification ofsupport structures needed by schoolsand districts to implement the CoreLearning Goals for High School Earthand Space Sciences.

O The Western Maryland counties ofAllegany, Garrett, and Washington pro-vided three days of staff development,planned and presented byAmbassadors, for all Earth and SpaceScience Teachers.

36 NASA Earth Science Enterprise 0 2000 Education CatalogIL4

44

0 Four teams of teachers from the fiveSouthern Maryland Counties of PrinceGeorge's, Calvert, Charles, St. Mary's,

and Anne Arundel completed Theirwork, in early August 1998, to infusetechnology into the Earth ScienceCurriculum developed by BaltimoreCounty. The revised curriculum was tobe piloted in the five involved countiesduring the 1998-1999 school year,with the piloted curriculum madeavailable to all counties in the state.

0 A GESSEP Ambassador and th?Science Supervisor planned and con-ducted a two-day in-service for Earthscience teachers in Calvert County.

Applicants are limited to participantsfrom the Maryland Ambassador Programand selected on a competitive basis.

The Maryland Ambassador Programbegan in 1994, continuing through theend of the 1996 school year. Teams ofMaryland middle and high school teach-ers participated in this four-week sum-mer program, which was designed to .

enhance their teaching and help themserve as ambassadors to other teachersand to their local school district. Sixty-five teachers completed the AmbassadorProgram from across Maryland.

CONTACTS: Stephen Gilligan, Principal

Investigator; Phone: (301) 375-8226

Vern Smith, Co-Investigator, GSFC,

Code 130.9, Greenbelt, MD 20771;


1 Project Earth Change(PEC)http://www.uni.edu/ceee/eii

PEC is educating Iowans to take responsi-ble action relative to global environmen-tal changes. NASA funding, an NSFplanning grant, Iowa Regents Eisenhowergrants, Iowa REAP grants, University ofIowa CGRER grants, and a 4-H grant

support the following components of thePEC program:

r/7 SUPPORT FOR SYSTEMIC CHANGE

Elementary & Secondary Undergraduate

OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO 000000000000000 000000000000000000000

o K-12 Formal EducationInstructional programs whichenhance teachers' skills and resources

guide-students through-arruwder-standing of issues, content back-ground (science, mathematics, geogra-phy, language arts), and responsibleenvironmental action. (e.g. ExploringClimate Change, 96-98; Weather,

Climate, and Me, 98-99; Feeding theWorld in a Changing Climate,

99-2000)

0 Informal EducationTwo units, having the structure neces-sary for informal instruction, havebeen developed to guide youth tounderstand issues, background(science, mathematics, geography),and responsible environmental action.The Three Little Pigs Explore ClimateChange, and Goldilocks and the Three

Bears Explore Climate Change are

available from 4-H for instruction ofupper elementary and middle schoolage youth.

0 CommunicationAn Internet system for communica-tion among directors, teachers trainedas school and district leaders, teacherworkshop participants, students, andresearch scientists has been initiated.

o PlanningUsing data from current activities andformal student evaluation, PEC's steer-ing and planning committees willcontinue the process of statewideimplementation. PEC is a model forintegration of science, mathematics,geography, language arts and otherdisciplines as a vehicle for global cli-mate change education.

CONTACT: Carl W. Bollwinkel, Center for

Energy and Environmental Education,University of Northern Iowa, Cedar Falls,IA 50614-0293; Phone (319) 273-2783;

Fax: (319) 273-7140;


UNDERGRADUATE

I National WorkforceDevelopment Educationand Training Initiative

Building a strong work force to populateone of the fastest growing industries inthe nation is one of the challenges facingNASA's Commercial Remote Sensing

Program (CRSP) at Stennis Space Center.On October 1, 1999, CRSP, along with



The national plan is based on thesuccessful approach demonstrated by theMississippi Model for WorkforceDevelopment Education and Training(WDET), currently being implemented byCRSP's Mississippi Space CommerceInitiative. As NASA's lead center for com-

mercial remote sensing, Stennis intro-duced WDET in the state of Mississippitwo years ago. WDET has been given thetask of ensuring that a trained workforcewill be available to populate the rapidlygrowing remote-sensing industry. TheMississippi Model and the MississippiDepartment of Education launched a pro-gram, which when fully implemented,will bring remote-sensing technology toevery Mississippi student by 2003. Thisprogram has been the focus of nationalattention, bringing education officialsfrom around the nation to Mississippi toobserve the schools involved. SpatialInformation Centers have been estab-lished in all Mississippi CommunityColleges and Universities are investigat-ing remote-sensing courses for existingdisciplines.

NASA, the US Department ofEducation, the US Department of Labor,the US Department of Agriculture, the USDepartment of Interior and the USDepartment of Defense will work togeth-er to ensure that all students are exposedto remote-sensing technology. Industries,

colleges and universities will also be partof the network. Additionally, NASA will

draw on its existin&partnerships with_theSmithsonian Institution, NationalGeographic, the Public BroadcastingService and the Global Learning andObservations to Benefit the Environmentprogram.



Center, MS 39529; Phone: (228) 688-3814;

Fax: (229) 688-7528;


I NOVAhttp://www.eng.ua.edu/-nova



the University of Alabarn1 FayettevilleState University and the University ofIdaho as lead institutions, is working toproduce enhanced science, mathematicsand technology literacy for new teachers.This effort is accomplished through thedemonstration of an undergraduate sci-ence/math/technology course framework,examples of successful course models,and a mentoring support system for fac-ulty wishing to implement new coursesor modify existing courses at their uni-versities. The framework uses interactivelearning and integrates science, mathe-matics and technology as a means ofdeveloping a new paradigm for educatingteachers. NOVA invites the participation

of science, mathematics, engineering,technology, and education faculty whoare concerned with how universitiesprepare new teachers. Using the NASAmission, facilities, and resources, NOVA

provides faculty with enhanced knowl-edge and skills to implement change inuniversity courses. The NOVA team

presents its framework for changeprimarily through three-day workshopsto interdisciplinary university teams.These universities are then eligible to


ei,SUPPORTFORSYSTEMICCHANGEUndergraduate

0000000 °ern 000000 orneeloop0000ec000cr00000000000coos000000000m00000moo 00000 ooeocsoeo

submit proposals for ImplementationPlanning Grants (up to $30,000 for a one-year period) to initiate change in science,mathematics,or--engineering-courses forpreparing K-12 teachers. In addition, theproject links participants togetherthrough a World Wide Web server, which


The schedule of workshops andapplication information is available athttp://www.eng.ila.edu/nova. Each par-ticipating university or college mustidentify an interdisciplinary faculty teamfor the workshop. One team membermust be a faculty member in the Collegeof Education. A second team membermust be a faculty member in science,mathematics, engineering, or technology.The third team member should be a uni-versity or college administrator (e.g.,provost, dean, or department head).Applying teams must have access tointeractive technologies and the Internetfor classroom use. A memorandum ofunderstanding signed by the deans ofeach college or division participating inthe project must be submitted to demon-strate a university-wide commitment.




(205) 348-7304; Fax: (205) 348-4171;Email: [email protected] [email protected]

I University BasedProgram in EarthSystem ScienceEducation (ESSE)http://www.usra.edu/esse/essonline/

The ESSE program consists of facultyfrom 44 U.S. universities who are linkedwith one another and with NASA scien-tists in the development of undergradu-ate curricula in Earth system science.

Managed by the Universities SpaceResearch Association (USRA), the

program offers financial incentives touniversities that are willing to participatecooperatively with other universities andNASA in interdisciplinary curriculadevelopment for Earth system scienceeducation. Each university in the pro-gram has developed a survey course andsenior-level courses in which faculty pre-sent Earth system issues as a socially-relevant, challenging, and important classof scientific problems. The objective ofthe survey-level course is to instill amongthe general student population an appre-ciation of the social, economic, and politi-cal implications of global change, and ascientific understanding of interrelation-ships between the Earth's physical andclimate system and ecological systems.The objective of the advanced senior-levelcourse is to provide students in theaziences and mathematics with an inter-disciplinary perspective of Earth scienceand global change research. In the seniorcourse, students from different academicdepartments work in teams to study anddevelop conceptual and computer modelsof physical, chemical, and biologicalprocesses of the Earth system. The seniorcourse is taught by faculty from at leasttwo relevant academic departments, andfocuses on scientific issues that drawupon the strengths of the institution. Aspart of the broader program, universitiesparticipate in an organized exchange ofscientists and faculty, involving visitingfaculty and scientists from other partici-pating universities and from NASACenters.

CONTACTS: Donald Johnson,

Phone: (608) 262-2538,Email: [email protected];

Michael Kalb, Phone: (301) 805-8396,Email: [email protected];

Martin Ruzek, Phone: (920) 732-4514,Email: [email protected]; Universities

Space Research Association, 7501 ForbesBlvd, Suite 206, Seabrook, MD 20706


CNN fitSUPf, :117

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urriculum support includes thedevelopment, use, and distributionof science, mathematics, and tech-nology instructional products and

curriculum based upon the Earth ScienceEnterprise's unique mission and results.These activities include support for ele-mentary through college-level curriculaand focuses on an interdisciplinaryapproach that supports national educa-tion standards. A listing of specific EarthScience Enterprise education productsand how to obtain them is included inthe section starting on page 62. Thissection provides information on NASA-sponsored curriculum development andsupport projects.


Access Earthhttp://www.usm.maine.edu/coe/mecats/earth/

Access Earth is a program for high schoolstudents with disabilities and teachers toencourage students with disabilities toenter careers in Earth system science.Students and teachers attend an intensiveweek-long summer institute focusing onland-ocean-atmosphere interactions, withfield activities based at the Wells NationalEstuarine Research Reserve on the coastof Maine. Topics to be covered includeclimate change and sea level rise, land usechanges, atmospheric pollution, andcoastal watershed management.Participating teachers will work withscientists, educators, and students withdisabilities to develop, test, and refineaccessible Earth system science curricu-lum. Students will work with scientists,collecting and analyzing scientific data,

and will learn about career opportunitiesin Earth system science.

The institute will typically be offered inJuly, but interested persons should checkthe Web site for further information. Theprogram will run in the summers of2000, 2001, and 2002, and is limited eachyear to ten teachers and fifteen studentsfrom Maine, New Hampshire, or Vermont.High school teachers of Earth science,general science, or environmental scienceare especially encouraged to apply, butapplications will be accepted from otherdisciplines. Students should be enteringninth or tenth grade. Participating teach-ers are expected to further test and refinecurriculum in their classrooms duringthe school year. Course materials androom and board are provided. Partici-pants also receive a $500 stipend uponsuccessful completion of the institute.


Education and Human Development,University of Southern Maine, 328 BaileyHall, Gorham, ME 04038; Phone:

(207) 228-8115; Fax: (207) 780-5224;




and advanced information systemtechnologies into education. CASDE isdedicated to providing the educationalcommunity with vast amounts of NASAimagery, tools, educational resources,


CURRICULUM SUPPORT AND DISSEMINATIONElementary & Secondary

0000000000000000000000000000000000000000000000000000000000000000000000000000000000000

and interdisciplinary activities. CASDEtools, tutorials, a useful "building-block"curriculum structure, classroom readypastors, and interactive laboratory kits,have all been developed by the consor-tium to introduce the basics of interpret-ing space imagery and incorporatingpotential applications of NASA data tothe education community and otherinterested parties.

The leadership of CASDE comes from

three organizations, including theUniversity of Nebraska at Lincoln, Centerfor Advanced Land ManagementInformation Technologies, the JetPropulsion Laboratory, and the Universityof Nebraska at Omaha Office of InternetStudies. Through these three organiza-tions, the CASDE staff offers a variety of


one-day introductory seminars are avail-able that introduce participants to CASDEimagery resources, sample curriculumactivities, and software. Weeklong work-shops are also offered periodically toprovide teachers and other professionalsa more in-depth training in CASDEresources, image visualization tools, andlesson design. The workshops also assistteachers in developing curriculum specif-ic to their classrooms. In addition tothese shorter duration opportunities,several graduate courses, and extendedindependent study classes for graduatecredit, are also available from theUniversity of Nebraska at Omaha. Web-

based training opportunities, called"Webshops" are also being developed bythe consortium. Within all the trainingopportunities, educators are involved in awide variety of "hands-on" activities tohelp support a strong base of CASDE

resource awareness, experience, andclassroom integration. Participantsparticularly gain valuable experiencewith new technology-based tools, such as

DataSlate, which is a new technology thatallows users to explore essentially infinitedata sets and to simultaneously compareco-registered and geo-reterenced sets ofdata. DataSlate is being developed by theJet Propulsion Laboratory.






Lincoln, 113 Nebraska Hall, Lincoln, NE68588-0517; Email: [email protected]



0 Resource materials and kits providethe classroom teachers with a set ofhands-on materials that will enablethe students to design and test experi-ments. The curriculum packet con-tains science content information,vocabulary list, a materials list, time-line for preparation and implementa-tion, tips for managing the studentsor classroom during hands-onexperiences, a bibliography of addi-tional materials, and a collection ofprofessional contacts.

0 Teacher training program in the useof these materials and lesson plans.This six-hour training, along withthe teacher's guide and kit will enabletwo to three weeks of classroominstruction.



0 Family science nights at the sciencecenter. These evenings will introducefamilies to the science programs pre-sented in the schools. Families willobserve science demonstrations,attend science lectures, interact withthe hands-on exhibitry, such as anearthquake simulation room, an eight-foot free-standing tornado, and akalliroscope that models the fluiddynamics of the ocean and/or theatmosphere.

Some of the concepts the participantsin The Dynamic Earth program willinvestigate are:




Interested parties should contact theEducation Department or GroupBookings at (714) 542-2823.


President, Education, Discovery ScienceCenter, 2500 North Main Street, SantaAna, CA 92705; Phone: (714) 542-2823;Fax: (714) 542-2828;



0 0 0 0 0 0 0 0 0 0 OOOOO 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 OOOOO 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

II Earth SystemsConnections: An

tegrated K-4 Science,Mathematics, andTechnology Curriculumhttp://www.ias.sdsmt.edu/staff/vierling/vierling.html

This project will develop an integratedEarth system science curriculum pro-gram intended for children in K-4classrooms. At the core of the work arethree central objectives:

1. To build upon existing data, technolo-gies and resources (e.g. NASA satellite

imagery and programs) in the creationof approximately 50 thematic, integrat-ed, stand-alone activities that arecohesively connected across K-4 gradelevels. These activities will reflect

national content and process standardsfor elementary level mathematics andscience education.

2. To develop modules around real-world,scientific, and cultural contexts thatresonate with typically disadvantagedand underrepresented populations.Collaborative relationships withschools on a Native American reserva-tion, in rural Appalachia, and in innercity areas have already been secured.

3. To support the curriculum by develop-ing interactive Web sites throughwhich students will enter and accessdata, observe satellite imagery, postfindings, etc., forums where studentsacross the country could communicatewith each other (e.g., email, chatrooms, videoconferencing), as well assupport for online conversationsbetween teachers as a form of teacherdevelopment will be provided.

Four themes will be developed to pro-vide the content framework for creatingthe curricular activity modules, namely:1) Learning about Remote SensingPrinciples and Connections to EarthSystem Science; 2) Learning about theEarth's Dynamic Systems:

Interconnections that Link the Earth;

3) Learning about the Earth's DynamicSystems: Changes, Changes Everywhere!;

and 4) Learning about the Earth'sDynamic-Systems. Measurement-andData Analysis. Curriculum modules willrevolve around "hands-on" activities,supported and supplemented by Webbased lessons. Extensive piloting of thecurriculum modules will take placethroughout the duration of the grant atsix school sites (two each in SouthDakota, Colorado, and Virginia). The pro-ject will officially begin in June 2000 andwelcomes the opportunity to collaboratewith other schools, educators, andresearchers.

CONTACT: Lee Vierling, SDSM&T, 501

E. St. Joseph St., Rapid City, SD 57701;


EarthKAMhttp://www.earthkam.ucsd.edu/

EarthKAM enables students to exploreand learn about Earth using images takenfrom the unique and powerful perspec-tive of space. EarthKAM has accumulateda wealth of images, taken remotely bymiddle school students operating anelectronic still camera flown in Earthorbit. These visible-light images show adiversity of regions and physical features,from every continent except Antarcticaall available on the educational, user-friendly, Web-based data system.Educational materials are also availableonline to help educators get started withthe program and integrate workingwith images into their classrooms andcurricula.


0 To integrate Earth images withinquiry-based learning to enhancecurricula in support of national andstate education standards;

0 To provide students and educators theopportunity to participate in a spacemission and to develop teamwork,communication, and problem solvingskills;

49

O To engage teams of students, educa-tors, and researchers in collaborativeinvestigations using remotely-senseddata; and

0 To incorporate the active use of Web-based tools and resources in supportof the learning process.

Educators for grades 5 through 12 areinvited to use the EarthKAM images andmaterials available on the EarthKAMWeb site. Middle schools also have theopportunity of applying to join the onlineEarthKAM Community. The communityprovides additional information and sup-port for students and educators as theyconduct collaborative, inquiry-basedinvestigations based upon the images andtheir classroom studies. Details on thebenefits of and requirements for joiningthe EarthKAM Community are availableon the Web site.




Center for Earth and Space ScienceEducation, TERC, 2067 MassachusettsAve, Cambridge, MA 02140; Phone: (617)

547-0430; Fax: (617) 349-3535; Email:

[email protected]

I Enhancement of theGlobal Systems ScienceStudent Guide Scries forthe Digital EarthInitiative

Atmospheric and EnvironmentalResearch, Inc., Boston's Museum ofScience, Lawrence Hall of Science in

Berkeley, CA, and Logal.net will digitize

and enhance the Global Systems Science(GSS) Student Guide Series for interac-tive use on the Internet and the DigitalEarth Initiative. The GSS Student guideseries, developed during the past eightyears at the Lawrence Hall of Science, canbe combined in various ways to create aninterdisciplinary high school course. In



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the GSS approach students integrate thetraditional disciplines to probe the inter-actions among the atmosphere, ocean,

CONTACT: John Pickle, Staff Scientist for

Education Development, Atmosphericand Environmental Research, Inc. (AER),

iceTsolid-Earth; an-d-living organisms thatshape Earth's evolution and its future.Students study the traditional disciplines,not as ends in themselves, but as tools fora scientific understanding of Earth as anintegrated system. The course draws on avariety of disciplines to illustrate how sci-entists investigate the ways that humanactivities interact with Earth systems.The content and pedagogy of the GlobalSystems Science course reflects the fourgoals that lie at the heart of the NationalScience Education Standards:

GSS starts with real-world societalissues selected to evoke interest,excitement, and an appreciation of thevalue of science.

0 Through laboratory activities anddiscussions, students are given oppor-tunities to investigate and apply thescientific processes and principles thatinform each of the issues.

O Students are encouraged to discusstheir changing perspectives as thecourse proceeds, and to think abouthow they can affect the outcome ineach area of concern through personaldecisions.

0 Students are motivated to continuetheir study of technical fields as theyencounter a wide diversity of rolemodels featured in the GSS Studentguides.

The nine-part GSS Student guide serieswill be digitized, not only by creatinghypertext links between the documents,but by developing an educational soft-ware interface that creates organic, livingdocuments connected to any data acces-sible on the Internet. Logal.net has devel-oped revolutionary software that displays,overlays, and interacts with any Internetdata source on one computer screen.Science, education, research, technology,and public policies will all be integratedand available for students, public plan-ners, the media, and the general public toexplore, analyze, and make decisions.

840 Memorial Drive, Cambridge, MA

02139-3771; Phone: (617) 349-2277; Fax:


I The Gaia CrossroadsProjecthttp://www.bigelow.org/gaia/menu.html

The Gaia Crossroads Project is an innov-ative program using satellite remote sens-ing in K-12 classrooms. This progressiveprogram captures the interest of elemen-tary students and sustains their interestthrough high school. Using the imageryprovided, students are able to study andinterpret satellite images of their localcommunities. After the initial focus onthe local environment, the programexpands to include images of a broadergeographic coverage-the Gulf of Maineand the North Atlantic for studyingoceanography, weather satellite imagesfor studying meteorology, and images oftropical rain forests for studying globalecosystems. The project provides ongoingteacher training and technical support.

The Gaia Crossroads Project's futureplans include conducting a three-yearpilot project in Maine to demonstrate thatstudents can produce an accurate landuse/land cover map of their state that willprove of value to state government.Another future plan is for a two-year pilotprogram to develop a new approach to acomprehensive study of the water cycle.Students and teachers will use NASA dataand other imaging products to follow adrop of water from the time it falls asrain until it once again becomes a rain-drop. The protocols, training modules,and strategies developed in these pilotswould become models for students andteachers in other states.


Guidebook for Using Satellite Imagery in

the Classroom and Community is availablethrough Bigelow Laboratory. It contains

42 NASA Earth Science Enterprise 0 2000 Education Catalog1,'Pek 44,

e!0 SR'

S0

background information on the project, aremote-sensing primer, hands-on tutori-als,ideas for setting-up-the-program-in-aclassroom, over sixty activities writtenand classroom tested by teachers in theGaia Crossroads Project, and an extensivelisting of resources.

CONTACT: Cynthia B. Erickson, Pioject

Director, The Gaia Crossroads Project,Bigelow Laboratory for Ocean Sciences,

P.O. Box 475, McKown Point, West



I Goddard Institute forSpace Studies (GISS)Institute on Climateand Planets (ICP)http://icp.giss.nasa.gov


research to national science standardsand foster the professional/academicadvancement of minority students in thesciences. The ICP is conducted in collabo-ration with the City University of NewYork (CUNY), Columbia University, New



Fellows are competitively selected fromNew York City area pre-college and col-

lege institutions and given tangible roleson GISS research teams organized toadvance our understanding of climateforcings and natural variability that pro-duce climate change. Activities duringSummer Institutes (six-eight weeks) andan Academic Year Program (GISS- and

school-based) are designed to facilitateresearch projects and develop relevantscience skills and content understand-ings. Annually, student researchers atGISS and/or ICP schools make presenta-tions at science fairs, regional and nation-al science competitions and the ICPSpring and Summer Conferences. ICPstudents view research experiences as a


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means to their advancement in the sci-ence pipeline, with program alumni nowentering highly competitive schools andjob markets. Throughout the year, ICPfaculty and GISS scientists collaborate toproduce student projects and lessons, aswell to share them at professional meet-ings and conferences.

With the support of NASA's Minority

UniversitySpace InterdisciplinaryNetwork Resource Training Site at theCity College of New York (CCNY), ICP

schools are gaining the technicalcompetencies and resources needed toparticipate in an electronically connectedresearch and education network.

An Earth Climate Teacher Education

Course and school-based TeacherInstitutes are the newest componentsunder development. The context for thecourse and institutes is to examine theEarth's climate as an evolving, dynamicsystem by investigating how the inputsolar radiation interacts with the systemcharacteristics to produce the output cli-mate conditions. Partnerships withColumbia University, CUNY and New

York City Urban Systemic Initiative are





I GSFC Earth and SpaceSciences EducationProject (GESSEP)http://education.gsfc.nasa.gov/

A repository of online investigations forgrades 5-8 and 9-12 have been devel-oped by teachers from Maryland,Connecticut, and West Virginia duringsummer workshops at Goddard SpaceFlight Center. The focus of these work-

shops is on developing investigationsdirectly related to NASA Earth and spacescience projects. Participating teachers

are paired with scientists from variousNASA projects to accomplish thisobjective.

Pilot testing of the investigations isoccurring during the 1998-2000 schoolyears. Classroom teachers register to pilotindividual investigations in their class-rooms by going to the following Web site:

http://www.education.gsfc.nasa.gov/ andclicking on the GESSEP logo. GESSEP

strives to collect 25-30 evaluations perinvestigation. This feedback will be usedto refine the Investigations and deter-mine the relative value of each investiga-tion in the classroom.


Investigator; Phone: (301) 375-8226;Email: [email protected]




GSFC Earth SciencesDirectorate Scientificand EducationalEndeavors (SEE)http://See.gsfc.nasa.gov/

SEE focuses on enabling the use of NASA

Earth science information and data forformal and informal education. This pro-gram develops educational products forhigh school and undergraduate educatorsand for students at these levels. It alsoworks with organizations and individualsinvolved in informal education through-out the U.S. to jointly produce useful edu-cational and public awareness materialsthat utilize NASA's Earth science knowl-

edge and expertise.

CONTACTS: Blanche Meeson, NASA

Goddard Space Flight Center, Earth

Sciences Directorate, Code 900,Greenbelt, MD 20771;


Carla Evans, Goddard Space Flight Center,

Earth Sciences Directorate,Code 900, Greenbelt, MD 20771;Email: [email protected]

I Learning TechnologiesProjecthttp://education.nasa.gov/Itp

The NASA Learning Technologies Project(LTP) uses NASA's inspiring mission,

unique facilities, and specialized work-force, along with the best emergingtechnologies, to promote excellence inAmerica's educational system. LTP fundsactivities that deliver NASA mission con-tent via the Internet and other technolo-gies to foster reform and restructuring inmath, science, computing, engineering,and technical education.

LTP promotes effective use of NASAinformation and knowledge for educationand life-long learning by means of:

O Education Outreach Centers.NASA LTP Center projects breathelife and immediacy into curriculaincorporating technology to enhancelearning and using technologicaladvances to serve educational goals.Among the many NASA Center pro-jects are the NASA Quest LearningTechnologies Channel, which allows amulti-dimensional Web experienceincorporating email, chat rooms,audio, video, synchronized graphics,and sometimes NASA Television tooffer participants workshops, lectures,seminars, courses, and exciting liveevents around the world.

0 Leading Educators to Applications,Research and NASA-relatedEducational Resources in Science(LEARNERS) Projects. The sevenLEARNERS projects launched in late1999 to enhance K-12 science, mathe-matics, technology, and geographyeducation through Internet-basedproducts derived from content onNASA's mission. These projects feature

topics in Earth science, space science,and aerospace technology.

o Legacy Projects. Funded by LTP inthe past are projects ranging fromthose emphasizing innovative publicuse of remote-sensing data, to those



00000000000000000000000000000000000000000000000000000000000000000000000000000000000

using Digital Library Technology, tothose with an aeronautics focus ingrades K-14.

ACT: ar-IVI'kie-61-1T-1, ASA ARC,

MS 269-3, Moffett Field, CA 94035;


I Maryland Earth andSpace Systems ScienceCurriculum Project


Education Office is collaborating withtwo Maryland school systems, AnneArundel County Public Schools andMontgomery County Public Schools, todevelop a new high school Earth andSpace Systems Science Curriculum. Thiscurriculum will address the NationalScience Education Standards andMaryland's "Core Learning Goals"http: / /mdk12.org /mspp /high_school /what_

will/scienceimdex.htmlwhich willprovide the basis for high school perfor-mance tests. The curriculum will use asystems approach and be grounded incurrent Earth and Space System Sciencecontent. Two courses are being developed:1) a course for students in grades nine orten (with Algebra 1 as a pre-/co-requisite)and 2) a course for students in gradeseleven and twelve (with Algebra 2 as a

pre-/co-requisite).The writing team is using information

provided by NASA scientists as a basis forthe content. The "five E" format, from

Constructivist Learning Theoryhttp://www.exploratorium.edu/IFI/resources

/constructivistlearning.htmlis providingthe skeleton for the curriculum design.Throughout curriculum development,Goddard's scientists will be consultedby the writing team to ensure that thescience is correct and that the latest sci-entific facts, theories, and processes areincorporated into the curriculum. Anadvisory board will be identified toreview the curriculum writing efforts.

Initial implementation of the first levelof the course is planned for September,

2000 with revisions to the first courseand development of the second levelcourse planned for the 2000/2001 schoolyear. Goddard will-provicicalVenite forcurriculum dissemination so that thecurriculum will be made available toother school systems.

CONTACT: John Entwistle, Goddard

Space Flight Center, Code 130.3, Building

28, Room N167A, Greenbelt, MD 20771;


I NASA Goddard SpaceFlight Center EarthSystem ScienceEducation Project(GESSEP)MarylandSchool System Grantsand Regional EarthScience Activities

As an extension to the MarylandAmbassador Program, GESSEP teacherambassadors are deeply involved inenhancing Earth and Space scienceinstruction in their local systems andthroughout Maryland. Professional devel-opment and curriculum planning work-shops are supported through grantsunder this program. Examples of activi-ties supported by this program include:

0 A workshop was held at Easton HighSchool, and involved 50 Earth ScienceTeachers in the nine Eastern Shorecounties of Maryland. The workshopwas related to the identification ofsupport structures needed by schoolsand districts to implement the CoreLearning Goals for High School Earthand Space Sciences.

O The Western Maryland counties ofAllegany, Garrett, and Washington pro-vided three days of staff development,planned and presented byAmbassadors, for all Earth and SpaceScience Teachers.

0 Four teams of teachers from the fiveSouthern Maryland Counties of PrinceGeorge's, Calvert, Charles, St. Mary's,and Anne Arundel completed their

44 NASA Earth Science Enterprise 0 2000 Education Catalog till. 5 2

work, in early August 1998, to infusetechnology into the Earth ScienceCurriculum developed by BaltimoreCounty. The revised curriculum was tobe piloted in the five involved countiesduring the 1998-1999 school year,with the piloted curriculum madeavailable to all counties in the state.

o A GESSEP Ambassador and theScience Supervisor planned and con-ducted a two-day in-service for Earthscience teachers in Calvert County.

Applicants are limited to participantsfrom the Maryland Ambassador Programand selected on a competitive basis.

The Maryland Ambassador Programbegan in 1994, continuing through theend of the 1996 school 7..:ar. Teams ofMaryland middle and high school teach-ers participated in this four-week sum-mer program, which was designed toenhance their teaching and help themserve as ambassadors to other teachersand to their local school district. Sixty-five teachers completed the AmbassadorProgram from across Maryland.


Investigator; Phone: (301) 375-8226




I NASA Native EarthSystems ScienceCurriculum Project(NESCP)

The All Nations Alliance for MinorityParticipation (ANAMP) is developingcurriculum materials for K-4 education.

The Salish Kootenai College and itscollaborative partners (the Colville andNez Perce Tribes) have a unique andinnovative plan to develop and field test aset of age-appropriate activities relatedto fields of Earth system science researchand data assessment for the K-4education community. A "trio" approachto curriculum development will be used

CURRICULUM SUPPORT AND DISSEMINATIONElementary& Secondary

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that includes two teachers (K-4 and highschool) and one elder from each tribeinvolved (Confederated Salish and

ootenai Ti ibes7the-Colville Tribe, and

the Nez Perce Tribe). These trios will

attend two training institutes annually.One institute will focus on Earth systemscience content areas and will be held atNASA Goddard. The second institute willfocus on training in effective teachingpractices already developed for NativeAmerican students by ANAMP. Each year,

a Native American college student inhis/her third year in elementary educa-tion or math and science secondaryeducation programs will participate inthe training institutes. Curriculum andappropriate assessment tools will bedeveloped by the three trio teams of theNASA Native Earth Systems Science

Curriculum Project (NESCP).Curriculum that meets assessment andevaluation criteria will be field tested in

pilot modules within reservation schools.All curricula will be created in blackand white, with standard size duplicationin mind.

CONTACT: Dr. Judith Gobert, All Nations

Alliance for Minority Participation, SalishKootenai College, PO Box 117, Pablo, MT

59864; Phone: (406) 675-4800;

Fax: (406) 675-4838

I The Pigeon Adventure:An Adventure throughRemote-SensingHistory

The Pigeon Adventure is an interactiveWeb site and hands-on activities that arebeing developed to teach children ingrades K through 4 about remote sensingand change over time. Set in New York

City, the product will present science con-cepts via a Pigeon as metaphor familiarto inner-city children to introduce theconcept of perspective and change inurban habitats. Through aerial photogra-phy created by pigeon cameras, the prod-uct will focus on the benefits of a bird's

eye view then introduce the advances ofremote sensing throughout the century.

The interactive adventure will engagechildren to follow a carrier pigeon on anadventure through New York City. They

will be challenged to solve problemsbased on historical information gatheredfrom the Pigeon's adventure and visualcues in the satellite imagery. These prob-lems will emphasize how the city and itshabitats have changed over time. Thusdrawing a systemic relationship of urbandevelopment, change-over-time, and itseffect on biodiversity.

The supplemental materials will enableeducators to introduce and reinforce theconcepts through hands-on activitieslinked to national standards. Parents andteachers will be able to teach Earth sys-tem science via identification of land usein remotely-sensed imagery, explorationof featured habitats, and through theinvestigation of the interactions andchanges in these systems.

CONTACT: Ginger Butcher, NASA

Goddard Space Flight Center, Mail

Stop 920, Greenbelt, MD 20771;


I PUMAS (Practical Usesof Math And Science)http: / /pumas.jpl.nasa.gov

PUMAS is an online journal of briefexamples illustrating how math andscience concepts taught in pre-collegeclasses are actually used in everyday life.PUMAS offers a way for researchers to

make a substantial contribution to educa-tion with a relatively small investment oftime and effort.

PUMAS examples may be activities,anecdotes, descriptions of "neat ideas:'formal exercises, puzzles, or demonstra-tions, written primarily by scientists, inany style that serves the material well.They are intended mainly to help K-12teachers enrich their presentation of sci-ence and math in the classroom. The

PUMAS Web site provides wide distribu-tion; the site receives over 3,000 hits perweek, on average.

Teachers can search the PUMAS collec-tion based on curriculum topic, gradelevel, or subject. They can select relevantexamples, and develop ideas of their ownabout how to integrate the material intotheir lesson plans.

All examples are peer-reviewed by atleast one scientist with a relevant back-ground, and at least one teacher at anappropriate grade level. Once accepted, anexample is a citable reference in a refer-eed science education journal, and maybe listed in your resume.

Interested in participating? The exam-ples are available to everyone via thePUMAS Web site. The project also needs

teachers at all grade levels, scientists, andengineers to volunteer for the pool ofPUMAS reviewers. And the, project is

always looking for good examples of thePractical Uses of Math And Science.

CONTACT: Ralph Kahn, editor and

founder, Jet Propulsion Laboratory,MS 169-237, 4800 Oak Grove Drive,

Pasadena, CA 91109 USA; Phone:

(818) 354-9024; Fax: (818) 393-4619;


I TOPEX/POSEIDONand Jason-1Educational Outreachhttp://topex-www.jpl.nasa.gov

Jointly sponsored by NASA and theFrench Space Agency (CNES) the

TOPEX/POSEIDON satellite has continu-

ously surveyed the ocean surface heightwith a radar altimeter since launch in1992. Now operating beyond its designlifetime, it is hoped that TOPEX/POSEI-DON will continue to collect data untilfall of 2000 when the follow-on mission,Jason-1, will be launched.

Scientists are using TOPEX/POSEIDON

satellite data, accurate to within 4cm, tolearn about ocean circulation includingphenomena such as the El Niiio/La Nina

ft 43 NASA Earth Science Enterprise 0 2000 Education Catalog 45

CURRICULUM SUPPORT AND DISSEMINATIONElementary & SecondaryCommunity College & Undergraduate

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cycle. Oceans are a key mechanism intransporting heat from the sun aroundthe globe. Researchers are working toimproNFthe understanding of the role ofoceans in controlling seasonal variationsand longer-term climate changes.TOPEX/POSEIDON data are also used for

operational purposes including ship rout-ing, fisheries management, hurricaneforecasting and support of underwateractivities such as cable laying.

The TOPEX/POSEIDON and Jason-1

projects develop and provide a wide vari-ety of physical oceanography materials toK-13 educators and students includingCD-ROMs, posters, brochures and videos.Many resources are available through theWeb. TOPEX/POSEIDON satellite data are

posted on the Web and can be accessedfor use in the classroom.

CONTACT: Susan Digby, Jet Propulsion

Laboratory, M/S 263-355, 4800 Oak Grove

Drive, Pasadena, CA 91109 USA; Phone:

(818) 354-6036; Fax (818) 354-0368;Email: [email protected]

I The Translingual EarthSystem ScienceEducation Center

As NASA's Earth system science program

advances, remarkable innovations inclassroom technology promise a wideraudience than ever. But in spite of thepromise of reaching a broader audience,Earth system science remains a largelyEnglish-speaking phenomenon confinedto university campuses. The multidisci-plinary approaches and integrated tenetsof Earth system science are nonexistentin most minority-dominated rural schooldistricts of Texas and the U.S./Mexicoborderlands. In the Spanish-speakingcountries of Central and South America, asystems approach to Earth science educa-tion is likewise nonexistent.

In a joint international effort led byTexas A&M University-Corpus Christi,

online technologies will be coupled withexisting teacher cohort networks to deliv-er trilingual Earth system science content

to Hispanic students and educators inTexas, Mexico, Puerto Rico, and selected

Latin American countries.

CONTACT: Grady Blount, Texas A&M

University-Corpus Christi, Dept. ofPhysical and Life Sciences, College of

Science and Technology, 6300 Ocean

Drive, CS 130, Corpus Christi, TX 78412;

Phone: (361) 825-2358;

Fax: (361) 825-2742

II University of Montana'sEarth ObservingSystem (EOS)Education Projecthttp://www.eoscenter.com

This project disseminates EOS missionimagery, supportive curriculum, andrelevant programs to the K-16 educationcommunity. The EOS Education Projectaiso provides training for the K-16 edu-cational community in the interpretation,utilization, and relevancy of EOS missionimagery. These resources are deliveredthrough a dynamic combination of onlineand onsite teacher workshops, Internet-based courses, national conferences,interactive map and image servers, andEarth system science content.

Distributed and classroom-basedGeographic Information Systems (GIS)are used to assist teachers to obtainremote-sensing imagery and ancillarydata for project-based learning. Weinvestigate how EOS information canenhance existing NASA interdisciplinarycurriculums that explore the diverse andchanging landscapes of the world.

The EOS Education Project has assem-bled a team of education, technology, andresource specialists to serve the growingneeds of the global environmental educa-tion community. The project has alsoestablished strategic alliances within theprivate and public sectors to advancestate-of-the-art solutions for geographicalinformation dissemination and educationprogram development across local,regional, and global scales. The collectivemission supports educator and student


understanding of complex global ecosys-tems and humans' role in affecting thesesystems.

CONTACT: Phone: 1-800-0411-0341;


COMMUNITY COLLEGE &

UNDERGRADUATE

I An Associate of Arts inCommunity Collegesfor Training in EarthScience (ACTES)http://www.smcccd.cc.ca.us/smcccd/csm/actes/actes.htm I

ACTES is a collaboration between theCollege of San Mateo (CSM) and NASA

Ames Research Center, with three majorgoals. The first is implementing remote-sensing data use in a broad range ofcommunity college courses. Second, iscreating curriculum modules and classesthat are transportable to other communi-ty colleges via the World Wide Web

(WWW). Third, at the end of the project,a WWW server will have been establishedthat will be an ongoing source of dataand curriculum materials to other com-munity colleges.

A sequence of five courses has beenestablished at CSM and approved forcommunity colleges state-wide forstudents wishing to earn an AA degree inthis area of expertise. The titles for thecourses are: Introduction to EarthSystems Analysis; Spatial Analysis in

Geographic Information; GPS, GIS and

Image Processing; Remote SensingTechnology and Processing; andLaboratory Practicum.

The result of this curriculum will behands-on learning for students whetherthey are at a two-year college for an AAdegree, retraining to improve their jobskills, taking classes to satisfy require-ments for four-year colleges, or any

CURRICULUM SUPPORT AND DISSEMINATIONCommunity College & Undergraduate

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combination of these options. The expec-tation is that these students will be ableto continue their education in remoteensing/Geographic Information Systems

(GIS) at a senior college, move into entrylevel positions at local companies whereremote-sensing and GIS technologies areused, or have valuable skills to append totheir resumes.

At the completion of the project, col-leges throughout the nation will be ableto download materials from the ACTESWWW site and use them for their ownrelated course work and programs. Thesematerials will include course outlines,classroom exercises, individual lessons,and supporting graphics and images.

CONTACTS: Ken Kennedy, Department of

Political Science, College of San Mateo,

1700 W. Hillsdale Blvd., San Mateo, CA,

94402; Phone: (415) 574-6656;Fax: (415) 574-6680;


J. W. Skiles, SETI Institute, Mail Stop

239-20, NASA Ames Research Center,

Moffett Field, CA 94035-1000; Phone:


II Augmented LearningEnvironment andRenewable Teaching(Project ALERT)http://projectalert.nasa.gov

Project ALERT (Augmented LearningEnvironment and Renewable Teaching)is a cooperative California-basedprogram with two main partners, theCalifornia State University (CSU) geo-

science and education disciplines and theNASA centers at Ames Research Center

(ARC) and the Jet Propulsion Laboratory(JPL). Project ALERT is a three-year

initiative that formally began in spring1998 with funding from NASA and nineCSU campuses; two additional campuseshave been recruited since the inception ofthe project. The shared goals are to buildstrong bridges between NASA scientists,

engineers, and science information tech-nologists at ARC and JPL, and universityeducators and scientists at the CSU. CS]

is one of the largest education systems inthe world composed of twenty-threecampuses; the system prepares a largepercentage of teachers in the state. Aprimary emphasis of ALERT is to createand/or infuse interdisciplinary Earth sci-ence course materials into the core sci-ence curriculum of pre-service teachers.

The types of projects undertaken byCSU and NASA professionals includerepackaging Earth sensing informationgenerated by NASA missions for educa-tional uses, effecting simpler transfers ofNASA technology to education, andreassessing and augmenting university-level Earth science course content. ALERTalso ties strongly to other NASA-spon-sored educational outreach efforts withinthe Universities Space ResearchAssociation-Earth System ScienceEducation (USRA-ESSE) and NASA

Opportunities for Visionary Academics(NOVA) communities.

In practice, CSU professors spend up toten weeks for each of two summers at theNASA centers. Design of academic year

joint NASA-CSU projects is done duringthe summer as well as the developmentof "spin-off" joint NASA-CSU mission-

related projects. Local and regional work-shops at the CSU campuses and theNASA centers are conducted during theyear to facilitate the exchange of informa-tion, as are continuing research and edu-cation efforts between NASA and CSU

colleagues, including creating educationalproducts (lesson plans, Web sites, etc.)and formative assessment of team-building activities.

CONTACTS: ARCJ. W. Skiles, SETI,

NASA Ames Research Center,

Email: [email protected];

JPLEdward Ng,Email: [email protected];

CSU NorthEllen Metzger, San JoseState University,

Email: [email protected];

CSU SouthElizabeth Ambos, CaliforniaState University, Long Beach,

Ernail:[email protected],

other ALERT leaders includeMarguerite Syvertson, JPL,Email: miss @scnl.jpl.nasa.gov

0 Earth System ScienceEducation Alliance(ESSEA)http://www.cet.edu/essea

The Earth System Science EducationAlliance (ESSEA), a partnership betweenthe Institute for Global EnvironmentalStrategies (IGES), the Center forEducational Technologies (CET) atWheeling Jesuit University, throughfunding from NASNs Earth ScienceEnterprise, is an exciting and innovativeprofessional development program.


leges, and science education organiza-tions in offering K-12 Earth system sci-ence (ESS) online graduate courses thathave been developed within the CET atWheeling Jesuit University for NASA's

Earth Science Enterprise. The Earthsystem science courses use an innovativeinstructional design model, are deliveredover the Internet, and feature student-centered, knowledge-building virtualcommunities. Successful proposers willparticipate in an intensive four-daytraining workshop to learn how to deliverthe courses.




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IGES will award three-year grants toentities with unique and innovative pro-posals to facilitate and offer the Earthsystem science online courses developedand tested by CET. Plans are to issue newgrants in early 2000, late 2000, and in2001. A copy of the full proposal andguidelines is available at the ESSEA Web

sitehttp://www.cet.edu/esseaor bymail at the address below.



Phone: (703) 875-8634; Fax: (703)


I National WorkforceDevelopment Educationand Training Initiative

Building a strong work force to populateone of the fastest growing industries inthe nation is one of the challenges facingNASA's Commercial Remote Sensing

Program (CRSP) at Stennis Space Center.

On October 1, 1999, CRSP, along with



The national plan is based on thesuccessful approach demonstrated by theMississippi Model for Workforce

Development Education and Training(WDET), currently being implemented byCRSP's Mississippi Space Commerce

Initiative. As NASA's lead center for com-


task of ensuring that a trained workforcewill be available to populate the rapidlygrowing remote-sensing industry. TheMississippi Model and the MississippiDepartment of Education launched a pro-gram, which when fully implemented,will bring remote-sensing technology toevery Mississippi student by 2003. Thisprogram has been the focus of nationalattention, bringing education officials

from around the nation to Mississippi toobserve the schools involved. Spatial

Information Centers have been estab-lished in all Mississippi CommunityColleges and Universities are investigat-ing remote-sensing courses for existingdisciplines.

NASA, the US Department of Educa-

tion, the US Department of Labor, the USDepartment of Agriculture, the US De-partment of Interior and the US Depart-ment of Defense will work together to

ensure that all students are exposed toremote-sensing technology. Industries,colleges and universities will also be partof the network. Additionally, NASA will

draw on its existing partnerships with theSmithsonian Institution, National Geogra-phic, the Public Broadcasting Service andthe Global Learning and Observa-tions toBenefit the Environment program.

CONTACT: Brenda Pounds, Stennis SpaceCenter, Building 1200, Stennis Space

Center, MS 39529; Phone: (228) 688-3814;

Fax: (228) 688-7528;


II NOVAhttp://www.eng.ua.edui-nova



the University of Alabama, Fayetteville

State University and the University ofIdaho as lead institutions, is working toproduce enhanced science, mathematicsand technology literacy for new teachers.This effort is accomplished through thedemonstration of an undergraduate sci-ence/math/technology course framework,examples of successful course models,and a mentoring support system for fac-ulty wishing to implement new coursesor modify existing courses at their uni-versities. The framework uses interactivelearning and integrates science, mathe-matics and technology as a means ofdeveloping a new paradigm for educating


teachers. NOVA invites the participation

of science, mathematics, engineering,technology,ancl-education-factilty-who

are concerned with how universitiesprepare new teachers. Using the NASAmission, facilities, and resources, NOVA

provides faculty with enhanced knowl-edge and skills to implement change inuniversity courses. The NOVA team

presents its framework for change pri-marily through three-day workshops tointerdisciplinary university teamr .Th-seuniversities are then eligible to submitproposals for Implementation PlanningGrants (up to $30,000 for a one-yearperiod) to initiate change in science,mathematics, or engineering courses forpreparing K-12 teachers. addition, theproject links participants togetherthrough a World Wide Web server, which


The schedule of workshops andapplication information is available athttp://www.eng.ua.edid-nova. Eachparticipating university or college mustidentify an interdisciplinary faculty teamfor the workshop. One team membermust be a faculty member in the Collegeof Education. A second team membermust be a faculty member in science,mathematics, engineering, or technology.The third team member should be auniversity or college administrator (e.g.,provost, dean, or department head).Applying teams must have access tointeractive technologies and the Internetfor classroom use. A memorandum ofunderstanding signed by the deans ofeach college or division participating inthe project must be submitted to demon-strate a university-wide commitment.




(205) 348-7304; Fax: (205) 348-4171;Email: [email protected] [email protected]

05 C1


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0 Remote Sensing CoreCurriculumhttp://wvvw.tmibc:edu/rscc

The Remote Sensing Core Curriculum(RSCC), sponsored by the InternationalCenter for Remote Sensing Education(ICRSE), NASA, and the American

Society for Photogrammetry and RemoteSensing (ASPRS), is an education pro-gram developed in cooperation withinternational experts and businesses toensure an au-thoritative and substantivecurriculum in remote sensing. The cur-riculum includes a series of lecture out-lines, accompanied by self-contained lab-oratory exercises developed to supportthe advancing technologies of remotesensing and its integration with spatialinformation systems. Digital data setsfrom existing and planned satellite mis-sions will enhance the understanding ofadvanced concepts. The RSCC design will

ensure full access to data sets, operatingsoftware, and lecture materials via theRSCC home page. The lecture series is

organized under five volumes:

Vol. 1: Airphoto Interpretation andPhotogrammetry

Vol. 2: Overview of Remote Sensing of

the Environment

Vol. 3: Introductory Digital ImageProcessing;

Vol. 4: Remote-Sensing Applications; and

Vol. 5: K-12 Education.

CONTACT: Joyce Foresman, International

Center for Remote Sensing Education( ICRSE), UMBC Technology Center, 1450

S. Rolling Road, Box 2-11, Baltimore, MD

21227; Phone: (410) 455-5573; Fax: (410)


University BasedProgram in EarthSystem ScienceEducation (ESSE)http://www.usra.edu/esse/essonline/

The ESSE program consists of facultyfrom 44 U.S. universities who are linked

4:4

with one another and with NASA scien-tists in the development of undergraduatecurricula in Earth system_science,-Man-aged by the Universities Space Research

Association (USRA), the program offersfinancial incentives to universities thatare willing to participate cooperativelywith other universities and NASA ininterdisciplinary curricula developmentfor Earth system science education. Eachuniversity in the program has developed asurvey course and senior-level courses inwhich faculty present Earth system issuesas a socially-relevant, challenging, andimportant class of scientific problems.The objective of the survey-level course isto instill among the general student pop-ulation an appreciation of the social, eco-nomic, and political implications of glob-al change, and a scientific understandingof interrelationships between the Earth'sphysical and climate system and ecologi-cal systems. The objective of the advancedsenior-level course is to provide studentsin the sciences and mathematics with aninterdisciplinary perspective of Earth sci-ence and global change research. In thesenior course, students from differentacademic departments work in teams tostudy and develop conceptual and com-puter models of physical, chemical, andbiological processes of the Earth system.The senior course is taught by facultyfrom at least two relevant academicdepartments, and focuses on scientificissues that draw upon the strengths of theinstitution. As part of the broader pro-gram, universities participate in an orga-nized exchange of scientists and faculty,involving visiting faculty and scientistsfrom other participating universities andfrom NASA Centers.

CONTACTS: Donald Johnson,

Phone: (608) 262-2538,Email: [email protected];

Michael Kalb, Phone: (301) 805-8396,

Email: [email protected];Martin Ruzek, Phone: (920) 732-4514,Email: [email protected]; UniversitiesSpace Research Association, 7501 Forbes

Blvd, Suite 206, Seabrook, MD 20706

I University of Montana'sEarth Observing System(EOS) Education Projecthttp://www.eoscenter.com

This project disseminates EOS missionimagery, supportive curriculum, and rele-vant programs to the K-16 educationcommunity. The EOS Education Projectalso provides training for the K-16 edu-cational community in the interpretation,utilization, and relevancy of EOS missionimagery. These resources are deliveredthrough a dynamic combination of onlineand onsite teacher workshops, Internet-based courses, national conferences,interactive map and image servers, andEarth system science content.

Distributed and classroom-basedGeographic Information Systems (GIS)are used to assist teachers to obtainremote-sensing imagery -.-- I ancillarydata for project-based learning. Weinvestigate how EOS information canenhance existing NASA interdisciplinarycurriculums that explore the diverse andchanging landscapes of the world.


CONTACT: Phone: 1-800-0411-0341;



EDIKATIONALTECHNOL LOY90000909009090090000000090000000000000000009000

Educational technology is a rapidlygrowing area for NASA's Earth

science education program. Thesetechnologies include data visualiza-

tion of complex datasets; distance educa-tion through telecommunications andInternet-based courses and research pro-jects; mission simulations; and the designand/or use of instruments, ranging fromsimple to sophisticated, to collect Earthscience measurements. These advancedtechnologies are used in NASA Earth sci-ence education projects across all levels.

Challenger Center forSpace ScienceEducationhttp://www.challenger.org/

Challenger Center for Space ScienceEducation is an international, not-for-profit education organization created in1986 by the families of the astronautstragically lost during the Challenger spaceshuttle mission. Using space explorationas a theme, the Center's highly acclaimedprograms inspire students to pursuemath, science, and technology studies,while at the same time helping themdevelop critical life skills.

The organization launched theChallenger Learning Center Network in

1987. Learning Centers use technology-rich educational environments to createhands-on and minds-on learning experi-ences. They offer a variety of programs,from mission simulations for students toprofessional development workshops forinstructors. Each year, more than 300,000

students visit 37 Challenger LearningCenter sites across the United States,Canada, and the United Kingdom.

Challenger Center for Space Science

Education has developed the four flight


scenarios offered at Challenger LearningCenters. Voyage to Mars, Encountef Earth,

Return to the Moon, and Rendezvous witha Comet allow students to rev up theirimaginations and transform themselvesinto astronauts, scientists, and engineers.All four scenarios, which meet or exceedNational Science Education Standards,were developed with NASA engineers

and scientists to ensure an authenticexperience.

Mission scenarios and fees vary bylocation. Groups of up to 38 individualsare accepted on a space-available basis.Log on to http://www.challenger.org for

the Learning Center nearest you.

CONTACT: Challenger Center for Space

Science Education, 1250 North Pitt Street,Alexandria, VA 22314; Phone:

(703) 683-9740 or 1-800-98-STARS;

Fax: (703) 683-7546



and advanced information system tech-nologies into education. CASDE is

dedicated to providing the educationalcommunity with vast amounts of NASAimagery, tools, educational resources, andinterdisciplinary activities. CASDE tools,

tutorials, a useful "building-block"curriculum structure, classroom readyposters, and interactive laboratory kits,have all been developed by the consor-tium to introduce the basics of interpret-

5 8 .

EDUCATIONAL TECHNOLOGY

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ing space imagery and incorporatingpotential applications of NASA data tothe education community and otherin eres e. par les.

The leadership of CASDE comes from

three organizations, including theUniversity of Nebraska at Lincoln, Centerfor Advanced Land ManagementInformation Technologies, the JetPropulsion Laboratory, and the Universityof Nebraska at Omaha Office of InternetStudies. Through these three organiza-tions, the CASDE staff offers a variety of


one-day introductory seminars are avail-able that introduce participants to CASDEimagery resources, sample curriculumactivities, and software. Weeklong work-shops are also offered periodically to pro-vide teachers and other professionals amore in-depth training in CASDEresources, image visualization tools, andlesson design. The workshops also assistteachers in developing curriculum specif-ic to their classrooms. In addition tothese shorter duration opportunities,several graduate courses, and extendedindependent study classes for graduatecredit, are also available from theUniversity of Nebraska at Omaha. Web-based training opportunities, called"Webshops" are also being developed bythe consortium. Within all the trainingopportunities, educators are involved in awide variety of "hands-on" activities tohelp support a strong base of CASDE

resource awareness, experience, andclassroom integration. Participants par-ticularly gain valuable experience with

new technology-based tools, such asDataSlate, which is a new technology thatallows users to explore essentially infinitedata sets and to simultaneously compareco-registered and geo-referenced sets ofdata. DataSlate is being developed by theJet Propulsion Laboratory.



Studies, UNO, Omaha, NE, 68182-0163;Email: [email protected]


Lincoln, 113 Nebraska Hall, Lincoln, NE


I EarthKAMhttp://www.earthkam.ucsd.edu/

EarthKAM enables students to exploreand learn about Earth using images takenfrom the unique and powerful perspec-tive of space. EarthKAM has accumulateda wealth of images, taken remotely bymiddle school students operating an elec-tronic still camera flown in Earth orbit.These visible-light images show a diversi-ty of regions and physical features, fromevery continent except Antarcticaallavailable on the educational, user-friend-ly, Web-based data system. Educationalmaterials are also available online to helpeducators get started with the programand integrate working with images intotheir classrooms and curricula.


9 To integrate Earth images withinquiry-based learning to enhancecurricula in support of national andstate education standards;

9 To provide students and educators theopportunity to participate in a spacemission and to develop teamwork,communication, and problem solvingskills;

0 To engage teams of students, educa-tors, and researchers in collaborativeinvestigations using remotely-senseddata; and

o To incorporate the active use of Web-based tools and resources in supportof the learning process.

Educators for grades 5 through 12 areinvited to use the EarthKAM images andma erials available on_the-EarthKAM

Web site. Middle schools also have theopportunity of applying to join the onlineEarthKAM Community. The communityprovides additional information and sup-port for students and educators as theyconduct collaborative, inquiry-basedinvestigations based upon the images andtheir classroom studies. Details on thebenefits of and requirements for joiningthe EarthKAM Community are availableon the Web site.




Center for Earth and Space ScienceEducation, TERC, 2067 Massachusetts

Ave, Cambridge, MA 02140; Phone: (617)

547-0430; Fax: (617) 349-3535; Email:[email protected]

I Earth ScienceComponent forAcademic ProfessionalEnhancement(ESCAPE)http://www.ssec.wisc.edu/outreach/escape

Professional development opportunitiesin the Earth and space related sciencescontinue to be the area of greatest needfor teachers in Wisconsin. This project isaddressing the Earth system science pro-fessional development needs of upperelementary, middle and high school sci-ence teachers in Wisconsin and interestedneighboring states by offering NASA's

Classroom of the Future (COTF) onlineEarth system science course in conjunc-tion with the GET-WISE project.

Through our existing distance learningproject, GET-WISE (Geoscience Enhance-ment for TeachersWisconsin Initiativefor Space Education), and in partnershipwith the Wisconsin Academy Staff



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Development Initiative (WASDI), we will

recruit teachers from around the state toparticipate in the online Earth system sci-

UM has developed an online, for credit,course program for pre-service and in-service education of the teachers of



ence course. This program will be facili-

tated by scientists/education specialists.Project GET-WISE was developed to

exploit the use of instructional technolo-gy to achieve two critical objectives. First

to link teachers across Wisconsin throughthe use of distance learning tools. Second,to support teachers integrating currentinstructional technologies in the develop-ment of improved Earth system sciencecurriculum that is hands-on, motivating,engaging and effective in addressing theWisconsin State Science and Technologystandards. The University of WisconsinSchool of Education, will offer two gradu-ate credits for each semester of participa-tion in the GET-WISE Initiative and addi-tional credit will be offered for participa-tion in follow-up summer workshops tobe conducted by WASDI at one of thirteen

sites around the state.

CONTACT: Rosalyn A. Pertzborn,

Research and Outreach Specialist, Office

of Space Science EducationSpaceScience & Engineering Center, Universityof WisconsinMadison, 1225 W. DaytonStreet, Madison, WI 53706; Phone:

(608) 265-4160; Fax: (608) 262-5974

1 Earth ScienceEnterprise ResearchProgramUniversityof Montana

The University of Montana (UM) pro-vides a technology learning center forprofessional teacher training and teacherin-service, which brings remote-sensingand basic Geographic InformationSystem (GIS) applications into theclassroom. Using data products providedby UM's Numerical TerradynamicSimulation Group (NTSG) and supple-menting ongoing educational programs,UM's learning center introduces the latestremote-sensing concepts to the nextgeneration of science classrooms inMontana.

Montana, as well as the technical compo-nents to expand this program nationallyand internationally. This project bringsonline Earth system science coursesdeveloped by the Center for EducationalTechnologies at Wheeling JesuitUniversity into the UM learning environ-ment, presented through the e-College'"'network.

Additionally, the project plans outreachand study of online courses for theMontana Native American population,working closely with several reservationsacross Montana. During the first year, theproject will focus on one reservation andthen expand over the three-year programto integrate operations in state andnational hosts. Immediate impact isexpected on Montana classrooms, withplans to explore the impact on NativeAmerican classrooms where specialconditions and constraints may prevail.Project evaluation will delve deeply intothe perceived meaning of scientificunderstandings in the Native Americanteaching corps and examine how thesemeanings are communicated in theirclassrooms.



Research Professor of Education,University of Montana, James E. ToddBuilding, Missoula, MT 58912; Phone:

(406) 243-6334; Fax: (406) 243-2047;


1 Earth System ScienceEducation Alliance(ESSEA)http://www.cet.ed u/essea

The Earth System Science EducationAlliance (ESSEA), a partnership betweenthe Institute for Global EnvironmentalStrategies (IGES), the Center for

Educational Technologies (CET) atWheeling Jesuit University, throughfunding from NASNs Earth Science


leges, and science education organiza-tions in offering K-12 Earth systemscience (ESS) online graduate coursesthat have been developed within the CETat Wheeling Jesuit University for NASRs

Earth Science Enterprise. The Earth sys-tem science courses use an innovativeinstructional design model, are deliveredover the Internet, and feature student-centered, knowledge-building virtualcommunities. Successful proposers willparticipate in an intensive four-daytraining workshop to learn how to deliverthe courses.


IGES will award three-year grants toentities with unique and innovative pro-posals to facilitate and offer the Earthsystem science online courses developedand tested by CET. Plans are to issue newgrants in early 2000, late 2000, and in2001. A copy of the full proposal andguidelines is available at the ESSEA Web

site http: / /www.cet.edu /essea or bymail at the address below.



Phone: (703) 875-8634; Fax: (703)875-8635; Email: [email protected]


OOOOOOOOOOO 0 0 0 OOOOO 0 0 8 OOOOOOOOOOOO 0 0 0 0 0 0 0 0 0 OOOOO 0 0 0 0 0 0 0 0 OOOOOO 0 0 0 0 0 6 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Earth System ScienceOnline Course: An

pportunity-inGeography Educationhttp://www2.una.edu/geography


0 Increase K-12 teachers' knowledgeof, and experience in, Earth systemscience;

O Provide teachers in underserved areasof Alabama, the southeast and otherareas an opportunity to take a gradu-ate level class in Earth system science;

0 Enhance K-12 teachers' use of the Weband source material available throughvarious governmental, private industryand educational organizations;

0 Offer pre-service education studentsthe opportunity to increase theircontent knowledge in Earth systemscience, while trying a new deliverymethod; and

0 Test and demonstrate the power of theInternet and World Wide Web as a

complete delivery system mechanismfor Earth system science instruction.




Box 5064, Department of Geography,

University of North Alabama, Florence,

AL 35632-0001; Phone: (256) 765-4218;

Fax: (256) 765-4911;


Enhancement of theGlobal Systems ScienceStudent Guide Series forthe Digital EarthInitiative

Atmospheric and EnvironmentalResearch, Inc., Boston's Museum ofScience, Lawrence Hall of Science in

Berkeley, CA, and Logal.net will digitize

and enhance the Global Systems Science(GSS) Student Guide Series for interac-tive use on the Internet and the DigitalEarth Initiative. The GSS Student guideseries, developed during the past eightyears at the Lawrence Hall of Science, canbe combined in various ways to create aninAisciplinary high school course. Inthe GSS approach students integrate thetraditional disciplines to probe the inter-actions among the atmosphere, ocean,ice, solid Earth, and living organisms thatshape Earth's evolution and its future.Students study the traditional disciplines,not as ends in themselves, but as tools for

a scientific understanding of Earth as anintegrated system. The course draws on avariety of disciplines to illustrate how sci-entists investigate the ways that humanactivities interact with Earth systems.The content and pedagogy of the GlobalSystems Science course reflects the fourgoals that lie at the heart of the NationalScience Education Standards:

O GSS starts with real-world societalissues selected to evoke interest,excitement, and an appreciation of thevalue of science.

O Through laboratory activities anddiscussions, students are given oppor-tunities to investigate and apply thescientific processes and principles thatinform each of the issues.

O Students are encouraged to discusstheir changing perspectives as thecourse proceeds, and to think about

how they can affect the outcome ineach area of concern through personaldecisions.

O Students are motivated to continuetheir study of technical fields as theyencounter a wide diversity of rolemodels featured in the GSS Studentguides.

The nine-part GSS Student guide serieswill be digitized, not only by creatinghypertext links between the documents,but by developing an educational soft-ware interface that creates organic, livingdocuments connected to any data acces-sible on the Internet. Logal.net has devel-oped revolutionary software that displays,overlays, and interacts with any Internetdata source on one computer screen.Science, education, research, technology,and public policies will all be integratedand available for students, public plan-ners, the media, and the general public toexplore, analyze, and make decisions.

CONTACT: John Pickle, Staff Scientist for

Education Development, Atmosphericand Environmental Research, Inc. (AER),840 Memorial Drive, Cambridge, MA

02139-3771; Phone: (617) 349-2277; Fax:(617) 661-6479; Email: [email protected]

I The Gaia CrossroadsProject

The Gaia Crossroads Project is an innov-ative program using satellite remote sens-ing in K-12 classrooms. This progressiveprogram captures the interest of elemen-tary students and sustains their interestthrough high school. Using the imageryprovided, students are able to study andinterpret satellite images of their localcommunities. After the initial focus onthe local environment, the programexpands to include images of a broadergeographic coverage-the Gulf of Maine

and the North Atlantic for studyingoceanography, weather satellite imagesfor studying meteorology, and images oftropical rain forests for studying globalecosystems. The project provides ongoingteacher training and technical support.



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The Gaia Crossroads Project's futureplans include conducting a three-yearpilot project in Maine to demonstrate thattudents can proauccan accurate land

use/land cover map of their state that willprove of value to state government.Another future plan is for a two-year pilotprogram to develop a new approach to acomprehensive study of the water cycle.Students and teachers will use NASA dataand other imaging products to follow adrop of water from the time it falls asrain until it once again becomes a rain-drop. The protocols, training modules,and strategies developed in these pilotswould become models for students andteachers in other states.


Guidebook for Using Satellite Imagery

in the Classroom and Community is

available through Bigelow Laboratory. It

contains background information on theproject, a remote-sensing primer, hands-on tutorials, ideas for setting up the pro-gram in a classroom, over sixty activitieswritten and classroom tested by teachersin the Gaia Crossroads Project, and anextensive listing of resources.

CONTACT: Cynthia B. Erickson, ProjectDirector, The Gaia Crossroads Project,

Bigelow Laboratory for Ocean Sciences,P.O. Box 475, McKown Point, West



Global Learning andObservations to Benefitthe Environment(GLOBE)http://www.globe.gov

GLOBE is a worldwide network of K-12students who work under the guidance ofGLOBE-trained teachers to make a coreset of environmental observations at ornear their schools and report their datavia the Internet. GLOBE environmental

measurements are in the following studyareas: Atmosphere, Hydrology, Land

Cover, Soils, Global Positioning System

(GPS), and Seasons. Scientists use GLOBE

data in their research and provide feed-back to the students to enrich their sci-ence education. Each day, images createdfrom the GLOBE student data sets areposted on the World Wide Web, allowing

students and visitors to the GLOBE Website to visualize the student environmen-tal observations. Teachers and studentsfrom over 6,500 schools in over 80 coun-tries participate in GLOBE.

An interagency team manages GLOBE,which includes NASA, the National

Oceanic and AtmosphericAdministration, the National ScienceFoundation, the EnvironmentalProtection Agency, and the Departmentsof Education and State.


support participation by one or moreteachers to attend a GLOBE TrainingWorkshop and make equipment availableto students for taking measurements andInternet access for reporting their data.




I The JASON Projecthttp://www.jasonproject.org/

The JASON Foundation engages studentsin science and technology, and motivatesand provides professional developmentopportunities for teachers through theuse of advanced interactive telecommuni-cations. JASON expeditions, targeted forgrades 4-10, are supported by extensiveteacher training and award-winningcurriculum and Internet program, andfeature live, interactive broadcaststhrough robotics, fiber optics, televisionproduction, computer science, and satel-lite communications. JASON programsare broadcast to 36 Primary InteractiveNetwork Sites (PINS) throughout theUnited States and the world. JASON also

provides live broadcasts of expeditionsdirectly to classrooms and through


et.%r

4rtt

62

streaming video on the Internet. NASAPINS include Ames Research Center,

Goddard Space Fli .ht CenterrandJohnson Space Center.

Programs focus on oceans, rainforests,extreme environments, volcanoes andexploration of inner and outer space. Allprograms focus on connecting studentsand teachers with researchers and scien-tists in the field.

The JASON Project is reasonably

priced by unit for individual or school-wide participation. For more informationon how to get involved, visit JASON on

the Web at http://www.jasonproject.org

or call 1- 888 JASON -00.

CONTACT: JASON Foundation for

Education, 395 Totten Pond Road,Waltham, MA 02451; Phone: (781)

487-9995; Fax: (781) 487-9999;


The JMU DEVELOPCenterDigital Earth

The Digital Earth is a virtual representa-tion of our planet that enables a user toexplore and interact with the vastamounts of natural, cultural, and histori-cal information being gathered about theEarth. The Digital Earth initiative bringstogether Federal Agencies, private andnot-for-profit institutions, and other con-tributors to facilitate the development ofthe technology, standards, and contentnecessary for realization of the DigitalEarth


student-oriented research that blendscourse work and capstone experiences,faculty and student investigations, andindustrial experiences. Towards that end,the JMU DEVELOP Center provides:

O Student and teacher access to intera-gency data;

O Inspiration of individuals to learnabout the Earth through centeractivities;

O Promotion of Digital Earth technologyon a local, state, regional, national, andinternational level;


000000000000000000000 00000000000000000 00000000000000000000000000,1800000000090 OOOOO

0 The "bridge" between public outreachand education, and Digital Earthtechnologies;

Instructiona vi eos an mu time ia;0 Computer lab to complete educational

activities;

Virtual reality interfaces;

NASA research and information; and


JMU will offer a one-week digital Earthworkshop for pre-service teachers and asmall group of in-service teachers thethird week of June 2000 at JamesMadison University.



22807; Phone: (540) 568-3154; Fax:


I Learning TechnologiesProjecthttp://ed ucatio n.na sa.g ov/Itp

The NASA Learning Technologies Project

(LTP) uses NASA's inspiring mission,

unique facilities, and specialized work-force, along with the best emerging tech-nologies, to promote excellence inAmerica's educational system. LTP fundsactivities that deliver NASA mission con-tent via the Internet and other technolo-gies to foster reform and restructuring inmath, science, computing, engineering,and technical education.

LTP promotes effective use of NASA

information and knowledge for educationand life-long learning by means of:

0 Education Outreach Centers.NASA LTP Center projects breathe life

and immediacy into curriculaincorporating technology to enhancelearning and using technologicaladvances to serve educational goals.Among the many NASA Center pro-

jects are the NASA Quest Learning

Technologies Channel, which allows a

multi-dimensional Web experienceincorporating email, chat rooms,audio, video, synchronized graphics,

and sometimes NASA Television tooffer participants workshops, lectures,seminars, courses, and exciting liveevents aroun u t e wor

0 Leading Educators to Applications,Research and NASA-relatedEducational Resources in Science(LEARNERS) Projects. The sevenLEARNERS projects launched in late1999 to enhance K-12 science, mathe-matics, technology, and geographyeducation through Internet-basedproducts derived from content onNASA's mission. These projects featuretopics in Earth science, space science,and aerospace technology.

Legacy Projects. Funded by LTP inthe past are projects ranging fromthose emphasizing innovative publicuse of remote-sensing data, to thoseusing Digital Library Technology, to

those with an aeronautics focus ingrades K-14.

CONTACT: Mark Leon, NASA ARC,



I NASA Summer Schoolfor High PerformanceComputational Earthand Space Scienceshttp://cesd is.g sfc.n a sa.g ov/

The NASA Goddard Space Flight Center'sEarth and Space Data ComputingDivision (ESDCD) and the UniversitiesSpace Research Association (USRA)

annually solicit applications from quali-fied graduate students to participate inan intensive summer lecture series incomputational Earth and space sciences.The ESDCD provides comprehensive

research and development support indata handling and computing for NASAEarth and space science research pro-grams. Resident facilities include a 1024 -processor Cray T3E, a Cray J90 cluster

composed of three 32-processor Cray J90systems, and several Beowulf-class

systems (Beowulf is a class of inexpensivemassively-parallel systems designed as acluster of commodity PC's using LINUX).T is program stems rom ongoing activi-ties that reflect NASA's desire to help trainthe next generation of Earth and spacescientists in the development of compu-tational techniques and algorithms forscalable parallel computers in support ofthe Federal High Performance Computingand Communications Program.

Approximately 15 students are selectedannually to participate in the three-weekprogram. The program aims to attractPh.D. students in the Earth and space sci-ence disciplines whose present or futureresearch requires large-scale numericalmodeling on massively parallP1 architec-

tures. Eligibility is normally limited tothose Earth and space science studentswho are enrolled in U.S. universities andwho have passed their Ph.D. qualifyingexams. Because of NASA GSFC security

regulations, citizens of certain prescribednations may be ineligible. Students aregiven hands-on computer training andsmall group interaction experience.Experienced computational scientistspresent a series of lectures on advancedtopics in computational Earth and spacesciences, with emphasis on computation-al fluid dynamics and particle methods.Vendors present lectures on developingsoftware for their massively parallelarchitectures. Both the Cray T3E and theBeowulf systems are available for use bythe students.

Students receive a per diem and will bereimbursed for domestic transportationto and from Greenbelt, Maryland.Students are housed near Goddard SpaceFlight Center and transportation to andfrom Goddard each day is provided.

CONTACT: Georgia L. Flanagan, Program

Coordinator, USRA/HPCP, Code 930.5,


Greenbelt, MD 207.71; Phone: (301) 286-2080; Email: [email protected]

NASA Earth Science Enterprise 2000 Education Catalog 55


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National WorkforceDevelopment Educationand Training-Initiative

Building a strong work force to populate

one of the fastest growing industries inthe nation is one of the challenges facingNASA's Commercial Remote SensingProgram (CRSP) at Stennis Space Center.On October 1, 1999, CRSP, along with



The national plan is based on thesuccessful approach demonstrated by theMississippi Model for Workforce

Development Education and Training(WDET), currently being implemented byCRSP's Mississippi Space CommerceInitiative. As NASA's lead center for com-


task of ensuring that a trained workforcewill be available to populate the rapidlygrowing remote-sensing industry. TheMississippi Model and the MississippiDepartment of Education launched a pro-gram, which when fully implemented,will bring remote-sensing technology toevery Mississippi student by 2003. Thisprogram has been the focus of nationalattention, bringing education officialsfrom around the nation to Mississippi toobserve the schools involved. SpatialInformation Centers have been estab-lished in all Mississippi CommunityColleges and Universities are investigat-ing remote-sensing courses for existingdisciplines.

NASA, the US Department of

Education, the US Department of Labor,the US Department of Agriculture, the USDepartment of Interior and the USDepartment of Defense will work togeth-er to ensure that all students are exposedto remote-sensing technology. Industries,colleges and universities will also be partof the network. Additionally, NASA will

draw on its existing partnerships with the

Smithsonian Institution, NationalGeographic, the Public BroadcastingService and the Global Learning andObservations to Benefit the Environmentprogram.



Center, MS 39529; Phone: (228) 688-3814;

Fax: (228) 688-7528;


I NOVA Online EarthSystem Science Courses

CONTACT: Michael Odell, NOVA,

University of Idaho, College of Education,Moscow, ID 83844-3082; Phone:

(208) 885-6786; Fax: (208) 885-0560

Project SUNStudentsUnderstanding Naturehttp: / /sunshine.jpl.nasa.gov

NAStYs Genesis Mission currently spon-

sors Project SUN as part of its outreacheffort to instill knowledge in studentsabout the natural links between the Earthand Sun. It is also carried out in partner-ship with the Astronomy and PhysicsDepartment and the College of ExtendedLearning, California State University,Northridge (CSUN). Project SUN is a

component of the CSUN InternationalScience Network (ISN).

Through Project SUN, secondary stu-dents all over the world are contributingto the long term, time resolved, monitor-ing of both visible and UV radiation onthe Earth's surface. Data is usuallytransmitted to NASA's Jet PropulsionLaboratory (JPL) via the Internet.Participating schools purchase their ownequipment, total cost about $600, notincluding the cost of a computer suppliedby the school to use for the data logger.Schools agree to supply NASA JPL at least

two days of data per week for a fullschool year. The equipment can be usedthe other three days for individualresearch projects such as investigation ofthe efficiency of different items of solar

56 NASA Earth Science Enterprise 0 2000 Education Catalog64

energy equipment, use of UV skin block-ers, effects of enhanced UV radiation onplants, dcIt-is-hoped-eaeh-sehool-willintegrate Project SUN as a continuingprogram, using the concept of a schoolresearch team, just as the school hasestablished athletic teams.

The components of Project SUN are:1) low cost, scientifically accurate instru-mentation; 2) computer interfacingcoupled with old computers such as theApple IIE, Apple IIC, Macintosh and old

IBM compatibles used as dedicated dataloggers; 3) appropriate software and cur-riculum; and 4) a detailed operatingstrategy and a system of in-serviceteacher training. Part of this training isvia the CSUN course Physics 595s, Solar

Flux Detection, which is taught over theInternet by Dr. Gilbert Yanow.

Very careful, annual re-calibration ofthe commercial instruments and a con-tinuing program of instrumentationquality control done in cooperation withthe manufacturers, maintains the accura-cy of the data.

CONTACT: Gilbert Yanow, NASA Jet

Propulsion Laboratory, Mail Stop 264-370, 4800 Oak Grove Dr., Pasadena, CA

91109; Phone (818) 354-8060;Fax (818) 393-1392;


I Scenario BasedLearning: Inquiry for aDigital Earth

While text-based media can provide awealth of information, retention of dataand facts is significantly limited. In con-trast, a graphical representation allows usto absorb billions of bits of data instantly,e.g. maps, images, photographs. Thereforemulti-dimensional graphical representa-tions will be the only method to fully tapthe vast amounts of data being gathered.Although multi-dimensional graphicalvirtual worlds have being used for manyapplications, it has not yet being exploit-ed for educational purposes. The objec-tives of this project are:


0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 OOOOOOO 0 0 OOOOOOOOOOOOOOOOO 0 0 0 OOOOOOOOOOOOOO 0 OOOOO

O Develop and test scenarios that utilizeresources that will be available viaDigital Earth. How will the DigitalEarth network facilitate the goals ofthe individuals involved in a scenario?How will individuals use the availabledata?

0 Investigate whether multi-dimensionalgraphical virtual worlds and the sce-nario-based learning strategy providean effective learning environment.What would they learn? Are theseworlds more appealing? What are thedesign criteria for these scenarios tobe effective learning environments?

O Produce a low-resolution 3-D Earthwith geo-referenced data, which couldbe accessible by high-end desktopmachines. Could high-end desktopmachines maximize the use of DigitalEarth resources?

O Involve individuals of groups that havetraditionally been underrepresented inEarth science in the creation andusage of Digital Earth resources.

First, a three-dimensional low-resolu-tion Earth elevation map that could runon high-end yet affordable desktop

machines will be created. Second, atmos-pheric science data, i.e., ozone, watervapor, sea surface temperature, precipita-tion, surface temperature, will be addedto this Earth elevation map. Third, fourscenarios will be played-out with under-graduate students to test their ability tolearn and make high order decisionsbased on the knowledge acquired withthese multi-dimensional virtual-worldscenarios.

CONTACTS: Waldo Rodriguez,

BESTLab/Chemistry, Norfolk State

University, 700 Park Avenue, Norfolk, VA

23504; Phone: (757) 823-2381;

Fax: (757) 823-9054;

E-mail: [email protected]

S. Raj Chaudhury, BESTLab/Chemistry,

Norfolk State University, 700 Park Avenue,

Norfolk, VA 23504; Phone: (757)

823-2241; Fax: (757) 823-9054;E-mail: [email protected]

I Student's OnlineAtmospheric Research(SOLAR): A-SAGE IIIEducational OutreachProgramhttp : / /arbs8.larc.nasa.gov /sage3/

The Stratospheric Aerosol and GasExperiment III (SAGE III) will play acritical role in NASA's Earth Science

Enterprise by monitoring the distributionof aerosols and trace gases in the upperatmosphere, from Earth orbit. The long-term data provided by SAGE III willenable atmospheric scientists to assesspossible influences of human activitiesand natural events and the Earth climatesystem and other atmospheric processessuch as ozone depletion. SAGE III is

planned for launch in late 1999. Twoadditional SAGE III sensors are plannedlb; :aunch within the next several years,one of which will be placed on theInternational Space Station. This combi-nation of SAGE III instruments shouldprovide critical measurements well intothe next century.

The SAGE III outreach program hasselected a project that will help studentsin grades 9-12 develop hands-on skills inworking with scientific equipment. It willalso give students experience in collect-ing, analyzing, and reporting scientific da-ta. The project involves collecting atmos-pheric data using a small hand-held in-strument, a sun photometer. Students canbuild a sun photometer from inexpensiveparts available from electronics stores.This small hand-held device measuresintensity of direct sun light, and can beused to determine attenuation of sun lightcaused by aerosols and gases in theEarth's atmosphere. The sun photometeris a simplified version of the satellite-based SAGE III in-strument, and the mea-

surement concept is basically the same asthat of SAGE III.

CONTACTS: David C. Woods, Mail Stop


Hampton, VA 23681-0001; Phone:

(757) 864-2672; Fax: (757) 864-2671;

6


Susan C. Walters, Mail Stop 475, NASA

Langley-ResearchTfriter, Hampton, VA;


I University of Montana'sEarth Observing System(EOS) Education Projecthttp://www.eoscenter.com

This project disseminates ECS missionimagery, supportive curriculum, and rele-vant programs to the K-16 educationcommunity. The EOS Education Projectalso provides training for the K-16 edu-cational community in the interpretation,utilization, and relevancy of EOS missionimagery. These resources are deliveredthrough a dynamic combination of onlineand onsite teacher workshops, Internet-based courses, national conferences,interactive map and image servers, andEarth system science content.

Distributed and classroom-basedGeographic Information Systems (GIS)are used to assist teachers to obtainremote-sensing imagery and ancillarydata for project-based learning. Weinvestigate how EOS information canenhance existing NASA interdisciplinarycurriculums that explore the diverse andchanging landscapes of the world.

The EOS Education Project has assem-bled a team of education, technology, andresource specialists to serve the growingneeds of the global environmental educa-tion community. The project has alsoestablished strategic alliances within theprivate and public sectors to advancestate-of-the-art solutions for geographicalinformation dissemination and educationprogram development across local,regional, and global scales. The collective

mission supports educator and studentun-derstanding of complex globalecosystems and humans' role in affectingthese systems.

CONTACT: Phone: 1-800-0411-0341;



iNFORMALL EDUCATION0 0 0 0 0 0 0 0 0 000000 000000 0 00000000000000000

NASAs Earth Science Enterprisehas begun to build its informaleducation program. Informaleducation projects provide oppor-

tunities outside formal school settings,where individuals of all ages, interests,and backgrounds can increase theirappreciation and understanding of Earthsystem science and global climate change.These projects are conducted in collabo-ration with outside museums, universi-ties, and other formal and informaleducation organizations.



0 Resource materials and kits providethe classroom teachers with a set ofhands-on materials that will enablethe students to design and testexperiments. The curriculum packetcontains science content information,vocabulary list, a materials list, time-line for preparation and implementa-tion, tips for managing the studentsor classroom during hands-onexperiences, a bibliography of addi-tional materials, and a collection ofprofessional contacts.

0 Teacher training program in the useof these materials and lesson plans.This six-hour training, along withthe teacher's guide and kit will enabletwo to three weeks of classroominstruction.

58 NASA Earth Science Enterprise 0 2000 Education Catalog6 6


O Family science nights at the sciencecenter. These evenings will introducefamilies to the science programspresented in the schools. Families willobserve science demonstrations,attend science lectures, interact withthe hands-on exhibitry, such as anearthquake simulation room, an eight-foot free-standing tornado, and akalliroscope that models the fluiddynamics of the ocean and/or theatmosphere.

Some of the concepts the participantsin the Dynamic Earth program willinvestigate are:



0 Human impact on the Earth's atmos-phere, and in turn how the alteredatmospheric conditions affect all life

on Earth.

Interested parties should contactthe Education Department or GroupBookings at (714) 542-2823.


President, Education, Discovery ScienceCenter, 2500 North Main Street, Santa

Ana, CA 92705; Phone: (714) 542-2823;

Fax: (714) 542-2828;


INFORMAL EDUCATION

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 e 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Earth & Sky BroadcastFellowships

karthsky.worick)fscient-e.corn

The Earth & Sky radio series, in coopera-tion with NASA Goddard Space FlightCenter in Greenbelt, Maryland and theNASA Jet Propulsion Laboratory in

Pasadena, California competitively selectsone or more annual radio fellows eachyear to work in residence at a NASA

field Center or other space researchinstitution.

Earth & Sky and NASA select one or

more science writers to be Fellows duringthe summer months. The Fellows travelfirst to Austin, Texas, to work with Earth& Sky for one week. Then Fellows travelto a selected host research institution towork with scientists for approximately sixto seven weeks. At each institution, eachFellow will:

O Work with NASA scientists and Earth& Sky producers to identify newswor-thy topics about NASA science.

O Gather information and record inter-views with NASA scientists aboutthese topics.

0 Prepare and write scripts for radioprograms on NASA Earth and SpaceSciences.

The written scripts and recorded inter-views will be sent back to Earth & Sky inAustin, for use as part of this nationally-syndicated radio series. Earth & Sky,which has been broadcasting nationallysince 1991, is funded primarily by theNational Science Foundation. Audiencemeasurements in 1998 indicate that theradio series has four million listenerseach week in the United States.

The deadline for submission of appli-cations for the Fellowship is December 31each year. Preference will be given to

applicants with experience in writing forbroadcast, but all applicants are welcome.

CONTACT: Mike Rhodes, P.O. Box 2203,

Austin, TX 78768; Phone: (512) 477-4441;Email: [email protected]

I Earth Science InformalScience Educationhttp://museumeafth:iptnasa.gov

The goal of this program is to understandhow NASA Earth Science can bestaddress the needs of informal educators,including museums, science centers,aquaria, zoos, periodicals, and youthgroups. In 1999, NASA's Jet Propulsion

Laboratory (JPL) worked with the DenverMuseum of Natural History and 11 othermuseums to develop and conduct asurvey of informal education prioritiesin Earth Science and interests in futureprograms.

Plans for 2000 include the development

and implementation of programs identi-fied in the survey, including Earth Scienceworkshops and Digital Earth informaleducation partnerships.

CONTACT: Marguerite Syvertson,

4800 Oak Grove Drive, Mail Stop 183-335,Pasadena, CA 91109; Phone: (818)

354-6492; Fax: (818) 393-6546; Email:

[email protected]

Elderhostel: Earth'sIntricate Balancehttp://www.wm.edu/auxiliary/elderhos/index2.htm

Older adults can explore our worldthrough this nontechnical, Elderhostelcourse, which examines the componentsof the Earth system, their interactions,and how human activity impacts uponthem. NASA and select college faculty willenhance participants' understanding ofour planet and its delicate balancethrough lectures and discussion. A fieldtrip to the Virginia Institute of MarineScience of the College of William and

Mary and intriguing visits to geologicalsites in the area are planned. This pro-gram is held once a year and is scheduledin 2000 for May 7-12, with applicationsdue April 1, 2000. Program tuition is

all-inclusive: the costs of rooms, meals,instruction and field trips are included.

CONTACT: Arlene S. Levine, Mail Stop


21 Langley Boulevard, Hampton, VA

23681-2199; Phone: (757) 864-3318;Email: [email protected]

orWilliam and Mary Elderhostel,Sue Smith, Director, 234 Jamestown Road,

P.O.Box 8795, Williamsburg, VA 23187-

8795; Phone: (757) 221-3644;Email: [email protected]

Electronic TheaterPresentations

Large screen format digital theater pre-sentations displaying new NASA Earthscience data sets in high resolution areavailable to technical and non-technicalaudiences. Presentations demonstratenew information technology tools,techniques, and digital presentationapproaches. Approximately 20 presenta-tions are offered annually around thecountry and the world to audiences total-ing 30,000 members of the internationalscience and technology community. Atleast 3 months notice is preferred forscheduling.

CONTACT: Fritz Hasler or Barbara

Summey, Code 912, NASA Goddard SpaceFlight Center, Greenbelt, MD 20771;


0 Eyes on EarthThe Oregon Museum of Science and

Industry (OMSI) proposes to build aninteractive traveling exhibition consistingof 10 and 15 exhibit units that will focuson NASA Earth Observation System(EOS) missions. During its eight-yeartour, the approximately 2,000-square footEyes on Earth is projected to visit twenty-four museums around the nation and beviewed by more than four million people.

This exhibition is intended to presentscience center visitors with a suite ofhands-on exhibits that will convey thevalue of observing the Earth from spaceas well as the means by which scientists

6:7 NASA Earth Science Enterprise 0,2000 Education Catalog 59

INFORMAL EDUCATION

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are studying our home planet. Theconceptual approach is to highlight thevarious EOS- missions as they_help us

understand the Earth. This would involvea blending of a variety of research areassuch as meteorology, oceanography, biol-ogy, and atmospheric science. The exhibitconcepts represent NASA missions thatsupport these fields. The exhibits will be

interactive, providing opportunities forthe visitor to learn about EOS at theirown ability level and pace.

A teacher's guide to the exhibit, avail-able on the World Wide Web and in hard

copy, will be produced to support theexhibition. OMSI has developed teacher'sguides for many of its traveling exhibi-

tions, and has extensive experience inproducing educational materials on theWorld Wide Web.

CONTACT: Raymond J. Vandiver, Ph.D.,

Science Director, Oregon Museum of

Science and Industry, 1945 SE WaterAvenue, Portland OR 97214-3354; Phone:

(503) 797-4643; Fax: (503) 797-4500;


II Forces of ChangeForces of Change is a comprehensiveprogram being developed by theSmithsonian's National Museum ofNatural History, through funding fromNASA and other donors, to explain thegeological, environmental, and historicalprocesses that have shaped our world. Itwill consist of a permanent exhibit in theMuseum, a traveling exhibit, publications,interactive computer programs, andpublic programming which will include alecture series and electronic classroomcourses.

The cornerstone of the Forces ofChange program is a permanent exhibitin the National Museum of NaturalHistory scheduled to open early in 2001.The 5,400 sq. foot display will examine

the forces of change that have shaped andsustained the Earth since the beginningof geologic time. The goal of the exhibit

will be to inform visitors about the

history and present condition of ourenvironment as the world prepares toenter the 21st century_The-exhibit-will bea marriage of traditional and high-techapproaches to learning about Earth sys-tems and managing our precious naturalresources. Upon entering, visitors willencounter the Earth Systems MonitoringStation, a multi-media display of remote-sensing imagery, real-time data links,historic evidence and other techniquesthat demonstrate how the Earth is affect-ed by geological, environmental, andhuman changes, and how all of theseprocesses are interconnected. A rotatingcase study area will highlight regionalthemes, changing every two years andallowing visitors to learn about howglobal forces have affected specific partsof the planet. The inaugural section onAntarctica will illustrate how the relative-ly pristine landscape of this remotecontinent serves as a living laboratory forscholars around the world interested instudying the processes of global changethrough geologic time. Other regionalstudies under consideration are the NorthAmerican Grasslands, Hawaii, theChesapeake Bay and Amazonia.

In addition to the exhibit, Forces ofChange will be available in a variety offormatsvideos, CD-ROMs, andpostersfor use in: classrooms, munici-pal buildings, malls, and airports. Atraveling exhibit on agriculture in theNorth American grasslands will circulatethrough libraries nationwide and a richlyillustrated coffee-table book, published byNational Geographic, will further articu-

late the programs themes.

CONTACT: Barbara Stauffer, National

Museum of Natural History, Office ofExhibits, 10th and Constitution,Washington, DC 20560-0101; Phone:(202) 357-2377; Fax: (202) 786-2567;Email: [email protected]


cob 13S

Global LinksThe National Museum of NaturalHistory's Forces of Change (see previouslisting) program will collaborate withNASA's Goddard Space Flight Center'sVisualization Analysis Lab (VAL) to

design an exhibit about Earth systemscience, called Global Links. The exhibitwill advance the public's understandingof Earth system science by combiningNASA's expertise in space-based observa-tions with the Museum's renownedcollections and expertise in object-basedscience education. By relating museumspecimens with remote-sensing visual-izations, the exhibit interpretation willcapitalize on the unique capability ofspace-based imagery to present a globalperspective of the Earth and the uniqueappeal of seeing and interacting withtangible evidence of the Earth's dynamicsand history.

With this prototype, the Forces ofChange team hopes to begin dialogueswith outside museums interested inGlobal Links displays of their own. Afterinstallation of the Global Links exhibit atthe Museum, a "kit" will be assembledand made available to interested muse-ums following the installation of theGlobal Links exhibit at the Museum.Contents of the "kit" will include: softwarefor computer interactives, exhibit script,design drawings, fabrication blueprints,installation guidelines, technical specifi-cations, slides and transparencies ofappropriate images, a Web link, resourcelists, and other helpful material as it isidentified during the museum assessmentand exhibit development process. Also,survey and field test results will beassembled, duplicated, and made avail-able to NASA and interested museums.

CONTACT: Barbara Stauffer, National

Museum of Natural History, Office ofExhibits, 10th and Constitution,Washington, DC 20560-0101;

Phone: (202) 357-2377;Fax: (202) 786 -2567;


INFORMAL EDUCATION

000 OOOOOOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO 0000000000000000000

I GSFC Earth SciencesDirectorate Scientificand EducationalEndeavors (SEE)http://See.gsfc.nasa.gov/

SEE focuses on enabling the use of NASAEarth science information and data forformal and informal education. This pro-gram develops educational products forhigh school and undergraduate educatorsand for students at these levels. It alsoworks with organizations and individualsinvolved in informal education through-out the U.S. to jointly produce useful edu-cational and public awareness materialsthat utilize NASA's Earth science knowl-edge and expertise.

CONTACTS: Blanche Meeson, NASA

Goddard Space Flight Center, EarthSciences Directorate, Code 900,

Greenbelt, MD 20771;Email: [email protected]

Carla Evans, Goddard Space Flight Center,Earth Sciences Directorate,

Code 900, Greenbelt, MD 20771;


I Learning TechnologiesProjecthttp://education.nasa.gov/Itp

The NASA Learning Technologies Project(LTP) uses NASA's inspiring mission,

unique facilities, and specialized work-force, along with the best emergingtechnologies, to promote excellence inAmerica's educational system. LTP fundsactivities that deliver NASA mission con-tent via the Internet and other technolo-gies to foster reform and restructuring inmath, science, computing, engineering,and technical education.

LTP promotes effective use of NASA

information and knowledge for educationand life-long learning by means of:

0 Education Outreach Centers.NASA LTP Center projects breathe life

and immediacy into curriculaincorporating technology to enhance

learning and using technologicaladvances to serve educational goals.Among the many NASA Center pro-

jects are the NASA Quest LearningTechnologies Channel, which allows a

multi-dimensional Web experienceincorporating email, chat rooms,audio, video, synchronized graphics,and sometimes NASA Television to

offer participants workshops, lectures,seminars, courses, and exciting liveevents around the world.

0 Leading Educators to Applications,Research and NASA-relatedEducational Resources in Science(LEARNERS) Projects. The sevenLEARNERS projects launched in late1999 to enhance K-12 science, mathe-matics, technology, and geographyeducation through Internet-basedproducts derived from content onNASA's mission. These projects feature

topics in Earth science, space science,and aerospace technology.

0 Legacy Projects. Funded by LTP inthe past are projects ranging fromthose emphasizing innovative publicuse of remote-sensing data, to thoseusing Digital Library Technology, to

those with an aeronautics focus ingrades K-14.

CONTACT: Mark Le6n, NASA ARC,



I Museums TeachingPlanet Earthhttp://earth.rice.edu/mtpe/mtpe.html

Special museum elements for presentingEarth science data to the public havebeen developed by this project, which isdeveloped and managed by RiceUniversity and the Houston Museum ofNatural History, under NASA sponsor-ship. Each product is fully tested and willbe available for application at schools andmuseums around the nation. The first,

G,9

Earth Forum, is a series of simulationmodules, which can be used either inexhibitmacle or as.problem,solvingsimulators for groups of students. Themodules feature one continent and onerelated resource (e.g. fresh water forNorth America); Earth- and space-basedimagery and data are used to showchanges on Earth. Currently, more than60 museums around the country areenrolled as subscribers, with a commit-ment to share special programming withtheir audiences.

CONTACT: Patricia Rieff, Rice University;


I NASA-National ParkService PartnershipAgreement


and the National Park Service want toimprove public awareness and apprecia-tion of science. They have sharedexpertise in data visualization and dis-plays and potential use of remote-sensingdata for natural resource management;linked similar web site topics from eachorganization; developed interpretivestyles for technical and scientific infor-mation; participated in professionalassociation and community events; andshared training and opportunities tocommunicate to broad and diverse audi-ences. The partnership has strengthenedand made richer each organization'sefforts, with visible results in the majorityof the 370 National Parks.

CONTACT: Janet Ruff, Mail Stop 130.0,


Greenbelt, MD 20771;

Phone: (301) 286-8955


EARTH SCIENCE ENTERPRISE

EDUCATION PRODUCTS0 0 0 0 0 0 0 0 0 0 OOOOOOOOOOOOOOOOOOOOOO 0 0 0 0 0 0 0 0 0 0 0

Alisting of ESE education materials

is provided is this section. Unlessnoted, the following materials areavailable through the NASA

Educator Resource Center (ERC)

Network. Many products are also noted asavailable over the Internet or from NASA

Central Operation of Resources forEducatorshttp://core.nasa.govwhichdistributes materials to teachers for ashipping and handling charge, nationallyand internationally. Please see page 75 forinformation about NASA CORE andpages 75-76 for information about theNASA ERCs.

CLASSROOM ACTIVITIES/

CURRICULUM MATERIALS

ELEMENTARY

Echo the Bathttp://imagers.gsfc.nasa.gov/

The Adventure of Echo the Bat is aprogram with both online and classroomcomponents. The first unit,Understanding Light, provides a founda-tion for remote sensing and introducesthe electromagnetic spectrum. The uniton Remote Sensing includes the

Adventure of Echo the Bat, which is aninteractive Web site allowing students tofollow Echo the Bat as he migrates

through Arizona. The adventure offers adirected and investigative approach tohow land features look from space, whatthe colors mean in a Landsat image, andan introduction to identifying habitats ina false color Landsat image. Students go


on to identify features in other satelliteimages using both images off the Website and other textual resources. unitfollows on biodiversity covering topicssuch as food chains, food webs and theNature Mapping program. The site issupported with a teacher's guide thatincludes lesson plans, classroom activi-ties, and reproducibles. The units canalso be utilized outside the program assupplemental activities within a requiredcurriculum. All materials are availablefree on the Web.

Recommended level: Grades 5-8.

I Echo the Bat Pop-Up Bookhttp://imagers.gsfc.nasa.gov/k-4/index.html

This picture book of Echo the Batteaches the concepts of remote sensingthroughout a story of a young bat lost inArizona. Pop-up images are incorporatedinto the satellite images to assist the childin recognizing land features narrated inthe story. The book is accompanied by aset of activities that reinforce four basicthemes or concepts fundamental tothe interpretation of satellite imagery:perspective, shape and pattern, color, andtexture. Activities and activity sheets arealso provided on a companion Web site:http://imagers.gsfc.nasa.gov/k-4/index.html.

Available from NASA CORE Spring 2000.

Recommended level: K-4.

COEARTH SCIENCE ENTERPRISE EDUCATION PRODUCTS

0 0 0 0 0 O ,,.,000 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 000 0 0 00 00 0 0 00 000 00 0 0000 00

I Exploring Earth fromSpace: Lithograph Set andInstructional MaterialsLS-1999-05-001-HQ

http://spacelink.nasa.gov/products/

Shuttle astronauts and the EarthKAMprogram (see page 4) provide photos ofour planet from the unique perspective ofEarth orbit. They are an incredibleresource that can enhance your student'sstudies of Earth and space science, geog-raphy, social studies, mathematics, andeducational technologies. This lithographset contains an educators guide, studentinformation and worksheets, and severalEarth photos taken from the SpaceShuttle. Available online at NASA

Spacelink or from your NASA ERC (see

pages 75-76 for a listing of ERCs).Recommended level: Grades 3-12.

I Exploring the Environmenthttp://www.cotfedu/ete

Online, problem-based modules devel-oped by NASA's Classroom of the Future

for K-4, 5-8, and 9-12 teachers and stu-dents. Modules address events such asvolcanoes, hurricanes, dinosaur extinc-tion theories, deforestation, endangeredspecies, and global change. Use of NASA

remote sensing images is a feature of thesitewith tutorials about how to analyzeLandsat images with NIH Image.Recommended level: K-12.

I From a Distance: AnIntroduction to RemoteSensing/GIS/GPShttp://education.ssc.nasa.gov/Itp/

This WWW site was developed and ismaintained by NASA John C. Stennis

Space Center. It includes lesson plans onremote sensing for grades K-3, 4-8, and9-12 that were developed by professionaleducators, as well as links to relatededucation resources.Recommended level: K-12.

I Our Mission to PlanetEarth: A Guide to TeachingEarth System Science, 1994http://spacelink.nasa.gov/prod-ucts/Our.Mission.to.Planet.Earth/

Provides hands-on activities and infor-mation related to studying the Earth sys-tem. Its primary goal is for children to be-come familiar with the concept of cyclesand to learn that some human activitiescan cause changes in their environment.A PDF file of this document can bedownloaded from the WWW site listed.Recommended level: Grades K-3.

I Exploring Earth fromSpace: Lithograph Set andInstructional-Materials

MIDDLE SCHOOL

I Echo the Bathttp://imagers.gsfc.nasa.gov/

The Adventure of Echo the Bat is a pro--

gram with both online and classroomcomponents. The first unit,Understanding Light, provides a founda-tion for remote sensing and introducesthe electromagnetic spectrum. The uniton Remote Sensing includes theAdventure of Echo the Bat, which is aninteractive Web site allowing students tofollow Echo the Bat as he migratesthrough Arizona. The adventure offers adirected and investigative approach tohow land features look from space, whatthe colors mean in a Landsat image, andan introduction to identifying habitats ina false color Landsat image. Students goon to identify features in other satelliteimages using both images off the Website and other textual resources. A unitfollows on biodiversity covering topicssuch as food chains, food webs and theNature Mapping program. The site issupported with a teacher's guide thatincludes lesson plans, classroom activi-ties, and reproducibles. The units can alsobe utilized outside the program as sup-plemental activities within a requiredcurriculum. All materials are availablefree on the Web.


LS-1999-05-001-HQ


Shuttle astronauts and the EarthKAMprogram (see page 4) provide photos ofour planet from the unique perspective ofEarth orbit. They are an incredibleresource that can enhance your student'sstudies of Earth and space science, geog-raphy, social studies, mathematics, andeducational technologies. This lithographset contains an educators guide, studentinformation and worksheets, and severalEarth photos taken from the SpaceShuttle. Available online at m.A.SA

Spacelink or from your NASA ERC (see

pages 75-76 for a listing of ERCs).Recommended level: Grades 3-12.

I Exploring the Environmenthttp://www.cothedu/ete




II From a Distance: AnIntroduction to RemoteSensing/GIS/GPShttp://education.ssc.nasa.gov/Itp/


Space Center. It includes lesson plans onremote sensing for grades K-3, 4-8, and9-12 that were developed by professionaleducators, as well as links to relatededucation resources.Recommended level: K-12.


CO EARTH SCIENCE ENTERPRISE EDUCATION PRODUCTS

OOOOOOOOOOOOOOOOOOO *00000.0000000000****00000000**040,000000000000014 OOOOOOOOOOOOO

I Glacier Powerhttp://www.asf.alaska.edu:2222/

This-.1 -997 CD ROM, -is a curriculum-sup

plement module on the topic of glaciersthat was developed in cooperation withNASA by the Alaska Synthetic Aperture

Radar Facility (ASF) at the University ofAlaska, Fairbanks and in cooperationwith the Fairbanks North Star BoroughSchool District and the University ofAlaska Fairbanks, School of Education.

The guide includes information onglaciers and their importance to climatestudies; lesson plans; student reviewexercises, activities, and projects; andresources such as glacier imagery, satel-lite imagery, illustrations, diagrams, andmore. Available online at (see Web site

above) or on CD-ROM from NASA CORE

(Item #400.0-89).Recommended level: Grades 4-6.

Ocean Expeditions: El Ninohttp://www.teachtsp.com/products /productdeta il.asp ?PS=OEXNIN

This CD-ROM was developed by PlanetEarth Science through support fromNASA. Ocean Expeditions engages stu-dents in a journey where they must navi-gate their own ship, operate modernresearch tools, and manipulate satelliteand climate model data to investigate andhelp predict El Ninoone of our planet'slargest global climactic disruptions.Distributed by Tom Snyder Productions.Recommended level: Middle school.

I Visit to an Ocean Planethttp: / /topex- www.jpl.nasa.gov/education/cdrom.html

Interactive, educational CD-ROM thatreveals the importance of our oceans toglobal climate and life. Allows users toexplore the Gulf of Mexico with satellite

data, investigate the 1997-98 El Nino,discover "what's up" with Earth-orbitingsatellites, and learn about the researchactivities of real life oceanographers. The

curriculum background materials arearranged in the context of widely accept-ed teaching themes. The CD-ROM alsohighlights results from NASA's

TOPEX/POSEIDON satellite. Available

from NASA CORE (Item #400.0-92).


HIGH SCHOOL

I Arctic Observatory/Sea Icein the Polar Regions

Developed by the Consortium for

International Earth Science InformationNetwork (CIESIN) through sponsorshipby the Office of Naval Research and in

cooperation with NASA GSFC. The Arctic

Observatory includes a teacher's guideand interactively deals with Arctic phe-nomena and processes, allowing studentsto ask and answer questions about inter-relationships between several physicalaspects of the Arctic system. Sea Ice inthe Polar Regions is a presentation byNASA Goddard Space Flight Center scien-

tist Claire Parkinson, which describes seaice classification, observation and climateimpacts. Both resources are available onone CD-ROM from NASA CORE

(Item #400.0-90); they can also be down-loaded at: http://www.usra.edu/esse/

learnmod.html.

Recommended level: High school-adult.

I Discover Earth: Earth as aSystemhttp://www.strategies.org

Discover Earth classroom materials weredeveloped during a series of teacherworkshops sponsored by NASA andimplemented by the Institute for GlobalEnvironmental Strategies in collaborationwith the Department of Meteorology,University of Maryland, College Park, andthe Earth and Mineral SciencesEnvironmental Institute, ThePennsylvania State University. This

module examines the Earth system andincludes: Key Concepts and Terms;


Resources; Background for Teachers; andClassroom Investigations.Recommended level: Grades 9-12,

I Exploring Earth fromSpace: Lithograph Set andInstructional MaterialsLS-7999-05-001-HO


Shuttle astronauts and the EarthKAMprogram (see page 4) provide photos ofour planet from the unique perspective ofEarth orbit. They are an incredibleresource that can enhance your student'sstudies of Earth and space science, geog-raphy, social studies, mathematics, andeducational technologies. This lithographset contains an educators guide, studentinformation and worksheets, and severalEarth photos taken from the SpaceShuttle. Available online at NASA

Spacelink or from your NASA ERC (seepages 75-76 for a listing of ERCs).Recommended level: Grades 3-12.

I Exploring the Environmenthttp://www.cotfedu/ete

Online, problem-based modules devel-oped by NASA's Classroom of the Futurefor K-4, 5-8, and 9-12 teachers and stu-dents. Modules address events such asvolcanoes, hurricanes, dinosaur extinc-tion theories, deforestation, endangeredspecies, and global change. Use of NASA




Space Center. It includes lesson plans onremote sensing for grades K-3, 4-8, and


000000000000000000000000000000000000000000000000000000000000000000000000 OOOOOOO

9-12 that were developed by professionaleducators, as well as links to related

ation resources.Recommended level: K-12.

I Global Systems Science(1998)

Consists of interdisciplinary course mate-rials developed by the Lawrence Hall ofScience, through funding from theDepartment of Energy. The GlobalSystems Science Guides are available

from NASA CORE as part of the EarthScience Middle School/SecondaryPublication Packet (002.2-20P).

(NOTE: Print materials in this packet aresubject to change without notice.).Recommended level: Grades 9-12.

I Sky Math: Mathematics for aBlue Planethttp://www.unidata.ucar.edu/staff/blynds/Skymath.html

The University Corporation for

Atmospheric Research (UCAR) receivedfunding from the National Science

Foundation to prepare Sky Math, a set ofmiddle school mathematics modulesincorporating weather data. Sky Mathrequires teachers and students to acquireand use current environmental and real-time weather data in ways that embracethe dynamic and the uncertain natures ofthese data, in order to promote the teach-ing and learning of significant mathemat-ics, consistent with the standards set bythe National Council of Teachers ofMathematics. The Sky Math modules maybe freely downloaded from the Internet.Recommended level: Grades 5-8.

I Spaceborne Imaging Radar:Seeing the Earth in a NewWay (1995)

Contains radar images of sites around theworld as seen before and during theSIR-C missions of 1994. The CD-ROM

contains handheld photographs from theSpace Shuttle, Quick Time movies fromthe missions, and photographs from the

ground. Using captivating examples suchas the mountain gorilla habitats ofRwanda, a radar-generated flyby of theGalapagos Islands, the discovery of theLost City of Ubar in the Arabian desert,and many others, the CD-ROM puts ourEarth at students' fingertips. Teachersmay use the CD-ROM in many ways, fromactivities as simple as viewing pictures oras complicated as performing scienceexperiments with real data taken fromEarth orbit. Students can learn aboutimaging radar through the structured les-son plans or think up their own experi-ments and analyze radar image data fromthe SIR-C missions. Available from NASA

CORE (Item #400.0-75).

Recommended level: Grades 5-12,

undergraduate.

I Virtual Vacation landhttp://www.bigelow.org/virtual/

Virtual Vacation land is a resource tool tohelp elementary and secondary teachersand students find and use Earth sciencedata and information on the Internet.Content is arranged by science topic.Each topic has a preview page that sum-marizes the material. Each topic also has2 to 5 detail pages, which show where toaccess online data and what the datamean. The site includes over 40 hands-onactivities available on the following sci-ence topics, with new topics being addedas the site grows: Land Topography;

Ocean 13athymetry; Coastal Tides; OceanBuoy Data; Ocean Temperature; Weather

and Climate; and Watersheds and Rivers.Recommended level: Elementarysecondary.

Visit to an Ocean Planethttp://topex-www.jpl.nasa.gov/education/cdrom.htm I

1998, interactive, educational CD-ROM

that reveals the importance of our oceansto global climate and life. Allows users toexplore the Gulf of Mexico with satellitedata, investigate the 1997-98 El Nino,discover "what's up" with Earth-orbiting

e 3

satellites, and learn about the researchactivities of real life oceanographers. Thecurriculum background materials arearranged in the context of widely accept-ed teaching themes. The CD-ROM alsohighlights results from NASATOPEX/POSEIDON satellite. Available

from NASA CORE (Item #400.0-92).


BOOKMARKS

The following bookmarks are examples ofresources available from your local NASA

Educator Resource Center (ERC). Seepages 75-76 for a list of NASA ERCs.

Ozone

ET-1998-12-005-HQ

Biomass BurningET-1998-12-008-HQ

Volcanic Aerosols

ET-1998-12-006-HQ

Clouds

ET-1998-12-007-HQ

Human and Natural Impactson the Earth

ET- 1998- 12-004-HQ

Urban Heat Island BookmarkNP-1999-03-30-MSFC

LITHOGRAPHS WITH

CLASSROOM ACTIVITIES

Lithographs contain a color image (e.g.,satellite image, artist's rendition of aspacecraft or instrument, etc.), with addi-tional information and classroom activi-ties or discussion questions. The follow-ing are examples of lithographs availablefrom your local NASA Educator Resource

Center (ERC) or on NASA Spacelink:

http://spacelink.nasa.gov/products/. See

pages 75-76 for a list of NASA ERCs.



00000000000000000000 0000000000 0000000000000000000000 GO Orneseoea000esoomect00000eoeo

1997-1998 El Nino LithographLG-1998-05-004-GSFC

ExplaringEarthfrom-Space

POSTERS SLIDE SETS

LS-1999-05-001-HQ

First Image of the Global BiosphereHq1-325

Nimbus-7 TOMS Images: The EightMarches

Hq1-366

Nimbus-7 Ocean Ice MapsHq1-319.1

Understanding Our Changing PlanetHqL-430

Water Is a Force of ChangeHq1-401

NASA FACTS: EARTH SCIENCE

ENTERPRISE SERIES

NASA Facts are educational brochuresthat provide general information andbackground on NASA-related missions,research topics, and activities. The NASA

Earth Science Enterprise Series was pro-duced in an effort to educate the generalpublic concerning some of the majorissues and the natural phenomena thatscientists are studying using NASA Earthscience data. The series is available onlineat: http://eospso.gsfc.nasa.gov/eos_home

page/misc_html/nasa_facts.html.

Ozone: What it is, and why do wecare about it?

NF-198, December 1993

Clouds and the Energy CycleNF-207, January 1994

El NinoNF-211, February 1994

Global WarmingNF-222, March 1994

BiosphereNF-223, March 1994

Tropical DeforestationFS-1998-11-120-GSFC

NASA Earth Science Enterprise Imagesand Video via the World Wide Web

FS-1998-02-007-GSFC, November 1998

Rise and Fall of the 97-98El Nirio as Tracked by theTOPEX/POSEIDONEW-1998-11-004-JPL

http://topex-www.jpl.nasa.gov/education/el-nino-poster.htm I

Color satellite images from NASATOPEX/POSEIDON mission illustrate this

poster, which tracks the 1997-98 El Nino.The reverse side of the poster containsblack and white, reproducible pages withinformation and classroom activities.Information and classroom activitiescontained on the poster are available inPDF format at the Web site listed above.

0 Earth Science EnterprisePosterhttp://eospso.gsfc.nasa.gov/eos_homepage/eseposter.html

This information-loaded poster givesexamples of Earth science data that havebeen retrieved from satellites, the realworld problems the data has helped tosolve, and information on the variousmissions that comprise NASA's EarthScience Enterprise. This is a double-sided, 35 inch by 24 inch poster.

Earth Observing System(EOS) Science Poster Serieshttp://eospso.gsfc.nasa.gov/eos_posters/posters_toc.html

The set includes the following sevenposters: Cloud Radiative Effects; Global

Ice & Sea Level Changes; Impact ofVolcanoes; Vegetation & Hydrology

Changes; Ozone Depletion; Ocean

Processes; and Greenhouse Effect.


The following 35mm slide sets are avail-able for purchase from NASA CORE:

http://spacelink.nasa.gov/CORE/CORE_

Home.html. For more information aboutordering materials from NASA CORE,

please see page 75.

Earth/Space Science SlideSet for Educators

Designed to provide educators with someof the most-recent, space-based observa-tions NASA has obtained in the area ofEarth system science. 122 slides andbackground information are provided onthe following themes that are consideredof primary importance to Earth systemscience research: Clouds and Radiation;Ocean Productivity, Circulation, andSea-Air Exchange; Greenhouse Gases;

Changes in Land Use, Land Cover,Primary Productivity, and the WaterCycle; The Role of the Polar Ice Sheets

and Sea Level; Ozone Depletion; and therole of Volcanoes in Climate Change. The

package is available from NASA CORE,

Item #100.0-47; also available online at:http://eospso.gsfc.nasa.gov/eos_edu.pack/

toc.html

Recommended level: Grade 9Adult.

The Ultimate Field TripAn Astronaut's View ofEarth

Astronaut Kathy Sullivan's account of herobservations of the Earth from orbit. Dr.Sullivan writes about the enormous beau-ty and wonder of the Earth that variesfrom the regional, e.g., the Great Lakes,the Gulf of Mexico, and the Atlantic coast-line; to the amazing detail found in cities,airports, and rivers. The brochure with 24slides can be ordered from NASA CORE,

Item #100.0-57.

Recommended level: Elementaryadult.

EARTH SCIENCE ENTERPRISE EDUCATION PRODUCTS

00000 0 000 000 0 00 0 00 000 00 000000000000000000000000 0000000000000000

11 U.S. Geography: SpaceShuttle Slide Sets

Slide-sets-of-Space Shuttle photography

for different areas of the United States,including: East Coast States from NewEngland to Florida (CORE #100.0-49);

Appalachian Mountains, Ohio RiverValley, and Great Lakes (CORE #100.

0-50); Great Plains States and MississippiRiver Valley (CORE #100.0-51); Rocky

Mountains and Southwest States (CORE#100.0-52); West Coast States, including

Alaska and Hawaii (CORE #100.0-53);

and U.S. Cities (CORE #100.0-54). Each

slide set contains a selection of photostaken by astronauts and includes 20slides with a brief descriptor (with theexception of U.S. Cities, which contains 60

slides.) Available from NASA CORE.

Recommended level: Elementaryadult.

I Volcanoes of Hawaii and thePlanets

Includes 20 slides with descriptions.Com-pares landforms in Hawaii and onthe planets. Prepared by Dr. PeterMouginis-Mark for the Hawaii SpaceGrant Consortium. NASA CORE Item

#100.0-41.

Recommended level: High schooladult.

VIDEOTAPES

The following are selected videotapesrelated to NASAs Earth Science Program,

which are available for purchase fromNASA CORE: http://core.nasa.gov. For

more information about orderingmaterials from NASA CORE, please seepage 75.

II Blue Planet (1990)Filmed by astronauts from five SpaceShuttle missions. This IMAX film dra-matically reveals the forces affecting theEarth's ecological balance: volcanoes,hurricanes, earthquakes, and, ultimately,humankind. NASA CORE Item #002.2 -15V. Length: 42:00.

Recommended level: Grade 4adult.

I Glacier Bay, Alaska, fromthe Ground, Air and Space(1996)

Brings glaciers to life with nine spectacu-lar "fly-bys" of scenic rides over 3-dimen-

sional glaciers, live video footage of icefronts calving into the sea, and dramaticpicture sequences of historical and satel-lite data, and shows how a NASA glaciolo-gist has learned about glaciers and howtheir formation could be related to cli-mate change. NASA CORE Item #002.2-16V; also available online at:

http://sdcd.gsfc.nasa.gov/GLACIER.BAY/

glacierbay.story.html. Length: 13:15.

Recommended level: Grade 5adult.

I Liftoff to Learning: TheAtmosphere Below (1990)

Illustrates how changes in the Earth'satmosphere are investigated from outerspace onboard the Space Shuttle usingthe ATLAS-1 experiment. Space Shuttleastronauts explain the questions scien-tists seek to answer by studying theEarth's atmosphere from space.Experiments discussed in this videotapefocus on infrared detection of atmos-phetic remnants from volcanic eruptions,ozone concentration levels, and incomingsolar ultraviolet radiation in respect toglobal warming. Includes a videoresource guide for teachers. NASA CORE

Item #002.2-14V. Length: 16:00.


P SunSplash (1997)Explains ozone depletion, using computergraphics and animation. The educationalnarrative explains how ozone in thestratosphere protects us from ultravioletradiation and demonstrates how chloro-fluorocarbons (CFCs) cause destructionof the Earth's protective ozone layer.NASA CORE Item #002.2-18V.

I.ength: 7:52.


CD-ROMS

I Arctic Observatory/Sea Icein the Polar Regions

Developed by the Consortium forInternational Earth Science InformationNetwork (CIESIN) through sponsorshipby the Office of Naval Research and in

cooperation with NASA GSFC. The Arctic.

Observatory includes a teacher's guideand interactively deals with Arctic phe-nomena and processes, allowing studentsto ask and answer questions about inter-relationships between several physicalaspects of the Arctic system. Sea Ice inthe Polar Regions is a presentation byNASA Goddard Space Flight Center scien-tist Claire Parkinson, which describes seaice classification, observation and climateimpacts. Both resources are available onone CD-ROM from NASA CORE, Item

#400.0-90; they can also be downloadedfor free at: http://www.usra.edu/esse/

learnmod.html.

Recommended level: High schooladult.

I Climate ChangePresentation Kit (1999)

This CD-ROM is offered as a resource tohelp prepare talks for students or thegeneral public. The.toolkit allows teachersthe option of picking and choosing the



000000000000000000000000000000000000000000000000000000000000000000000000000000

components that they would need to 16-minute movie. Published and copy-communicate climate change issues to righted by Rocky Mountain Digital Peeks.

audiences_lt contains-fact-sheets,-a-power--NASA-CORE-Item-#A00.0- 77.point slide presentation, and interactiveactivities that are designed to interestaudiences of all levels. Contains theessentials for brief presentations on thecomplicated issue of climate change.Communicates the information in a waythat is easy to understand. The CD pro-vides basic information on climate andweather and then provides straightfor-ward answers to potentially confusingquestions regarding global warming.NASA CORE Item #400.0-97.

Recommended level: Elementary-college

educators.

10 Earth & Sky RadioFeatures on NASA EarthSciencehttp://earthsky.worldofscience.corn/

Earth Sky (E&S) and NASA's Earth

Science Enterprise have collaborated on aseries of 90-second radio programs high-lighting ESE science, with scientistsparticipating from Goddard Space FlightCenter and Jet Propulsion Laboratory. TheE&S radio series programs are producedfor a measured audience of more than 3.8million listeners (weekly). The E&S Web

site contains links to the audio and textfiles for all E&S shows, as well as links to

related educational resources. The E&Sfeatures on NASA Earth science will also

be available on CD-ROM from NASA

CORE beginning spring 2000.

I Earth Observatorium:Mission to Planet EarthVolumes 2

Lets you look out a porthole of the SpaceShuttle Endeavour during mission STS-68to view 12,500 images of Earth, plusmany of the radar images taken duringthe flight. A navigation interface lets youview images by timeline, country,geographic location, or photo ID. Theastronauts discuss the flight's results in a

Recommended level: Elementary-adult.

Geomorphology from Space(1986)

An out-of-print, NASA classic publicationby Nick Short, Sr. and Robert W. Blair, Jr.,

is now available on CD-ROM and on theWorld Wide Web. This publication is

designed for use by the remote-sensingscience and educational communities tostudy landforms and landscapes. It con-tains a gallery of 237 color, and black andwhite plates of space imagery primarilyof the Earth, each treating a geographicregion where a particular landformtheme is exemplified. Each image ispaired with a detailed scientific descrip-tion of the features in the image, someimages are accompanied by line draw-ings, locator maps, geologic maps, andon-the-ground photographs of the land-form. Available on CD-ROM from NASA

CORE (Item # 400.0-87).

Recommended level: High school-adult.

II Glacier Power (1997)http://www.asf.alaska.edu:2222/

This CD-ROM, is a curriculum supple-ment module on the topic of glaciers thatwas developed in cooperation with NASAby the Alaska Synthetic Aperture RadarFacility (ASF) at the University of Alaska,

Fairbanks and in cooperation with theFairbanks North Star Borough SchoolDistrict and the University of AlaskaFairbanks, School of Education. It hasbeen formatted to be used on theMacintosh by an Internet browser whichwill enable students in many rural areaswho use the CD-ROM to also becomeacquainted with Internet functions astheir schools continue progress to comeonline. The guide includes informationon glaciers and their importance to cli-mate studies; lesson plans; student reviewexercises, activities, and projects; andresources such as glacier imagery, satel-

68 NASA Earth Science Enterprise 0 2000 Education Catalog .76

lite imagery, illustrations, diagrams, andmore. Available online at at the Web site

above-or on-C-D=ROM-from NASA-CORE

(Item #400.0-89).Recommended level: Grades 4-6.

II Ocean Expeditions: El Ninohttp://www.teachtsp.com/products/productdetail.asp?PS=OEXNIN

Ocean Expeditions: El Nino, was devel-oped by Planet Earth Science. throughsupport from NASA. This CD-ROM

engages students in a journey where theymust navigate their own ship, operatemodern research tools, and manipulatesatellite and climate model data to inves-tigate and help predict El Nirioone ofour planet's largest global climactic dis-ruptions. Winner of the CODIE award in1998 as the best secondary school soft-ware product. Distributed by Tom SnyderProductions.Recommended level: Middle school.

I The Remote SensingTutorial (1999)

This CD-ROM is a tutorial approach to

learning about the role of space scienceand technology in monitoring the Earth'ssurface and atmosphere. As you workthrough the tutorial, you will come tounderstand how remote sensing isapplied to studying the land, sea, and airmaking up the environments of our plan-et. Not only will you gain insight into pastuses of aerial photography and spaceimagery as records of the Earth's geogra-phy as well as the future plans for moreadvanced monitoring systems, but youshould develop skills in interpreting thesevisual displays and data sets both bydirect inspection and by computer pro-cessing. The CD-ROM, current as of early

1999, is available from NASA CORE, Item

#400.0-93. The latest version of the tutor-ial is available to download online from:http://rst.gsfc.nasa.gov/.

Recommended level: College and Remote

Sensing professionals.

'Et EARTH SCIENCE ENTERPRISE EDUCATION PRODUCTS

000080000000000000000060000000000000000000000000000000000000000. OOOOOOOOOOOOOO

Spaceborne Imaging Radar:Seeing the Earth in a New BOOKS/BROCHURES/

SLETTERS

Contains radar images of sites around theworld as seen before and during theSIR-C missions of 1994. The CD-ROM

contains handheld photographs from theSpace Shuttle, Quick Time movies from

the missions, and photographs from theground. Using captivating examples suchas the mountain gorilla habitats ofRwanda, a radar-generated flyby of theGalapagos Islands, the discovery of theLost City of Ubar in the Arabian desert,and many others, the CD-ROM puts ourEarth at students' fingertips. Teachersmay use the CD-ROM in many ways, from

activities as simple as viewing pictures oras complicated as performing scienceexperiments with real data taken fromEarth orbit. Students can learn aboutimaging radar through the structuredlesson plans or think up their own exper-iments and analyze radar image datafrom the SIR-C missions. NASA CORE

Item #400.0-75.

Recommended level: Grades 5-12,undergraduate.

Visit to an Ocean Planet(1998)

Interactive, educational CD-ROM thatreveals the importance of our oceans toglobal climate and life. Allows users to

explore the Gulf of Mexico with satellite

data, investigate the 1997-98 El Nifio,discover "what's up" with Earth-orbitingsatellites, and learn about the researchactivities of real life oceanographers. Thecurriculum background materials arearranged in the context of widely accept-ed teaching themes. The CD-ROM also

highlights results from NASA's

TOPEX/POSEIDON satellite. NASA CORE

Item #400.0-92.


Earth from Above: UsingColor-Coded SatelliteImages to Examine theGlobal Environment (1997)

Written by NASA Goddard Space Flight

Center scientist Claire Parkinson, Earthfrom Above provides an easy introduc-tion to understanding and interpretingsatellite images. Beginning with two shortchapters on visible satellite images andradiation, the book then covers six keyEarth-atmosphere variables on such envi-ronmentally important topics as theAntarctic ozone hole, El Nifio, deforesta-

tion, the missing carbon dilemma, andthe effects of sea ice, snow cover, and

volcanoes on atmospheric temperatures.A chapter broadens the discussionto consider satellite Earth observations ingeneral.

The book is heavily illustrated, includ-ing photographs, maps, schematic dia-grams, and 50 color-coded satelliteimages. Each section concludes with a listof questions encouraging the reader toreview the text and, in the case of sec-tions with satellite image, to examine theimages and find answers from them.Answers to all questions are provided atthe back of the book.

Available for $38 from University

Science Books, 55D Gate Five Road

Sausalito, California 94965; Phone:

(415) 332-5390; Fax: (415) 332-5393;Email: [email protected].

192 p., ISBN 0-935702-41-5.

The book can also be ordered online at:http://www.uscibooks.com/.

ao

Earth Science EnterpriseEducation Update

A free, monthly Email newsletter, whichcontains information on NASA Earthscience education activities, researchannouncements, current science news,and calendar of upcoming educationevents. To subscribe, please send Emailto: [email protected]. Back issues are available at:http://earth.nasa.gov/education/ed reports/index.html.

EOS Science Planhttp://eospso.gsfc.nasa.gov/sci_plan/cha pters.htm I

The Earth Observing System (EOS)Science Plan is the product of leadingscientists around the world who are par-ticipating in NASA's Earth science pro-gram. The purpose of the Plan is to statethe concerns and problems facing EarthScience today, and to indicate contribu-tions that will be made toward providingsolutions to those problems, primarilythrough the use of satellite-based obser-vations that will be obtained with EOSsatellites and instruments.

Within this publication, the reader willfind types and quality of data that will beproduced from the satellite observations,how they will improve over existingmeasurements, and how the data will beapplied to solving the problemsdescribed. Seven topical chapters discussthe nature of the science being reviewed:radiation, clouds, water vapor, precipita-tion, and atmospheric circulation; oceancirculation, productivity, and exchangewith the atmosphere; greenhouse gasesand atmospheric chemistry; land ecosys-tems and hydrology; cryospheric systems;ozone and stratospheric chemistry; andvolcanoes and climate effects of aerosols.

All 7 topical chapters and the chaptersummaries are provided in AdobeAcrobat Portable Document Format(PDF) and can be downloaded from:http://eospso.gsfc.nasa.gov/sci_plan/chapters.html.


(110EARTH SCIENCE ENTERPRISE EDUCATION PRODUCTS

0 0 0 0 9 0 0 0 0 0 0 0 00 0 0 0 0 00 0000 0 0 00 0 0 00 0 0000000000 00000 OOOOOOO 0 OOOOO O. O. OOOOOOOOOOOO 000000

I Understanding OurChanging Planet: 1999Earth Science EnterpriseFact Bookhttp://eospso.gsfc.nasa.gov/eos_homepage/misc_html/fact_toc.html

In 1991, NASA launched a comprehensive

program to study the Earth as a system,now called the Earth Science Enterprise.By using satellites and other tools tointensively study the Earth, we hope toexpand our understanding of how natur-al processes affect us, and how we mightbe affecting them. Such studies will yieldimproved weather forecasts, tools formanaging agriculture and forests, infor-mation for fishermen and local planners,and, eventually, the ability to predict howthe climate will change in the future. Thisbooklet provides an overview of NASA's

Earth Science Enterprise.

WWW SITES:

K-12 EDUCATION

The following K-12 education Web sitesinclude teaching modules, curriculum,and education resources related to NASA'sEarth Science Enterprise.

I Destination Earth: theOfficial Web Site for NASA'sEarth Science Enterprisehttp://earth.nasa.gov

This site should be your starting point forlearning about NASA's Earth ScienceEnterprise (ESE). Includes current ESEnews and events, sections on educationfor teachers (Teaching Earth Science) andstudents (For Kids Only), information oncurrent research opportunities, an EarthScience Image Gallery, and MultimediaLibrary. Many links to other informationresources are also included.

I Earth System ScienceOnline Courses for K-12Teachershttp://www.cet.edu/essea

K-12 Earth System Science (ESS) onlinegraduate courses have been developedwithin the Center for Educational Tech-nology (CET) at Wheeling Jesuit Univer-

sity for NASA's Earth Science Enterprise.

The Earth system science courses use aninnovative instructional design model,are delivered over the Internet, and fea-ture student-centered, knowledge-build-ing virtual communities. These coursesare available for universities, colleges, and

other science education training organi-zations to use. To view the courses, use"cet" as the user name and password.

I Echo the Bathttp://imagers.gsfc.nasa.gov/

The Adventure of Echo the Bat is a pro-gram with both online and classroomcomponents. The first unit,.Understanding Light, provides a founda-tion for remote sensing and introducesthe electromagnetic spectrum. The uniton Remote Sensing includes the Adven-ture of Echo the Bat, which is an interac-tive Web site allowing students to follow

Echo the Bat as he migrates throughArizona. The adventure offers a directedand investigative approach to how landfeatures look from space, what the colorsmean in a Landsat image, and an intro-duction to identifying habitats in a falsecolor Landsat image. Students go on toidentify features in other satellite imagesusing both images off the Web site andother textual resources. A unit follows onbiodiversity covering topics such as foodchains, food webs and the NatureMappingprogram. The site is supported with ateacher's guide that includes lesson plans,classroom activities, and reproducibles.The units can also be utilized outside theprogram as supplemental activities with-in a required curriculum. All materialsare available free on the Web.

Recommended level: Grq,cles 5-8.


I Exploring the Environmenthttp://www.cottedu/ete






Space Center. It includes lesson plans onremote sensing for grades K-3, 4-8, and9-12 that were developed by professionaleducators, as well as links to related

education resources.

I GLOBE Programhttp: / /globe.fsl.noaa.gov/

Students from all over the world are par-ticipating in the Global Learning andObservations to Benefit the Environment(GLOBE) Program by taking daily envi-ronmental measurements at their schoolsand sharing their data via the Internet.Some features on this Web site are spe-cially designed and available only toGLOBE teachers and students who aretrained in GLOBE measurement proce-dures. However, most features areavailable to anyone wanting to learn moreabout GLOBE, review the scientific areas

of GLOBE study, and see the GLOBE

student data.

11, EARTH SCIENCE ENTERPRISE EDUCATION PRODUCTS

, 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 OOO 00000000000000000000000000000000 OOOOOO 0000000000000

GLOBE Soil ScienceEducation Web Page

1 p. I pwww.gsfc.nasa.gov/globefindex.htm

This Web page is designed to provide aresource about Soil Science for K-12 stu-dents and teachers, and to supplementthe soils information in the GLOBETeacher's Guide. It includes basic con-cepts, stories, songs, photographs, learn-ing activities, references, links to relatedWeb pages, and other features related toSoil Science.

JPL Imaging Radar HomePagehttp://southport.jpl.nasa.gov

The goals of this site are to: inform thepublic about NASA and JPL's work in

radar remote sensing of the Earth's sur-face; describe to interested users howthey may obtain, use, and analyze radardata and images; provide educationaloutreach.

NASA's LearningTechnologies Projecthttp://learn.ivv.nasa.gov/

Web site of NASA's Learning Technologies

Project (LTP). The goal of this program isto promote the growth of a nationalinformation infrastructure using the vastamount of information NASA hasacquired since its creation. Access to thisknowledge will allow the public andindustry to contribute to rapid and sig-nificant advances in science, engineering,and technology. All of the LTP projectswill increase public access to scientificdatabases, develop new applications andpilot programs for using science data,and create new curriculum products andtools for K-12 and K-14 educational] of this via the Internet.

From this site you can link to all LTPproducts.

PUMAS (Practical Uses ofMath and Science)http://pumas.jpl.nasa.gov

PUMAS (poo' * mas), is the online jour-nal of brief examples illustrating howmath and science concepts are actuallyused in everyday life. Our goal is to cap-ture, for the benefit of pre-college educa-tion, the flavor of the vast experience thatworking scientists have with interestingand practical uses of math and science.

PUMAS examples may be activities,

anecdotes, descriptions of neat ideas, for-mal exercises, puzzles, or demonstrations,written primarily by scientists, in anystyle that serves the material well.They are intended mainly to help K-12teachers enrich their presentation ofscience and math in the classroom.

All examples are peer-reviewed by atleast one scientist with a relevant back-ground, and at least one teacher at an ap-propriate grade level. Teachers can searchthe PUMAS collection based on curricu-lum topic, grade level, and subject. Theycan select relevant examples, and developideas of their own about how to integratethe material into their lesson plans.

SkyMath: Mathematics for aBlue Planethttp://www.unidata.ucar.edu/staff/blynds/Skymath.html

The University Corporation forAtmospheric Research (UCAR) receivedfunding from the National ScienceFoundation to prepare SkyMath, a set ofmiddle school mathematics modulesincorporating weather data. SkyMathrequires teachers and students to acquireand use current environmental and real-time weather data in ways that embracethe dynamic and the uncertain natures ofthese data, in order to promote the teach-ing and learning of significant mathemat-ics, consistent with the standards set bythe National Council of Teachers of

Mathematics. The SkyMath modules maybe freely downloaded from the Internet.

Understanding theBiosphere from the TopDown: Earth ScienceTeacher's Guide forGrades 4-12http://geo.arc.nasa.gov/sge/jskiles/top-down/intro_product/title-page.html

This Web site contains a 22-lessonpackage written by eight local teachersworking with the advice and help ofAmes Research Center (ARC) persenne!in Earth Sciences. The lessons focus onstudying the biosphere from space toteach students about the Earth system.

11 Virtual Vacationlandhttp://www.bigelow.org/virtual/

Virtual Vacationland is a resource tool tohelp elementary and secondary teachersand students find and use Earth sciencedata and information on the Internet.Content is arranged by science topic.Each topic has a preview page that sum-marizes the material. Each topic also has2 to 5 detail pages, which show where to

access online data and what the datamean. The site includes over 40 hands-onactivities available on the followingscience topics, with new topics beingadded as the site grows: LandTopography; Ocean Bathymetry; CoastalTides; Ocean Buoy Data; Ocean

Temperature; Weather and Climate; andWatersheds and Rivers.



000000000000000000000 00000000000000000000000000000000000000 0000000000000000000 0000000

WWW SITES:

RESEARCH; DATA, AND

INFORMATION

0 Earth Observing SystemData and Information

The following WWW sites provide back-ground information and resources thatmay be useful for college-level instruc-tion, lesson plan development, studentresearch projects, and sources of NASAresearch information and imagery. Manyinclude sections on K-12 education.

Astronaut Photos of Earthhttp://eol.jsc.nasa.gov

The Earth Science home page providesaccess to the database of the Office ofEarth Science/Johnson Space Centercontaining records of the location anddescription of over 350,000 astronautphotographs of the Earth. Other featuresinclude image highlights from shuttlemissions and from the Shuttle/Mir mis-sions. Internet guests may also viewSpace Shuttle orbit track maps and calcu-late shuttle positions when specific timesare entered into the program.

Destination Earth: theOfficial Web Site for NASA'sEarth Science Enterprisehttp://earth.nasa.gov

This site should be your starting point forlearning about NASA's Earth Science

Enterprise (ESE). Includes current ESEnews and events, sections on educationfor teachers (Teaching Earth Science) andstudents (For Kids Only), information oncurrent research opportunities, an EarthScience Image Gallery, and Multimedia

Library. Many links to other informationresources are also included.

System (EOSDIS)Distributed Active ArchiveCenters (DAAC)

EOSDIS is an integral part of NASAEarth Observing System. It is the robustdistributed system that processes,archives, and manages Earth sciencesatellite and field data, and distributesthese data to a diverse global user com-munity. Science data products (includingover 700 from missions preceding EOS)are available from the DAACs, with each

DAAC responsible for distributing datafrom specific disciplines. All data prod-ucts are fully supported with documenta-tion and technical user support.

Alaska SAR Facilityhttp://www.asf.alaska.edu

Disciplines: Sea ice, polar processorimagery, synthetic aperature radar (SAR).

Earth Resources Observation System(EROS) Data Center (EDC) LandProcesses DAAC

http://edcwww.cr.usgs.g ov/landdaac/landdaac.html

Disciplines: Land processes.

Goddard Space Flight Center(GSFC) DAAC

http://daac.gsfc.nasa.govDisciplines: Upper atmosphere, atmos-pheric dynamics, global biosphere,geophysics.

Langley Research Center (LARC)DAAC

http: / /eosweb.Iarc.nasa.govDisciplines: Radiation budget, clouds,aerosols, tropospheric chemistry. Sectionon education.

National Snow and Ice Data Center(NSIDC)

http://www-nsidc.colorado.edu/Disciplines: Snow and ice, cryosphere andclimate.


Physical Oceanography DistributedActive Archive Center (DAAC)

http://podaac.jpI.nasa gov/Disciplines: Ocean circulation and air-seainteraction.

Oak Ridge National Laboratory(ORNL) DAACEducators Corner

http://www-eosdis.ornl.gov4Disciplines: Biogeochemical Dynamics.

Socio-Economic Data and ApplicationsCenter (SEDAC)

http://sedac.ciesin.orgDisciplines: Socio-economic data relatedto global change.

AFFILIATED DATA CENTERS

National Oceanic and AtmosphericAdministration Satellite Active Archive(NOAA-SAA)

http://www.saa.noaa.gov/Disciplines: Satellite dataatmosphere,land, oceans, Earth science, remote

sensing.

Global Hydrology and Climate Centerhttp://www.ghcc.msfc.nasa.gov/

Disciplines: Earth's global water cycle, the

distribution and variability of atmospher-ic water, and the impact of human activityas it relates to global and regional climate.

EOS Project Science Officehttp://eospso.gsfc.nasa.gov

The EOS Project Science Office producesa WWW site which allows the user to dis-cover, retrieve, and display EOS and Earth

science resources, including documentsand reports, calendar of events, images,slides, fact sheets, posters, CD -ROMs, etc.

0 Education Resources forOceanographyhttp://podaac.jpl.nasa.gov/edudoc.html

Resources on oceanography and EarthSciences, appropriate for elementarythrough undergraduate education.

'CO EARTH SCIENCE ENTERPRISE EDUCATION PRODUCTS

OOOOOOOO 0 OOOOOOOOOOOOOOOOOOOOOOOOOOOOO 00000000000000000000000000000000000 000000000000

111 El Niiio Web Site

http://nsipp.gsfc.nasa.gov/enso

The NASA Seasonal to InterannualPrediction Project (NSIPP), which is partof the Laboratory for HydrosphericProcesses at NASA GSFC, has produced

an El Nino Web Site. This site includes anine-page El Nirio-Southern Oscillation(ENSO) primer, appropriate for generalaudiences, which presents backgroundinformation, graphics, data and images,and audio, on this timely topic.

Geomorphology from Spacehttp://daac.gsfc.nasa.gov/DAAC_DOCS/geomorphology/GEO_HOME_PAGE.html

WWW version of an out-of-print 1986NASA publication. This resource is astudy of landforms and landscapes,including the description, classification,

origin, development, and history of plan-etary surfaces. The core of the book is agallery of space imagery consisting of237 plates, each treating some geographicregion where a particular landformtheme is exemplified. Commentary, pho-tographs, locator maps, and sometimes ageologic map accompany each plate.

I Global Change MasterDirectoryhttp://gcmd.gsfc.nasa.gov

A comprehensive directory of Earth sci-ence and global change data sets and datacenters. Includes several search options tolocate data sets of interest.

JPL's El Nino Watchhttp://www.jpl.nasa.gov/elnino

Presents the latest images and pressreleases based on observations of the ElNino phenomenon by the US/FrenchTOPEX/POSEIDON satellite and otherJPL satellites and instruments.

I Landsat Images WWW Sitehttp://www.jsu.edu/depart/geography/nasa/inctexttrn

Educational Web site, developed by

Jacksonville State University under aNASA EPSCoR Program grant. The site

includes Landsat imagery for theSoutheastern United States and includesa section on image interpretation.

I Learning about Climateand Weather: Some BriefArticleshttp: / /rsd.gsfc.nasa.gov /912/geerts/cwx/notes/briefs.html

The Web site consists of over 400 articlessummarizing key issues and recent find-ings in atmospheric sciences. The objec-tive is to give undergraduate-levelstudents (and those trained at that level)a more balanced and more in-depthunderstanding of current issues inclimate. The material is hyperlinkedinternally and externally. Prerequisite: Anintroductory college course in weatherand climate.

I NASA Earth Observatoryhttp://earthobservatory.nasa.gov

Monitor regional and global changes onour planet almost as they happen as youexplore with NASA scientists the causesand effects of climatic and environmentalchange through the use of real satellitedata.

Oceanography from theSpace Shuttlehttp://daac.gsfc.nasa.gov/CAMPAIGN_DOCS/OCDST/shuttle_oceanography_web/oss_cover.html

A pictorial survey of oceanic phenome-non visible to the naked eye from space.Originally published in 1989 by the NavalResearch Lab, it is now out of print andonly available on this Web site.

8z

I Remote Sensing CoreCurriculumti t tp. / /www: umbcedu/rsc

The Remote Sensing Core Curriculum(RSCC), sponsored by the InternationalCenter for Remote Sensing Education(ICRSE), NASA, and the American

Society for Photogrammetry and RemoteSensing (ASPRS) is an education pro-gram developed in cooperation withinternational experts and businesses toensure an authoritative and substantivecurriculum in remote sensing. Thecurriculum includes a series of lectureoutlines, accompanied by self-containedlaboratory exercises developed to supportthe advancing technologies of remotesensing and its integration with spatialinformation systems. Digital data setsfrom existing and planned satellite mis-sions will enhance the understanding ofadvanced concepts. The RSCC design willensure full access to data sets, operatingsoftware, and lecture materials via theRSCC home page.

I Remote Sensing Tutorialhttp://rst.gsfc.nasa.gov/

A tutorial approach to learning about therole of space science and technology inmonitoring the Earth's surface andatmosphere. As you work through thetutorial, you will come to understand howremote sensing is applied to studying theland, sea, and air making up the environ-ments of our planet. Not only will yougain insight into past uses of aerialphotography and space imagery asrecords of the Earth's geography as wellas the future plans for more advancedmonitoring systems, but you shoulddevelop skills in interpreting these visualdisplays and data sets both by directinspection and by computer processing.



0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 O O O O O 0 0 0 0 0 0 0 0 0 O O O O O 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 e 0 0 0 0 0 000

I SeaWiFS Projecthttp.11seawifs.gsfc.nasa.gov/SEAWIFS.html

The SeaWiFS instrument is studying thecarbon cycle by observing the world'soceans from space and measuring oceancolor. This site includes descriptive infor-mation about the project, a teachers'guide, and access to SeaWiFS data and

imagery.

II TerraThe EOS Flagshiphttp://terra.nasa.gov

Terra (formerly EOS AM-1) is the flag-

ship of the Earth Observing System, aseries of spacecraft that represent thenext landmark steps in NASRs leadershiprole to observe the Earth from the uniquevantage point of space. Focused on keymeasurements identified by a consensusof U.S. and international scientists, Terrawill enable new research into the waysthat Earth's lands, oceans, air, ice, and life

function as a total environmental system.This WWW site includes descriptiveinformation about the mission, links tofact sheets on Terra research topics, andshowcases state-of-the-art computeranimations of the spacecraft andinstruments

II TOMS Ozone Home Pagehttp://jwocky.gsfc.nasa.gov

This page is the home for information,data, and images for all of the TotalOzone Mapping Spectrometer (TOMS)instruments. NASA's TOMS instrumentsprovide global measurements of total col-umn ozone on a daily basis.

0 Tropical Rainfall MeasuringMissionhttp://trmm.gsfc.nasa.gov

The Tropical Rainfall Measuring Mission(TRMM) is a joint mission betweenNASA and the National SpaceDevelopment Agency (NASDA) of Japan

designed to monitor and study tropicalrainfall and the associated release ofenergy that helps to power the globalatmospheric circulation shaping bothweather and climate around the globe.This WWW site includes descriptiveinformation about the project, education-al resources, and provides access toTRMM data and imagery.

I Visualization of RemoteSensing Datahttp://rsd.gsfc.nasa.gov/rsd/

Visualization of Remote Sensing Data(VRSD) is a showcase for imagery createdby the Laboratory for Atmospheres atNASA Goddard Space Flight Center and

by other groups. The visualizations arederived from satellite data which hasbeen color-enhanced or otherwiseprocessed to yield high-impact render-ings of hurricanes and other naturalphenomena. Because of this processing,these images should be viewed more asworks of art than as raw data suitable forquantitative analysis.

VRSD is an outgrowth of a past NASA

program, Public Use of Remote Sensing

Data. The RSD Program provided partialfunding for several innovative projectswhich used NASA satellite data. VRSD is

sponsored by the NASA LearningTechnologies Project.


NASA Rk INCHFOR Exams 000000000000000000000000000000000000000000000000000000

NASA's Central Operationof Resources for Educators(CORE)

Established for the national and interna-tional distribution of NASA-producededucational materials in audiovisual for-mat. Educators can obtain a catalogueand an order form by contacting:

NASA CORE

Lorain County Joint Vocational School

15181 State Route 58

Oberlin, OH 44074-9799

Phone (440) 775-1400Fax (440) 775-1460

E-mail [email protected] Page: http://core.nasa.gov

I Educator Resource CenterNetwork (ERCN)

To make additional information availableto the education community, the NASAEducation Division has created the NASAEducator Resource Center (ERC) network.Educators may preview, copy, or receiveNASA materials at these sites. Becauseeach NASA Field Center has its own areasof expertise, no two ERCs are exactlyalike. Phone calls are welcome if you areunable to visit the ERC that serves yourgeographic area. A list of the centers andthe regions they serve includes:

AK, Northern CA, HI, ID, MT, NV,

OR, UT, WA, WY

NASA Educator Resource CenterMail Stop 253-2

NASA Ames Research CenterMoffett Field, CA 94035-1000

Phone: (650) 604-3574

a3

IL, IN, MI, MN, OH, WI

NASA Educator Resource CenterMail Stop 8-1

John H. Glenn Research Centcr21000 Brookpark RoadCleveland, OH 44135

Phone: (216) 433-2017

CT, DE, DC, ME, MD, MA, NH, NJ,

NY, PA, RI, VT

NASA Educator Resource LaboratoryMail Code 130.3

NASA Goddard Space Flight CenterGreenbelt, MD 20771-0001

Phone: (301) 286-8570

CO, KS, NE, NM, ND, OK, SD, TX

Space Center Houston

NASA Educator Resource Center forNASA Johnson Space Center1601 NASA Road One

Houston, TX 77058

Phone: (281) 244-2129

FL, GA, PR, VI

NASA Educator Resource CenterMail Code ERC

NASA Kennedy Space CenterKennedy Space Center, FL 32899Phone: (321) 867-4090

KY, NC, SC, VA, WV

Virginia Air & Space Center

Educator Resource Center forNASA Langley Research Center600 Settlers Landing RoadHampton, VA 23669-4033

Phone: (757) 727-0900, ext. 757


(11 NASA RESOURCES FOR EDUCATORS

eoct00000e0000000e0000eseeam0000G0000ecsosecoomeoe00000000000000e00000e000000000*

AL, AR, IA, LA, MO,TN

U.S,Space-and llaacketanter

NASA Educator Resource Center forNASA Marshall Space Flight CenterOne Tranquility BaseHuntsville, AL 35758

Phone: (256) 544-5812

MS

NASA Educator Resource Center

Building 1200

NASA John C. Stennis Space CenterStennis Space Center, MS 39529-6000

Phone: (228) 688-3338

AZ and Southern CA

NASA JPL Educator Resource Center

Village at Indian Hill

1460 East Holt Avenue, Suite 20

NASA Jet Propulsion LaboratoryPomona, CA 91767

Phone: (909) 397-4420

NASA Educator Resource Center for

NASA Dryden Flight Research Center45108 N. 3rd Street East

Lancaster, CA 93535

Phone: (661) 948-7347

VA and MD's Eastern Shores

NASA Educator Resource Center

Visitor Center Building J-17

GSFC/Wallops Flight FacilityWallops Island, VA 23337

Phone: (757) 824-2298

0 Regional Educator ResourceCenters (RERCs)

Offer more educators access to NASAeducational materials. NASA has formedpartnerships with universities, museums,and other educational institutions toserve as RERCs in many states. A

complete list of RERCs is available

through CORE, or electronically via

NASA Spacelink at:

http://spacelink.nasa.gov/ercn/

0 NASA's Education HomePage

NTV Weekday ProgrammingSchedules (Eastern Times)

Serves as a cyber-gateway to informationregarding educational programs and ser-vices offered by NASA for the Americaneducation community. This high-leveldirectory of information provides specificdetails and points of contact for all ofNASA's educational efforts, Field Center

offices, and points of presence withineach state. Visit this resource at the fol-

lowing address: http://education.nasa.gov

NASA SpacelinkOne of NASA's electronic resources specif-ically developed for the educational com-munity. Spacelink is a "virtual library" inwhich local files and hundreds of NASAWorld Wide Web links are arranged in amanner familiar to educators. Using theSpacelink search engine, educators cansearch this virtual library to find infor-mation regardless of its location withinNASA. Special events, missions, andintriguing NASA web sites are featured inSpacelink's "Hot Topics" and "Cool Picks"

areas. Spacelink may be accessed at:

http://spacelink.nasa.gov

NASA Spacelink is the official home toelectronic versions of NASM EducationalProducts. A complete listing of NASAEducational Products can be found at thefollowing address:

http://spacelink.nasa.gov/products

NASA Television (NTV)Features Space Shuttle mission coverage,live special events, interactive educationallive shows, electronic field trips, aviationand space news, and historical NASAfootage. Programming has a 3-hourblock-Video (News) File, NASA Gallery,

and Education File-beginning at noonEastern and repeated five more timesthroughout the day. Live feeds preemptregularly scheduled programming.


Video

File

NASA

Gallery

EducationFile

12-1 p.m.3-4 p.m.6-7 p.m.9-10 p.m.

1-2 p.m.4-5 p.m.7-8 p.m.10-11 p.m.

2-3 p.m.5-6 p.m.8-9 p.m.11-12 p.m.

Check the Internet for programs listingsat: http://www.nasa.gov/ntv

For more information on NTV, contact:

NASA TV

NASA HeadquartersCode P-2

Washington, DC 20546-0001

Phone: (202) 358-3572

I How to Access Informationon NASA's EducationProgram, Materials, andServicesEP-1999-06-345-HQ

This brochure serves as a guide toaccessing a variety of NASA materialsand services for educators. Copies areavailable through the ERC network, orelectronically via NASA Spacelink.

NASAEARTH SCIENCE ENTERPRISE

2000EDUCATION CATALOG

INDEX1997-1998 El Nino Lithograph

(Lithograph) 66

Above and Beyond 22

Access Earth 2, 22, 39

Ames Aerospace Encounter 2

An Associate of Arts in CommunityColleges for Training in EarthScience (ACTES) 46

Arctic Observatory/Sea Ice in

the Polar Regions 64, 67

Astronaut Photos of Earth(WWW Site) 72

Augmented Learning Environmentand Renewable Teaching(Project ALERT) 47

Auk- ura 8

Biomass Burning (Bookmark) 65

Biosphere (NASA Facts) 66

Biosphere 2 8

Blue Planet (Videotape) 67

Boreal Forest Watch 3, 23

Celebrating 20th Century Pioneersin Atmospheric Sciences 9, 13

Center for Hydrology, Soil

Climatology, and Remote

Sensing's (HSCaRS)

Undergraduate SummerEnrichment Program 9

Certificate and Master's DegreeProgram in Earth/Space Sciencefor Elementary/SecondaryTeachers 23

Challenger Center for SpaceScience Education 3, 50

Chesapeake Bay WatershedInitiative 3

Climate Change Presentation Kit

(CD-ROM) 67

Clouds (Bookmark) 65

Clouds and the Energy Cycle

(NASA Facts) 66

85

Concepts and PedagogicalStrategies in Earth SystemScience Education forK-7 Teachers 17, 24

Consortium for the Applicationof Space Data to Education.(CASDE) 17, 24, 39, 50

CORE 75

Destination Earth: the OfficialWebsite for NASA's Earth

Science Enterprise 70, 72

Discover Earth: Earth asa System 64

The Dynamic Earth 4, 24, 40, 58

Earth & Sky Broadcast. Fellowships 59

Earth & Sky RadioFeatureson NASA Earth Science

(CD-ROM) 68

Earth from Above: Using

Color-Coded Satellite Images

to Examine the Global

Environment (Book) 69

EarthKAM 4,41,51,63,64,66

Earth Observatorium: Missionto Planet Earth Volumes 2

(CD-ROM) 68

Earth Observing System Data andInformation System (EOSDIS)

Distributed Active Archive

Centers (DAAC) 72

Earth Observing System (EOS)

Science Poster Series (Poster) 66

Earth Science Enterprise EducationUpdate (Newsletter) 69

Earth Science Component forAcademic ProfessionalEnhancement (ESCAPE) 25, 51

Earth Science EnterprisePoster (Poster) 66


0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 OOOOO 0 OOOOO 0 0 0 0 0 0 0 0 OOOOOO 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Earth Science EnterpriseResearch Program-University of Montana 18, 25, 52

Earth Science InformalScience Education 59

Earth/Space Science Slide Set for

Educators (Slide Set) 66

Earth System Science Academy 26

Earth System Science EducationAlliance (ESSEA) 26, 32, 47, 52

Earth System Science Fellowship

Program 14

Earth System Science Online

Courses for K-12 Teachers 70

Earth System Science Online

Course: An Opportunity in

Geography Education 18, 27, 53

Earth Systems Connections:An Integrated K-4 Science,Mathematics, and Technology

Curriculum 41

Earth Systems Field ResearchExperience for Undergraduates .... 9

Earthworks: Earth System Science

for Secondary Teachers 19, 27

Echo the Bat 62, 63, 70

Echo the Bat Pop-Up Book 62

Education Resources forOceanography (WWW Site) 73

Educator Resource CenterNetwork (ERCN) 75

Elderhostel: Earth's IntricateBalance 59

Electronic Theater Presentations .. 59

El Nino (NASA Facts) 66

El Nino Web Site 73

Enhancement of the GlobalSystems Science StudentGuide Series for the Digital

Earth Initiative 41, 53

EOS Project Science Office

(WWW Site) 73

EOS Science Plan 69

ERC 75

Exploring Earth from Space:

Lithograph Set andInstructional Materials . . . . 63, 64,66

Exploring the Environment . . . 63, 64, 70

Eyes on Earth 59

FirsUmage of the Global Biosphere

(Lithograph) 66

Forces of Change 60

Forest Watch 4, 27

From a Distance: AnIntroduction to Remote

Sensing/GIS/GPS 63, 64, 70

The Gaia Crossroads Project 28, 42, 53

Geomorphology from Space

(CD-ROM) 68

Geomorphology from Space

(WWW Site) 73

Glacier Bay, Alaska, From the

Ground, Air and Space

(Videotape) 67

Glacier Power 64, 68

Global Change Education-The New Jersey Initiative 35

Global Change Master Directory

(WWW Site) 73

Global Learning and Observationsto Benefit the Environment(GLOBE) 5, 28, 54, 71

Global Links 60

Global Systems Science 41, 53, 65

Global Warming (NASA Facts) 66

GLOBE Soil Science Education

Web Page 71

Goddard Institute for SpaceStudies (GISS)-Instituteon Climate and Planets(ICP) 5,10,28,33,42

Goddard Space Flight Center (GSFC)

Teacher Intern Program 29

Graduate Student SummerProgram (GSSP) in the EarthSystem Sciences 14

GSFC Earth and Space Sciences

Education Project (GESSEP) 43

GSFC Earth Sciences Directorate

Scientific and EducationalEndeavors (SEE) 43, 61

How to Access Information on

NASA's Education Program,

Materials, and Services 76

78 NASA Earth Science Enterprise 0 2000 Education CatalogA))

fRb

Human and Natural Impacts onthe Earth (Bookmark) 65

Interactions- and Diversity EarthSystem Science and Beyond 29

An Interdisciplinary TeacherTraining Program on EarthSystem Science Using

Information Technology 19, 29

The JASON Project 6, 54

The JMU DEVELOP Center-Digital Earth 20, 30, 54

JPL Imaging Radar Home Page(WWW Site) 71

JPL's El Nino Watch (WWW Site) 73

Landsat Images (WWW Site) 73

Learning about Climate andWeather: Some Brief Articles

(WWW Site) 73

Learning TechnologiesProject 43,55,61,71

Liftoff to Learning: The Atmosphere

Below (Videotape) 67

Maryland Earth and SpaceSystems Science CurriculumProject 35, 44

Mathematics of the GreatDismal Swamp 20

Mission Possible: Earth SystemScience, the Curriculum,and You 20, 30

Museums Teaching Planet Earth .. . . 61

NASA Academy 10, 15

NASA/ASEE Summer Faculty

Fellowship Program 33

NASA Earth Observatory(WWW Site) 73

NASA Earth Science EducationProducts Workshops 31, 35

NASA Earth Science Enterprise

Images and Video via the World

Wide Web (NASA Facts) 66

NASA Goddard Space Flight

Center Earth System ScienceEducation Project (GESSEP)-Maryland School System

Grants and Regional EarthScience Activities 36, 44

0000000000000000000 OOOOOOOOOOOOOOOOO 00000000000000 OOOOOOOOOOOOOOOOOOOO OOOOOOOOOOOOOOO

NASA-National Park Service

Partnership Agreement 61

Native-Earth Systems Science

Curriculum Project (NESCP) 44

NASA RISE 20, 31

NASA Spacelink 76

NASA Student Involvement

Program (NSIP) 6

NASA Summer School for High

Performance ComputationalEarth and Space Sciences 15, 55

NASA Television (NTV) 76

NASA's Central Operation of Resources

for Educators (CORE) 75

National Research Council (NRC)

Resident Research Associateship(RRA) Programs 16

National Workforce Development

Education and TrainingInitiative 10, 37, 48, 56

Nimbus-7 TOMS Images: The Eight

Marches (Lithograph) 66

Nimbus-7 Ocean Ice Maps

(Lithograph) 66

NOVA 34, 37, 48

NOVA Online Earth System

Science Courses 21, 56

NSU/NASA Research Experience in

Earth System Science (REESS)... . 11

Ocean Expeditions: El Nino 64, 68

Oceanography from the Space

Shuttle (WWW Site) 73

OUR Earth: Opportunities forUndergraduate Research inEarth Systems Science 11

Our Mission to Planet Earth:

A Guide to Teaching Earth

System Science 63

Ozone (Bookmark) 65

Ozone: What it is, and why do we

care about it? (NASA Facts) 66

Pan American Center for Earthand Environmental Sciences(PACES) 21,31

The Pigeon Adventure: An

Adventure through RemoteSensing History 45

Planet Earth: A Science andMethods Course for Pre-Serviceand In-Service Teachers_ 21, 31

Project Earth Change (PEC) 36

Project SUNStudentsUnderstanding Nature 6, 56

PULSE of the PlanetA Projectto Prepare Undergraduates forLearning the Systems of Earth .... 22

PUMAS (Practical Uses of

Math And Science) 32,45, 71

Remote Sensing Core

Curriculum 49, 73

Remote Sensing of Tribal Lands:

Earth System Science StudentResearch Experiences at SalishKootenai College 12

The Remote Sensing Tutorial

(CD-ROM) 68

Remote Sensing Tutorial

(WWW Site) 73

Rise and Fall of the 97-98 El Ninoas tracked by the TOPER/

POSEIDON (Poster) 66

Scenario Based Learning: Inquiryfor a Digital Earth 56

SeaWiFS Project (WWW Site) 74

SkyMath: Mathematics for a

Blue Planet 65, 71

Spaceborne Imaging Radar:Seeing the Earth in aNew Way 65,69

STEP Careers in Research

Exploration Program 12

Students' Cloud ObservationsOnline (S'COOL) Project 7

Student's Online AtmosphericResearch (SOLAR):

A SAGE III Educational

Outreach Program 7, 57

Summer Institute on Atmosphericand Hydrospheric Sciences 13

Summer of Seasons 22

SunSplash (Videotape) 67

TerraThe EOS Flagship(WWW Site) 74

87

TOMS Ozone Home Page

(WWW Site) 74

TOPEXPOSEID ON-and-Jason-1

Educational Outreach 45

The Translingual Earth SystemScience Education Center 46

Tropical Deforestation

(NASA Facts) 66

Tropical Rainfall Measuring

Mission (WWW Site) 74

The Ultimate Field TripAn Astronaut's View of Earth

(Slide Set) 66

Understanding Our ChangingPlanet (Lithograph) 66

Understanding Our ChangingPlanet: 1999 Earth Science

Enterprise Fact Book 70

Understanding the Biosphere

from the Top Down: Earth Science

Teacher's Guide for Grades 4-12

(WWW Site) 71

University Based Program

in Earth System ScienceEducation (ESSE) 38, 49

University of Montana's

Earth Observing System(EOS) Education

Project 32, 34, 46, 4z), 57

Urban Heat Island Bookmark(Bookmark) 65

U.S. Geography: Space Shuttle

Slide Sets (Slide Set) 67

Virtual Vacationland(WWW Site) 65, 72

Visit to an Ocean Planet 64, 65, 69

Visiting Student EnrichmentProgram 7, 13, 16

Visualization of Remote Sensing

Data (WWW Site) 74

Volcanic Aerosols (Bookmark) 65

Volcanoes of Hawaii and the

Planets (Slide Set) 67

Water Is a Force of Change

(Lithograph) 66

You Be the Scientist with SatelliteImagery in EZ/EC Communities ... 8


ACKNOWLEDGMENTS

0 0 0 0 0 0 OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO 0 0 0 0 0 0 0 0 0 0 0 0

Responsible NASA OfficialNahid Khazenie

Education Program ManagerNASA Earth Science Enterprise

Editor and WriterTheresa SchwerinAssociate Director, EducationInstitute for Global Environmental

Strategies

Graphic DesignSusie DuckworthDuckworth Illustration and Graphic

Design Studio

Cover image provided byBarbara SummeyVisualization Analysis LaboratoryNASA Goddard Space Flight Center(GSFC)

COVER IMAGE DESCRIPTION

TRMM rainfall superimposed on AVHRRPathfinder July 98 monthly average.Image pro by the Visualization AnalysisLaboratory, Laboratory for Atmospheres, NASAGSFC.

The average precipitation for July 1998, based onmicrowave data from the Tropical RainfallMeasuring Mission (TRMM) is depicted overlaidon the Pathfinder vegetation map. Progressivelyhigher amounts of precipitation are indicated bylight blue, green, yellow, and red colors.Progressively denser vegetation is indicated bydarker shades of green over land.

The prominent precipitation area along theEquator is commonly referred to as theIntertropical Convergence Zone (ITCZ). Theheavy rains in Southern Asia and surroundingwaters are the result of the Summer Monsoon,and the heavier amounts at higher latitudes arerelated to the normal tracks of mid-latitudestorms. Equally important are the large areaswith very little precipitation due to clear, dryweather in the subtropical high pressure regions.The major desert areas depicted in the vegeta-tion map across northern Africa and the MiddleEast demonstrate that such dry conditions occurroutinely. Other dry areas, such as central SouthAmerica and central Africa, have significant veg-etation, because they receive significant rains inmany other months of the year.

PHOTO CREDITS

Cover (top to bottom)

The GLOBE Program

The Student Cloud Observations Online(S'COOL) Program, NASA Langley ResearchCenter

Concepts and Pedagogical Strategies in EarthSystem Science Education for K-7 Teachers,West Chester University

Page 1 (top to bottom)

EarthWorks, University of Colorado, Boulder

NASA Earth Science Education Forum, Institutefor Global Environmental Strategies

EarthKAM, TERC

Earth System Science Academy, Elizabeth CityState University


Environmental Issues Investigation, University ofNorthern Iowa

Institute on Climate and Planets, GoddardInstitute for Space Studies

The GLOBE Program


Earth Works, University of Colorado, Boulder

Earth System Science Academy, Elizabeth CityState University

PESTO Workshop, Aspen Global Change Institute


Page 35

NASA Earth Science Education ProductsWorkshop, Institute for Global EnvironmentalStrategies




EarthKAM, TERC


The GLOBE Program

The GLOBE Program

Student Online Atmospheric Research (SOLAR),NASA Langley Research Center



View from GOES 8: Hurricane Floyd, 9-14-99.Image provided by Barbara Summey, GSFC,and produced by the Visualirz.t:on AnalysisLaboratory, Laboratory for Atmospheres,NASA GSFC.

Earth & Sky Radio Broadcast Fellowships, NASAGSFC

NASA Earth Science Enterprise Exhibit, NASAGSFC, Earth Observing System ProjectScience Office


PUMAS (Practical Uses of Math And Science),NASA Jet Propulsion Laboratory

EarthKAM, TERC

Echo the Bat, NASA GSFC


R.B. Husar, Washington University. The Earthimage is synthesized from four remotely-sensed data layers: visible light reflection overland (SeaWiFS), fires over land (AVHRR),aerosol over the oceans (AVHRR), andinfrared cloud image from four geostationarysatellites.

EarthKAM, TERC

Model of CHEM Spacecraft and the limb of theEarth, showing both beams from the TESinstrument. Image provided by BarbaraSummey, GSFC, and produced by the Visual-ization Analysis Laboratory, Laboratory forAtmospheres, NASA GSFC.



Satellite Imagery Project, Elizabeth City StateUniversity -

NASA Earth Science.Education Forum, Institutefor Global Environmental Strategies

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