Volume XXVII, Issue 2 Spring 2008 The ear T h Scien T i ST · The ear T h Scien T i ST Read it online at Volume XXVII, Issue 2 Spring 2008 A photo of an outcrop of Roxbury Pudding

The earTh ScienTiST

Read it online at www.nestanet.org

Volume XXVII, Issue 2

Spring 2008

A photo of an outcrop of Roxbury Pudding Stone, taken by Tom Ervin on the NESTA Field Trip at the Boston NSTA. Puddingstone, or Pudding stone, is a conglomerate rock made up of a mixture of different, irregular sized grains and pebbles held together by a finer matrix, usually formed from quartz sand. The sedimentary rock is formed in river channels and may contain various minerals such as chromite, corundum, platinum, diamond, gold, sapphire, and zircon. Its name is said to derive from a resemblance to Christmas pudding. This type-rock is very common in the Boston Basin.

INSIDE THIS ISSUE

From the Executive Director. . . . . . . . . . . . . . . . . . . . . 3

From The President . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Editor’s Corner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Professional Development at the Center for Microbial Oceanography: Research and Education (C-MORE) . . . . 7

SATELLITES: A Geospatial Technology Program for Teachers and Students . . . . . . . . . . . . . . . . . . . . . . . 11

The Einstein Fellowship: A Year of Professional Development in Washington D.C. . . . . . . . . . . . . . . . . 14

Did It Ever Rain on Mars? . . . . . . . . . . . . . . . . . . . . 17

Preparing Teachers to Teach for Deep Understanding: A Curriculum-Based Approach . . . . . . . . . . . . . . . . . . 21

Advertising in The Earth Scientist . . . . . . . . . . . . . . . 24

Creating Earth Scientists in Your Classroom Using MY NASA DATA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

University Contributions to Earth Science Teacher Professional Development . . . . . . . . . . . . . . . . . . . . 29

Membership Information . . . . . . . . . . . . . . . . . . . . . . 32

Southwest Astronomy . . . . . . . . . . . . . . . . . . . . . . . . 33

The Earth Scientist Manuscript Guidelines . . . . . . . . . 34

Page 2 The Earth Scientist

Page 3Volume XXVII, Issue 2

Dear NESTA Members,

NESTA had a very successful meeting at the NSTA in Boston, March 26-30, 2008. In total, we hosted 15 events and sessions, including 4 Share-a-Thons, 3 Advances in Earth and Space Science Research Lectures, the Rock and Mineral Raffle, the Friends of Earth Science Reception, two breakfasts, our Membership Meeting, Board Meeting, Executive Committee Meeting, and the Field Trip. Whew! We had record attendance at the Share-a-Thons, and all our events seemed to be well received by participants. Here I provide below a brief photo archive of our events (photos taken by myself and Tom Ervin).

Our field trip to the geologic wonders near Boston – Pudding Stone, Woods Hole, Glacial Geology, and Plymouth Harbor, took place on Wednesday March 26 and was generously hosted by Thomas Vaughn, (Northeastern University). On the way to Woods Hole, we stopped by an outcrop of Roxbury Pudding Stone, literally just off the freeway. Partici-pants trooped out of our extremely comfortable bus and viewed the outcrop – cautiously, considering that we were viewing it essentially from a large traffic island between an on-ramp and an off-ramp of the freeway. I must admit

my pulse quickened a bit when a state trooper parked behind the bus, wondering what this group of people was doing examining the outcrop at the side of the freeway! Apparently, when he learned we were a group of Earth and Space Science teachers, he departed without incident (perhaps shaking his head?).

At the Woods Hole Oceanographic Institution, we visited the Core Lab in the McLean Lab Building, where we were given a tour of the facility and had the chance to look at their extensive storeroom of samples and cores. It is very impressive to visually see the result of the efforts of scientists working over decades to under-

stand the ocean and its role in the Earth system. We also had a chance to see numerous submersible vehi-cles developed and maintained at Woods Hole.

At the Marine Biological Laboratory at Woods Hole, we had the opportunity to see the extensive set of specimens maintained there, including many research projects underway at

From The execuTive DirecTor

neSTa conTacTS

EXECUTIVE BOARD

President

Dr. Michael J. Passow

[email protected]

President-Elect

Ardis Herrold

[email protected]

Past President

Parker Pennington IV

[email protected]

Secretary

Missy Holzer

[email protected]

Treasurer

Bruce Hall

[email protected]

Executive Director

Dr. Roberta Johnson

[email protected]

Board of Directors Representative

Tom Ervin

[email protected]

Field trip participants viewing an outcrop of Roxbury Pudding Stone

A rack of split ocean sediment cores at Woods Hole. This rack was only one of many such racks, documenting the scope of ocean research over the decades.

Rock samples obtained over decades in the storeroom at Woods Hole

A submersible at the Woods Hole Oceanographic Institution developed and maintained there for ocean exploration.


the facility. The group finished the visit at Plymouth Harbor, visiting Plymouth Rock and the replica of the Mayflower.

A few more shots from the meeting – teachers talking with presenters at one of our Share-a-Thons in Boston; early-risers at the NESTA VIP Breakfast Friday morning (honoring those who go the extra mile in volunteer efforts for the organization); our trusty Treasurer and Membership Coor-dinator, Bruce Hall, and New England Regional Director, Lisa Alter, outside the Friends of Earth Science Reception signing up new members and distributing free educational resources provided by the Mineral Information Institute to NESTA members (thanks again to MII for your generous support!); socializing at the Friends of Earth Science Reception; excited participants, with their tickets, at the Rock and Mineral Raffle and a lucky winner!

Please check the NESTA website conference page for a list of presenters in our events in Boston and for a link to a photo archive with more shots from the meeting. Thanks again so much to everyone that made this possible – without the commitment and dedication of NESTA volunteers and the contributions and support of partner organizations, we would not be able to provide this level of support for Earth and Space Science educators.

We are now looking forward to our upcoming events at the Fall NSTAs in Portland, Charlotte, and Cincin-nati. Look for our signature Share-a-Thons and Rock and Mineral Raffle at each meeting. We encourage NESTA members to present at the Share-a-Thons – these events are the perfect opportunity to share your favorite classroom activities with your colleagues. This is an important role for NESTA members, providing a chance to advance professionally as well as support our field and profession as a whole. As we all know, the Earth and Space Science are under attack from several sectors these days, and we all need to step up to the plate for the importance and value of this field to the country and our students. Please contact Michelle Harris, NESTA’s Share-A-Thon Coordinator, at [email protected] for more information about how you can present at these venues.

We hope you enjoy this new issue of The Earth Scientist, which is focused on professional development opportu-nities for Earth and Space Science educators. We are delighted to present 8 articles that provide information about opportunities you can take advantage of to enrich and deepen your background in the geosciences and reinvigorate yourself professionally, so you can bring that knowledge and excitement back to your students.

Best regards,

Roberta Johnson

neSTa conTacTS

REGIONAL DIRECTORS

Central Region - IL, IA, MN, MO, WIColleen [email protected]

East Central Region - IN, KY, MI, OHRon [email protected]

Eastern Region - DC, DE, MD, NJ, NY, PA, VA, WVMichelle [email protected]

Far Western and Hawaii Region - CA, GU, HI, NV Joe [email protected]

New England Region - CT, ME, MA, NH, RI, VTLisa Sarah [email protected]

North Central Region - MT, NE, ND, SD, WY Richard [email protected]

Northwest Region - AK, ID, OR, WAJo [email protected]

South Central Region - AR, KS, LA, OK, TXKathryn [email protected]

Southeastern Region - AL, FL, GA, MS, NC, PR, SC, TNBob [email protected]

Southwest Region - AZ, CO, NM, UT Howard [email protected]

Directors-at-LargeWilene [email protected]

Tom [email protected]

Horseshoe Crabs at the Marine Biological Laboratory at Woods Hole


From The PreSiDenT

“Change”By Michael J. Passow2008 – 2010 NESTA [email protected]

“Change is inevitable, except from a vending machine.” So says the t-shirt (and who doesn’t believe a t-shirt?) For NESTA, one change involves our leadership. I take on the challenges of the Presidency, following Parker Pennington IV, who has guided us through many organizational changes during the past two years. Ardis Herrold begins her term as our President-Elect. Tom Ervin changes from Past-President to Board of Directors Representative on the Executive Committee. Lisa Alter, who has been our Executive Committee Board Representative, will continue as our New England regional Director.

As I begin my term, I wish to thank these NESTA members for all of their past and future contributions to our organization. I also wish to express my appreciation to three other members whose titles will not change over my term, but who have and will exerted themselves greatly for NESTA: Bruce Hall, our Treasurer; Missy Holzer, our Secretary; and Roberta Johnson, our Executive Director.

Change in the geosciences occurs on many time scales. Landscapes and bio-assemblages, for example, may remain basically unchanged for millions of years, but are very slowly altering into newer versions. Interpreting rock and fossil records to comprehend change over vast stretches of time are essential components of our science. Catastrophic changes—earthquakes, volcanic eruptions, and tsunamis—produce instantaneous and dramatic alterations.

Similarly, NESTA during its two decade plus history has experienced slow and fast changes. Unlike many natural processes, for which there really is no answer to the question, “What’s in it for me?”, changes in NESTA must serve your needs. One prime example is what you are currently reading, The Earth Scientist. TES exists to provide you with interesting and useful articles that expand your professional knowl-edge and stimulate what you do in your classroom. Our monthly e-news and timely e-blasts about professional development opportunities also must meet your needs as a geoscience educator. We want to change your understanding of what is available to you in ways that no other organization’s outreach can, so you remain part of NESTA.

On a face-to-face level, NESTA strives to change what you know and do through our Share-a-Thons and special lectures at national and regional conferences. This summer’s Astronomy field experience to Arizona co-sponsored by NESTA (staff.gpschools.org/mcnamas/SWA.htm) serves as a prototype for future programs that bring NESTA members together.

But Time alone does not produce change, and change should not solely be the result of the actions of others. Here’s my take-away message: You, my NESTA colleague, need to participate actively in producing changes for our organization as we go into the future.

The people involved in NESTA leadership always constitute a minute fraction of our total membership, but over time they change, and NESTA constantly seeks those of you who will be our future leaders to take more active roles now. How? Here are some suggestions.

DISCLAIMER

The information contained herein is provided as a service to our members with the understanding that NESTA (National Earth Science Teachers Associa-tion) makes no warranties, either expressed or implied, concerning the accuracy, completeness, reliability, or suitability of the information. Nor does NESTA warrant that the use of this information is free of any claims of copyright infringement. In addition, the views expressed in The Earth Scientist are those of the authors and adver-tisers and may not reflect NESTA policy.


Volunteer to present at the share-a-thons when the call goes out. Perhaps you might even step forward to help Michelle Harris organize them at national and regional NSTAs, or organize one at your state science conference.

NESTA can more effectively fulfill its potential to support Earth Science teachers and students through state and regional activities. We appreciate the efforts of our State Contacts, who work with our Regional Directors to provide a more local presence for NESTA. You could volunteer to become your State Contact if we do not have one in place, and for some of the larger, more active states, we would welcome your volun-teer efforts to work with your Regional Director and State Contact to expand NESTA’s service to colleagues and students in your locality. If you are interested or want more information, communicate with me ([email protected]. )

You have skills and knowledge that would benefit others, so consider writing an article for TES. For more information about TES, communicate with Tom Ervin ([email protected]). Send in contributions for the e-news to Roberta Jonson ([email protected]). Step forward when we ask for Committee participation, or otherwise become more active in helping NESTA better serve you and change Earth Science Education..

Finally, there is an old Spanish blessing, “May No New Thing Arise.” It meant that changes were usually harmful. But this is not always the case, and so I end my first Presidential Message with this alteration: “May You Help Beneficial Changes to Arise.”

eDiTor’S corner

What I enjoyed most about working on this issue of The Earth Scientist (TES) was the chance to collaborate with the authors of the fine articles being shared within these pages. More and more emphasis is being placed on Professional Development making the articles in this issue extremely important. We are fortunate to be able to share with you such a wide spectrum of professional development ideas and opportunities.

In the upcoming months we will be producing issues of TES which focus on the following topics:

• EarthSystemScienceinthe21stcentury

• TechnologyinEarthSystemScience(teachersusingdataandtools,andtheuse of remote sensing in understanding the ES)

• BeingacitizenEarthScientist

• EarthSystemScienceandtheNationalStandards

If you or your colleagues have an article which may fit one of these themes, please consider submitting it for publication in TES. Guidelines for submission may be found within this issue of TES.

Tom ErvinTES [email protected]


abSTracTThe Center for Microbial Oceanography: Research and Education (C-MORE) is a multi-institution science and technology program that conducts research and education in the field of microbial oceanography. C-MORE offers a variety of resources and programs for teachers, including online resources, participation on research cruises, professional development workshops, and mini-grants to encourage teachers to incorporate microbial oceanography into their curriculum.

inTroDucTionThe Center for Microbial Oceanography: Research and Education (C-MORE) was estab-lished in 2006 by the National Science Foundation (NSF), which supports innovative, interdisciplinary research in critically important areas through its Science and Tech-nology Center (STC) program. C-MORE is one of seventeen currently funded STCs.

Our overarching goal is captured in the C-MORE motto “From genomes to biomes,” meaning that our research explores how microbial diversity at the genomic level influences the structure and function of the world’s largest biome, the global ocean. C-MORE researchers seek to understand processes that begin at microscopic scales and ultimately are expressed in vitally significant, global environmental issues such as climate change. Areas of research range from genomic surveys, to studies of the genetic basis of marine microbial biogeochemistry, to ecosystem modeling. C-MORE research emphasizes integrative, interdisciplinary studies that truly range from the microscopic to global in scale.

C-MORE is comprised of six institutions that are leaders in the field of microbial oceanography: Massachusetts Institute of Technology, Monterey Bay Aquarium Research Institute, Oregon State University, University of California at Santa Cruz, Woods Hole Oceanographic Institution, and our headquarters, the University of Hawaii at Manoa. Research and education activities are conducted at all six C-MORE partner institutions.

The C-MORE education and outreach program is focused on increasing scientific literacy in microbial oceanography. Toward this end, C-MORE offers a variety of resources and professional development opportunities for K–12 teachers and informal science educators, including online resources, oceanography research

Professional DeveloPment at the cenTer For microbial

oceanograPhy: reSearch anD eDucaTion

(C-more)

Barbara C. Bruno, Kate Achilles, Kimberley Weersing, Gordon Walker, Paul KempCenter for Microbial Oceanography: Research and Education (C-MORE)

University of Hawaii at Manoa


cruises, teacher-training workshops, and mini-grants to incorporate microbial oceanog-raphy-related content and activities into their classroom.

online reSourceS C-MORE is currently updating our website to include a Kids’ Korner and a Teachers’ Zone to share online educational resources (cmore.soest.hawaii.edu; click on Education). One of our latest additions is an online Microbe Personality Quiz. In the Kids’ Korner, students are asked a series of questions about their personality and, based on these answers, they are matched to a microbe. For example, when asked in which bunk bed do they prefer sleeping, students who answer “upper” are matched with marine microbes that are found in the upper water column. At the end of the quiz, kids learn about their microbial match. A complete teachers’ guide to how the quiz works is found in the Teachers’ Zone. The Teachers’ Zone also includes other resources such as symbiosis cards, an oceanography jeopardy game, and a list of professional development opportunities, which are described below. Our website is actively being updated; please visit it often!

Science TeacherS aboarD reSearch ShiPS (STarS)In partnership with the Hawaii Ocean Time-series (HOT) program, C-MORE invites educators to participate in oceanography research aboard a four-day research cruise on the flagship research vessel, the Kilo Moana. Approximately once a month, HOT scientists visit a deep-water location in the central North Pacific Ocean called Station Aloha (100 km north of Oahu, Hawaii) to collect a series of physical, chemical, and biological data such as measurements of the ocean’s currents, thermohaline struc-ture, primary production, and water column chemistry. Since the program’s launch in 1988, over 200 HOT research cruises have visited Station Aloha. By measuring these same variables in the same way, at the same location, for an extended period of time, HOT scientists have developed a comprehensive database that enables the detection of changes in these variables over time. Many important discoveries have been made, including the detection of a significant increase in carbon dioxide and a significant

Figure 1: Teachers and scientists conduct

research aboard HOT cruises through the

C-MORE STARS program. Photos courtesy of

S. Curless (top left), L. Sciaroni (bottom left),

and HOT team (right).


decrease in pH levels during the past twenty years. These HOT data are publicly avail-able at: hahana.soest.hawaii.edu/hot/hot.html

Teachers are invited to participate on select HOT research cruises (approximately every 3–4 months). Guided by a C-MORE scientist-educator, participating teachers work closely with scientists and actively engage in oceanography research. They conduct experiments, analyze samples, and interpret results. Teachers are also provided with pre-cruise and post-cruise activities for their students based on the HOT dataset. Applications for cruise participation are available on our web site (click on Education; then click on Opportunities for K–12 Teachers). Once on board, all expenses are covered. Teachers are required to cover transport to and from Oahu; see information below on how to obtain a GEMS grant to defray expenses.

granTS For eDucaTion in microbial Science (gemS)Grants for Education in Microbial Science (GEMS) are currently being awarded to K–12 public school teachers to foster awareness in microbial science. Funds (up to $1000) may be requested for equipment, consumable supplies, substitute teacher compensation or travel expenses to enable the teacher to participate in shipboard or laboratory experiences, bus transportation for field trips, and other projects related to microbial science. Every grant requires a C-MORE advisor (such as a faculty member, postdoctoral associate or graduate student) from any of the six partner institutions. Advisors can play a variety of roles: for example, they can brainstorm with teachers to develop a project, give feedback on an existing project, or advise teachers on purchasing equipment and supplies.

For more information on GEMS, please visit our website (click on Education; then click on Opportunities for K–12 Teachers). Here, you will be able to read reports of completed GEMS projects to get project ideas, view a video of a GEMS project at one of Hawaii’s elementary schools, and download an application form. To find a poten-tial advisor, go to the “C-MORE Team” section of our website and please feel free to contact that person directly.

ProFeSSional DeveloPmenT WorkShoPS & ShorT courSeSC-MORE offers professional development workshops and short courses to introduce K–12 science educators to the latest science concepts, laboratory methods, and technology in the field of microbial oceanography. Formats vary, and often include a laboratory or shipboard component. We intend to offer workshops at all C-MORE partner institutions on a rotating basis. During Spring 2008, C-MORE is offering a six-week short course at the University of Hawaii at Manoa for local Hawaii teachers. This course is a comprehensive training program for teachers to incorporate micro-bial oceanography into their curricula. Teachers receive classroom and laboratory instruction, classroom-ready materials and activities, and access to C-MORE research equipment for use with their own students following successful course completion.

In Summer 2008, C-MORE and the Monterey Bay Aquarium Research Institute (MBARI) are jointly sponsoring a weeklong national workshop on microbial oceanog-raphy to be held at C-MORE partner institution Oregon State University. This workshop is offered through the Education And Research: Testing Hypothesis (EARTH) program, which is coordinated at MBARI. EARTH uses near-real-time data from ocean obser-vatories to design and test outreach with the Internet as an interface to scientists, teachers, students, and the public. During EARTH workshops, educators, scientists, and engineers work together to develop effective educational practices for access and use of near-real-time data. Teachers from across the nation apply to attend EARTH workshops. Once accepted, all of their expenses are covered, including air fare, food


and lodging. Additionally, teachers are paid a stipend of $100/day to compensate them for their time. Please see www.mbari.org/earth for more information on this and future EARTH workshops.

DiverSiTyC-MORE is committed to broadening participation in the ocean sciences, including establishing educational and career paths for students from under-represented groups. We are actively seeking to engage educators who teach students from under-represented groups in all of our professional development activities.

online reFerenceSCenter for Microbial Oceanography: Research and Education (C-MORE), http://cmore.soest.hawaii.edu

Education And Research: Testing Hypothesis (EARTH), http://www.mbari.org/earth/

Hawaii Ocean Time-series, http://hahana.soest.hawaii.edu/hot/hot.html

For more information, please contact Dr. Barbara Bruno, C-MORE Education Coordinator, at [email protected].

abouT The auThorBarbara C. Bruno, Center for Microbial Oceanography: Research and Education (C-MORE), University of Hawaii at Manoa, 1000 Pope Road, Honolulu, HI [email protected], tel: 808 956-0901, fax: 808 956-5524

Ancient shallow sea ripples in bed at Dinosaur

Ridge (near Morrison), Colorado. This formation is uplifted, and includes

impressive dinosaur tracks. Photographed by Roberta Johnson,

August 3, 2001.

Modern ripples in the sand near the stream at

the Great Sand Dunes, Colorado. Photographed

on July 2, 2002 by Roberta Johnson.


abSTracTAccording to the United States Department of Labor, geospatial technolo-gies are the third fastest growing career path in the United States (DeRocco, 2003). A professional development program called SATELLITES (Students And Teachers Exploring Local Landscapes to Investigate The Earth from Space) is educating teachers in the use of these technologies in the classroom. The program involves teachers in a five-day institute where they learn from research scientists about the technologies. In addition to learning the science behind the technologies, a master teacher works with the teachers to prepare lesson plans and activities that help incorporate these technologies in their classroom. Their students will use the technologies to set up a field research area and collect data on surface temperatures and atmospheric conditions using GLOBE protocols (Global Learning and Observation to Benefit the Environment at www.globe.gov). The students use the data they collect to solve a research question they propose. These projects are presented at a conference of scientists, teachers, parents and other students. Inquiry based science lessons are the most effective way to educate students in science (National Research Council, 2000). In addition, standards based education is the best way to insure that students are able to understand and incorporate the concepts of science in their everyday lives (National Research Council, 1996). The SATELLITES program uses both inquiry and standards based activities.

Teacher inSTiTuTeThe SATELLITES Institute is an intensive five-day program that runs from 8:00 in the morning to 4:30 in the afternoon. For the first three mornings of the institute, the teachers learn about GPS, GIS and Remote Sensing from scientists who are currently using these technologies in their own research. In the afternoon of those days, they use the technologies in activities that can be used to integrate the technologies in their classrooms. GLOBE protocols for surface temperature and atmospheric condi-tions are learned so that the teachers and students can use the technologies in field based research on various environmental topics including urban heat island effect. The teachers use the technologies to set up a field research site and collect data from the site. This data is entered on the GLOBE website. On Thursday, the teachers use data they have collected and compare it to data from a number of other data-bases including GLOBE to solve an inquiry based research project that they then present on Friday. The teachers’ institute models the way the teachers will instruct their own students. The teachers receive an Infrared Thermometer, a GPS unit, GIS software, lesson plans, activities, and Power Point presentations that explain the science behind the technologies.

SaTelliTeS: a geoSPaTial Technology Program For

TeacherS anD STuDenTS

Mikell Lynne Hedley, Kevin Czajkowski, Terri Benko, Rick Landenburger, Brad Shellito, Dr. Mandy J. Munro-Stasiuk and Janet Struble


TeSTing STuDenTSIn order to test the efficacy of the program, students will be tested three times over the school year.

The test is composed of 26 multiple choice questions, 16 on spatial abilities that were developed by Lee (2007) and 10 on the science content covered in the program. The test will be given before any instruction begins, after the field campaign, and a month or two after the second test. All test materials are given to the teachers. The test is done on scantrons to simplify grading. Any school without facilities to grade the tests can send them to the University of Toledo for grading.

FielD camPaignThe field campaign is for 10 school days between Thanksgiving and Winter break each year. The students first set up their data collection sites. One site is ideally a 30 x 30 meter grassy site. If a school does not have a site that large, modifications can be made. The GPS unit given to the teacher at the institute is used to acquire the latitude and longitude of the site. In addition, the GPS unit is used to locate the second site that is a paved parking lot. The students collect surface temperatures, snow depth, cloud and contrail cover, as well as percentage of cover, each of the ten days at each of the sites. GLOBE surface temperature and atmosphere protocols are used by the students when collecting their data. All data is entered on the GLOBE website.

inquiry baSeD reSearch ProjecTStudents use the data they collect during their field campaign as a basis for an inquiry based research project. The International Polar Year was the theme for the 2007-2008 school year projects and will be the theme for 2008-2009 school year projects as well. It gives the students a unique opportunity to participate in the Inter-national Polar Year activities. Students either singly or, in small groups, come up with an investigation that they will answer using their data and data from other data sources. Use of the GLOBE database is highly encouraged. We set the requirements for the project in line with ISEF (International Science and Engineering Fair) rules so that students can use their project in ISEF sanctioned science fairs as well if they wish.

SaTelliTeS conFerenceStudents present their projects to scientists, teachers, parents and other students at the annual SATEL-LITES Conference. The students may only use their project board and their logbook in their presen-tation. A team of a scientist and a teacher judge all projects. The students are divided into grade levels for the judging: elementary, junior high, and high school divi-sions. First, second, and third place trophies are award for the

FIGURE 1. Location of schools worldwide

that have participated in SATELLITES field

campaigns.

FIGURE 2. Example of inquiry-based research

project.


student’s schools in each level. Each student winner receives a medal. All students participating receive a certificate acknowledging their work. Students who are unable to attend the conference because of distance may send a video of their project as well as a copy of their logbook. In addition to the presentation of the student projects, interactive activities and a speaker, generally from NASA, are part of the conference.

In the past, the conference has been held at the Great Lakes Science Center in Cleve-land, Ohio and at the John S. Knight Convention center in Akron, Ohio. One of the teams who competed in the 2006 Conference was chosen to present their project at the International GLOBE Learning Expedition in South Africa in the summer of 2008. The girls (eighth graders from Akron, Ohio) were one of five American teams chosen to present in South Africa. Their expenses, as well as their teacher’s, for the conference are being underwritten by GLOBE.

SaTelliTeS 2008There will be four SATELLITES Institutes in the summer of 2008. Three Institutes will be offered the week of June 23rd-27th in Toledo, Cleveland and Dayton, Ohio and one will be offered in West Virginia during the week of July 28th thru August 1st at West Virginia University. If you are interested in attending the Institute, please contact Dr. Kevin Czajkowski, principal investigator and remote sensing scientist at [email protected] or 419-530-4272, or Dr. Mikell Lynne Hedley, education coor-dinator, at [email protected].

reFerenceSDeRocco, E. S. (2003). Welcoming Remarks at 2003 Workforce Innovations Conference. Retrieved May 30, 2007, from www.doleta.gov/whatsnew/Derocco_speeches/Workforce_Innovations1.cfm

Lee, J. (2007). Spatial Abilities Teaching Methods. Paper presented at the 2007 Annual Meet of AAG.

National Research Council. (1996). National Science Education Standards. Washington, DC: National Academy Press.

National Research Council. (2000). Inquiry and the National Science Education Standards (9th ed.). Washington, D.C.: National Academy Press.

abouT The auThorSMikell Lynne Hedley, Department of Geography and Planning, The University of Toledo, 2801 W. Bancroft, MS 932, Toledo, OH 43606, [email protected]

Kevin Czajkowski, Department of Geography and Planning, The University of Toledo, [email protected]

Terri Benko, The University of Toledo, [email protected]

Rick Landenburger, Department of Geology and Geography, http://www.wvview.org Brad Shellito, Department of Geography, Youngstown State University, [email protected]

Dr. Mandy J. Munro-Stasiuk, Department of Geography, Kent State University, [email protected]

Janet Struble, UT3 Program, The University of Toledo, [email protected]


SummaryThe Albert Einstein Distinguished Educator Fellowship is an opportunity for teachers to share their classroom perspective to inform policy and agency education programs. There are a variety of positions ranging from Capitol Hill to NSF. The work is varied and the opportunities abound to engage in educa-tion policy and programming at the highest level. For more information go to: www.scied.science.doe.gov/scied/Einstein/about.htm

The Albert Einstein Distinguished Educator Fellowship program provides a professional development opportunity in leadership and education policy for K-12 science, technology and math teachers. Teachers from around the nation are selected through a competitive process to spend a year in Wash-ington DC informing policy and practice in one of several Federal agencies or a Congressional office. Contributions of Fellows have ranged from working on education legislation for a Congressional committee to working on curriculum support materials for a federal agency. Additionally, the Fellowship offers outstanding professional development activities and access to Capitol Hill events, national conferences, and professional organizations (Fig. 1).

The Einstein Fellowship began in the early 1990’s through science educa-tion advocacy work by the Triangle Coalition and was formalized through a Congressional bill signed by the President in 1994. Past Fellows have had positions at NASA, NIH, NIST, NOAA, NSF, and in various Congressional offices and committees. The agencies able to host an Einstein Fellow vary from year to year. To read more about the activities of current or past Einstein Fellows visit: www.triangle-coalition.org/ein.htm

geoScience aT nSFThe National Science Foundation (NSF) is an independent federal agency created in 1950 that supports approximately 20% of basic research in the United States. There are many opportunities for Fellows to contribute to science education at NSF. Fellows have opportunities to help manage several informal science education, teacher recog-nition, or graduate education programs within the Education and Human Resources Directorate, while others help with programs related to international science educa-tion. This year the Office of Cyberinfrastructure is also hosting a Fellow to inform their understanding of education technology.

One position of specific relevance to the geoscience education community is in the Directorate for Geosciences (GEO). This position involves facilitating the merit review process for the Geoscience Education and Diversity programs, as well as providing insights from the classroom to assist in the management and development of education and diversity enhancement programs. This offers a unique opportunity

The einSTein FelloWShiP:a year oF ProFeSSional DeveloPmenT in WaShingTon D.c.By Nicole LaDue, Kathy Gorski, PhD and Ann Coren


to engage with geoscience education leaders on the cutting edge of program devel-opment, reform, and policy. Past programs that have received funding from GEO include graduate programs to increase participation of underrepresented students in the geosciences and programs to increase the content knowledge of Earth Science teachers.

Other divisions within NSF provide ways to explore geoscience opportunities. In the Office of Polar Programs (OPP), promotion of Polar Science necessitates interactions with many in all types of geo-related communities. In addition to the major confer-ences, at which a Fellow may lead educator symposia or offer other presentations, there are a number of smaller meetings and symposia to attend that allow Fellows to become a knowledgeable member of the international network of researchers in this field. A Fellow in this office has the opportunity to work with people at other agencies like NOAA and NASA on cosponsored programs. Within NSF, the work of OPP is often collaborative with other divisions and directorates, permitting a better look at, and a way to contribute to, the agency’s operation and function.

earTh SySTem Science aT naSaThe National Aeronautics and Space Administration (NASA) pioneered the field of Earth system science. Satellite measurements of the essential properties and char-acteristics of the atmosphere, oceans, ice and land surface have revolutionized our ability to address fundamental questions about planet Earth, which is undergoing constant change due to natural phenomena and human activities. Increased inter- and cross-disciplinary integration of data analysis, modeling and interpretation allows for the transfer of scientific research to operational use, such as agriculture, ecological forecasting, and public health.

Fellows work to enhance collaboration among NASA Earth Science education and public outreach programs (e.g., MYNASADATA) and facilitate interagency collabora-tion on jointly-funded programs (e.g., GLOBE, Polar-Palooza, ESSEA). These programs place Earth system data into formal K-12 classrooms and informal learning settings. The Fellow also offers the unique teacher’s perspective to the merit review of proposals, and engages with leaders in the Earth system science education commu-nity steering Federal program development, reform, and policy.

earTh SySTem Science aT noaaThe National Oceanic and Atmospheric Administration (NOAA) evolved from the Nation’s first scientific agency founded in 1807. The activities of NOAA range from climate monitoring to management of coastal and marine resources. At NOAA, fellows have the opportunity to work on innovative curricula projects and interagency policy initiatives. These Fellows have the opportunity to provide the teacher perspective to inform research-based, K-12 outreach programs. Much of the content of this work is related to ocean and atmospheric sciences. The Fellows often represent their agency at professional conferences and meetings with other agencies. The experi-ence provides the Fellow with insight into how programs get developed, funded and maintained. Several education programs funded by NOAA are among the best-known geoscience programs, such as Teacher-at-Sea.

oTher einSTein FelloWShiP PoSiTionSHistorically, there have been a number of other Fellowship positions. Currently, Fellows help inform science policy in the Department of Energy (DOE) and on Capitol Hill. At the DOE, Fellows may be involved with policy initiatives, the National Science Bowl, or workforce development research related to the National Laboratories. Capitol Hill Fellows may work for a senator or congressman, or perhaps work on a senatorial


committee. These positions have a wide breadth of experiences, and no two positions are alike.

aPPlying For The einSTein FelloWShiPThe application process is as rigorous as the selection process. Applications are available in October and must be completed with three letters of recommendation by early January. Applicants must have spent at least five of the last seven years in a full-time teaching position, have been employed full-time in a public or private elemen-tary or secondary school, have a current teaching assignment with at least 75% of classroom contact in science, technology and/or mathematics, and be a U.S. citizen at the time of application. The top candidates are flown to D.C. for interviews with

interested agencies. The Fellow-ship appointments range from 10 to 11 months, following the September to June school year. Fellows must arrange for a leave of absence or sabbatical from their schools and find housing in the D.C. area. Fellows receive a monthly stipend, housing and moving allowance, and profes-sional travel budget. To apply, check out the Department of Energy website:www.scied.science.doe.gov/scied/Einstein/about.htm

abouT The auThorS

Nicole LaDue,Einstein Fellow, Geoscience Education and Diversity Programs, National Science Foundation, E-mail: [email protected]; [email protected]

Kathy Gorski, PhD, Einstein Fellow, Office of Polar Programs, National Science Foundation, E-mail: [email protected];[email protected]

Ann Coren, Einstein Fellow, Earth Science Division, Science Mission directorate, NASA, E-mail: [email protected], [email protected]

FIGURE 1: Einstein Fellows

2007-2008

Kelvin Helmholtz billows, photographed over Boulder, Colorado

on 9 February, 2003 by Roberta Johnson


abSTracT: Martian Valley Networks Analysis: Run-off or Sapping (MARS) is an Educa-tion and Public Outreach project funded by NASA in collaboration with Northern Illinois University. The overall goal of the project is to provide teachers the professional development, the opportunity and the support system to enhance their students’ interest in science by engaging both the teachers and their students in the actual process of conducting scientific research. Specifically, the teachers and students will analyze real NASA data in order to answer the question, “Did it ever rain on Mars?”

introDuCtionWhether the Martian valley networks were formed predominantly by groundwater sapping (Harrison and Grimm, 2005 and references therein) or surface fluvial runoff (Craddock and Howard, 2002; Mangold et al., 2004) continues to be debated and has profoundly different implications for the past climatic history of Mars and the possible evolution of life there (Luo and Howard, 2008). This is an ideal topic for teachers to actively engage their students in the process of conducting scientific research. The answer is not known leaving room for students to make real contributions through their own observations and analysis of actual NASA THEMIS (Thermal Emission Imaging System) and MOLA (Mars Obiter Laser Altimeter) data. If the valley networks were carved by running water, perhaps Mars was once like Earth having a warm, wet climate and an ocean. This leads directly to our primary scientific question: Did it ever rain on Mars?

In order to answer this question, the students will go through a series of standards-based inquiry modules designed to teach them about basic geological concepts and enable them to analyze real Martian data. The overall approach is to provide students a 10 by 10 degree section of Mars with related topography (MOLA Digital Elevation Model) and imagery (Viking and THEMIS mosaic images) data. They will use this data to determine whether the valley networks in their section were formed predominantly by groundwater sapping or fluvial runoff due to rain. With the teachers acting as facili-tators, the students will extract information from the topographic and imagery data, interpret their results, post them to the server and debate their findings with students working on different sections. Eventually, all the students will attempt to reach a consensus via a web-based debate. After appropriate review, the students’ work will be permanently added to the Mars database for all in the scientific community to access. Their scientific contribution will be acknowledged directly in all resulting scien-tific journal articles.

DiD iT ever rain on marS? A Professional Development Opportunity

For Teachers and an Actual NAsA Research Opportunity For Middle and High school

students.

K. Kitts, W. Luo and W. C. Hung


ProjecT marS goalSThe overall goal of the project is to provide teachers the professional development, the opportunity and the support system to enhance their students’ interest in science by directly engaging them in the actual process of conducting scientific research. The students will be exposed to the full process of collecting evidence, analyzing data, formulating alternative hypotheses and communicating and debating with their peers about their findings. Going through this process, students will feel ownership of their work and appreciate the excitement and fun of doing science and discovering new things. We have three specific objectives:

1. Afford teachers the opportunity, professional development and technological support to do real science in their classrooms.

2. Introduce students to the actual process of doing science.

3. Encourage scientific debate among students and foster communication between them and the scientific community by providing the venue and logistical support for that communication.

maTerialS anD meThoDologieSThe MARS project’s approach is standards-based and makes use of inquiry and hands-on methodologies all focused around the guiding question of “Did it ever rain on Mars?” The activities are divided into four modules. Each module introduces a different basic geologic concept necessary to distinguish run-off and sapping processes. These tools will enable the students to evaluate whether the assigned section of Mars is typical of run-off (rain likely) or sapping (rain unlikely). The web-GIS is a self-contained piece of software located on a server at Northern Illinois Univer-sity. The only technological requirements for participants are computers with a browser and Internet connection. The site URL is: http://marsproject.niu.edu/.

The four modules (http://marsproject.niu.edu/website/Teachers.asp) include guiding questions, web-GIS tutorials and hands-on activities allowing the students to examine topographic and imagery data online. Additionally, the website provides mapped science and geographical standards, behaviorally stated student learning outcomes, lesson plans, PowerPoint presentations and other materials that go along with the web-GIS lessons. The lesson plans are inquiry-based and target grades 8-10 but have

FIGURE 1. MARS Project web-GIS interface

showing a typical section highlighting several valley

networks. See text for details.


been tested and used successfully in grades 7-14. The modules have been designed with differentiated instruction in mind, which allows for effective use in such a wide range in grade level. A fully functional demonstration section may be found here: http://marsproject.niu.edu/main.asp. The demonstration is not linked to the actual database and therefore all who are interested are encouraged to go “play.” Figure 1 shows the interface with several valley networks highlighted. Note that the web-GIS tools are on the left, the map is in the center with a help textbox underneath and all data and directional tools on the right.

From previous in-class testing, it has been determined that the minimum time required to participate is 5-6 days. However, if the participating teacher wishes to make use of all the project materials, the project can take as long as 11-12 days. This depends on whether (1) the participating teacher uses all the introductory mate-rials or moves directly to the web-GIS and (2) how many sections/valley networks are requested by that teacher. Typically, our middle school test teachers found one section per classroom optimal while our high school testers preferred one section per student team. Each section can have as few as three valley networks or as many as twelve and the participating teacher can specify the number of valley networks to which they want access.

At the end of the four modules, the students produce and upload a final report arguing whether the valley networks in their section were produced via run-off or sapping. Optionally, the participating teachers may have their students participate in web-based debates with other students in other schools. The website provides assessment strategies including rubrics that focus on 1) accuracy of science content, 2) successful completion of activities, 3) appropriate evaluation of data produced, 4) clarity of ideas and 5) participation in and persuasiveness of their final report.

In order to participate, teachers fill out a short request form located on the website (http://marsproject.niu.edu/website/Teachers.asp#application). Once the form is received, the teachers will be assigned the number of sections they requested with the necessary login and password information for each section. (The demo section does not require a password but it does not write to the actual Mars database.) Logis-tical and technological support is available by contacting Drs. Kitts and Luo and an experienced classroom teacher will be assigned as a mentor.

evaluaTionThe modules and web-GIS interface have been rigorously pre-tested in an advanced 7th grade physical science course, a high school freshman geology course and high school astronomy course of juniors and seniors. The feedback from these classroom experiences has been incorporated and the web-GIS now being used by the first cohort of twenty teachers. This cohort is made up of six middle school, thirteen high school teachers, one college professor and include the following course subjects: General Science, Introduction to Physical Science, Earth Science, Geology, Advanced Earth Science, Introductory Astronomy and one Mathematics Application course.

We will determine the success of the program by assessing how effective the project is at (1) developing teachers’ understanding of and confidence in using actual NASA data in their classrooms, (2) enhancing the capabilities of schools to provide high quality science instruction through implementation of hands-on, problem based science learning and (3) aiding science students to excel through technology and opportunities to participate in the process of actual science. We are currently evalu-ating the project quantitatively via pre- and post-tests examining changes in educator confidence levels and content mastery and via evaluation by NIU staff members of the scientific quality and consistency of the final reports produced by the students. Additionally, success is being measured qualitatively via reviews of the frequency and


types of logistic and technological questions posed to the NIU team and participants self-evaluations due at the end of the school year.

As our first full cohort is currently participating in the project, the only evaluation that has been completed to date is the pre- and post professional development content mastery review. The knowledge assessment is based on nine open-ended questions that evaluate participants’ knowledge about web-GIS and related NASA database content knowledge. Each question was evaluated on the following scale: no credit (0 point), partial credit (0.5 point), and full credit (1 point). The mean (m) and standard deviation (sd) of the pre- and post-tests were m = 2.97 (sd = 1.11) and m = 6.47 (sd = 0.98). The difference between the means of participants’ pre- and post- assessments is significant at the .001 level (t = 10.45, df = 14), which suggests that the cohort has benefited professionally from both a content and a problem based instructional strategy point of view.

concluSionThe exploration missions to Mars in recent years have captivated people’s imagi-nation and interest about the red planet. This provides an excellent opportunity to capitalize on such enthusiasm and fascination over Mars and cultivate a positive atti-tude towards science among middle and high school students by making use of NASA Mars data. Additionally, both the teachers and students will be able to participate in actual scientific research and contribute to the production of new knowledge.

acknoWleDgemenTSMartian Valley Networks Analysis: Run-off or Sapping is an Education and Public Outreach (E/PO) project funded by NASA (grant # NNG04GJ71G) in collaboration with Northern Illinois University. We thank the following individuals for their contributions to the project: Phil Young, NIU, Research Scientist; Rick Schwantes, NIU, web-GIS Devel-oper; Brian Harlan, teacher, tester and author; Susan Mireles, teacher, tester and author; Martin Arnold, NIU, tutorial author; Kel Kissamis, Elgin High School, tester and Matt Leone, Libertyville High School, tester.

reFerenceSCraddock, R. A., & Howard A. D. (2002). The case for rainfall on a warm, wet early Mars. Journal of Geophysical Research, 107, E11, Doi:10.1029/2001je001505.

Harrison, K.P., & Grimm R. E. (2005). Groundwater-controlled valley networks and the decline of surface runoff on early Mars. Journal of Geophysical Research, 110, E12S16, Doi:10.1029/2005JE002455.

Luo, W., and A. D. Howard (2008). Computer Simulation of the Role of Groundwater Seepage in Forming Martian Valley Networks. Journal of Geophysical Research, Doi:10.1029/2007JE002981, in press.

Mangold, N., Quantin, C.A.V., & Delacourt, C.A.P. (2004). Evidence for precipitation on Mars from dendritic valleys in the Valles Marineris area. Science, 305, 78-81.

abouT The auThorSK. Kitts, Department of Geology & Environmental Geosciences, Northern Illinois University, Davis Hall 312, Normal Rd, DeKalb, IL 60115, [email protected])

W. Luo, Department of Geography, Northern Illinois University, Davis Hall 118, Normal Rd, DeKalb, IL 60115; [email protected])

W. C. Hung, Department of Educational Technology, Research and Assessment, Northern Illinois University, Gabel Hall 219A, DeKalb, IL 60115, [email protected])


abSTracTA central goal of most professional development in Earth science is to help teachers prepare their students to develop a deep understanding of subject matter. In this article, we describe an approach that accomplishes this goal by preparing teachers to use a principled approach to adapting high-quality curriculum materials for middle-school Earth science units. This approach integrates training in how to use AGI’s Investigating Earth Systems curriculum with TERC’s Earth Science by Design program to help teachers become better designers of curriculum. Evidence from a randomized controlled trial indicates the approach is effective in improving the quality of teachers’ assignments and in improving student achievement. From district staff’s point of view, the program is effective because it prepares teachers to become critical consumers of curriculum materials.

inTroDucTionAn enduring challenge in Earth system science education has been to prepare teachers to teach for deep understanding of subject matter. Standards and trade text-books are often too broad to allow for in-depth treatment of specific topics, and many teachers have had limited exposure to how to plan instruction for the core concepts of Earth system science they are expected to teach. High-quality curriculum materials do exist that provide young people with opportunities to explore concepts in depth and to experience the inquiry process. At the same time, few programs provide teachers with the necessary skills and knowledge to enact and adapt those materials to the unique circumstances of their classrooms and schools.

Our interdisciplinary team of curriculum and staff developers, researchers, and district personnel developed a program focused on preparing teachers to use a principled approach to curriculum adaptation in Earth system science. In this program, teachers learned how to use the Understanding by Design (UbD) approach developed by Grant Wiggins and Jay McTighe to organize and adapt materials from an expert-designed curriculum. As part of the program, teachers learn to select or modify materials from the curriculum based on how likely the materials are to develop so-called “enduring understandings” of concepts in the district’s standards. Teachers also learn how to apply the approach in incorporating materials from other sources besides the expert-designed curriculum, which can include their textbook

PreParing TeacherS To Teach For DeeP unDerSTanDing:

a curriculum-baSeD aPProach

1 Corresponding author. Address: SRI International (formerly the Stanford Research Institute) 333 Ravenswood Avenue, Menlo Park, CA 94025. Tel: 650-859-5001. Fax: 650-859-4605. Email: [email protected].

William R. Penuel1, SRI International; Harold McWilliams & Carla McAuliffe, Technical Education Research Institute, Inc (TERC); Ann Benbow & Colin Mably, American Geological Institute (AGI); Margaret M. Hayden,

Duval County Public Schools


and materials they design on their own or with colleagues. Third, teachers learn how to collect and interpret evidence of student understanding by designing or adapting performance tasks that call for students to apply knowledge acquired during the unit to solve a problem or complete a project.

core comPonenTS oF The ProgramTraining in how to implement an expert-designed curriculum is one of two core compo-nents of the professional development program. Investigating Earth Systems (IES) is a 10-module middle school curriculum, funded by the National Science Foundation (NSF) and developed by the American Geological Institute (AGI). This inquiry-based Earth system science curriculum consists of a student edition with content and investigations, a teacher’s edition with science background and supports for instruc-tion and assessment, and online teaching resources. Just as this program follows a UbD approach, IES itself followed the principles of UbD, in that it is based upon five “big ideas” in Earth system science, which students revisit continually throughout each module. A team of curriculum developers, scientists and teachers developed, pilot tested, and field tested the materials over three years. IES was published by It’s About Time/Herff Jones Publishing in 2001, and has been widely adopted in the U.S. by such major school districts as Chicago, Denver, and Las Vegas. A special edition was adopted by the state of California. Its modules include Climate and Weather, Energy Resources, Materials and Minerals, Rocks and Landforms, Water as a Resource, Dynamic Planet, Fossils, Oceans, Soil, and Astronomy. The IES web site is http://www.agiweb.org/ies/.

The second core component is the Earth Science by Design (ESBD) program, devel-oped at the Technical Education Research Centers, Inc (TERC) with funding from NSF. ESBD is a yearlong professional development program in which teachers learn how to reorganize curricular units according to the principles of UbD. Core aspects of the ESBD program include (1) becoming aware of research on misconceptions in science (2) developing assessment strategies and instruments to measure student under-standing, (3) using reflection to understand and improve teaching, and (4) learning to evaluate and incorporate scientific visualizations into the teaching of Earth science. In creating ESBD units, teachers can use any materials they wish, including materials from their textbooks and materials they or their colleagues have developed, again provided the materials align to their unit goals. With funding from NSF, the ESBD project has produced a handbook (http://www.esbd.org/resources/ESBDBOOK.pdf) for staff developers wishing to implement the program in their school or district.

a hybriD aPProach: hoW The Program inTegraTeS ieS anD eSbDThe content of what we have called our hybrid approach to professional development blends content of workshops designed to prepare teachers to implement IES with the ESBD program of professional development (see Figure 1). Like the teachers in the ESBD program, teachers in the hybrid approach engage in activities and discus-sions to consider the nature of understanding, to struggle with what is worthy of understanding, and to begin to understand the “Earth as a system” approach to Earth system science. They also learn the UbD approach to unit design and practice constructing a unit, just as teachers in the ESBD program do, using an online unit planner developed for the ESBD program. Like ESBD teachers, Hybrid teachers also gain practice with developing assessments of student learning. But unlike ESBD teachers, teachers in this hybrid approach make use of IES modules aligned to their grade level in constructing their units. Teachers are encouraged to use at least half of the materials in the modules in those units.


A unique feature of the hybrid program is that throughout, UbD concepts underlying the design of the IES materials are emphasized. For example, on day 3 of the work-shop, staff developers introduce the idea of “essential questions” (part of the UbD framework and the ESBD Summer Institute Guide). Teachers work in groups of four to brainstorm essential questions. In addition to creating their own “essential ques-tions,” that is, questions designed to guide the class’s thinking and inquiry throughout the unit, teachers recorded the key questions from an IES module into their brainstorming work. After reviewing the candidate essential questions, each group selected four to incorporate into their sample unit.

Teachers have plenty of time for hands on practice and for completing their unit plans as part of an initial two-week workshop. The first week consists of activities such as those described above, and during the second week of the summer workshop, teachers had time to craft their units, with mentoring from one of the three facilitator leaders. In general, they worked on their units in the mornings and in the afternoons engaged in hands-on investigations from the IES modules in order to familiarize them-selves with these activities. They were able to ask questions of the IES facilitator and to become familiar with activities that they might wish to incorporate into their units. Approximately 45 minutes were set aside each afternoon for whole-group discussion of progress, problems, ideas, and issues that were emerging.

Finally, as part of the initial workshop, local district personnel and staff developers work together to map district and state standards to the enduring understandings and essential questions for their units. In this activity, staff developers emphasize that teachers should not start with the standards but rather make sure that their goals for students were aligned with the standards. In addition, teachers work in small groups on their units, collaborating with other teachers who had responsibility for teaching the same standards that they did.

During the year following the initial workshop, teachers participate in 2 days of follow-up professional development in the fall and 3 days of follow-up in the spring. Both workshops provide time for teachers to refine their unit plans and discuss how enact-ment of their units is going. In spring, 2 of the days include a spring conference in which teachers give presentations about their units. In addition, teachers receive mentoring from district staff during the school year, which consists of help obtaining teaching materials and kits and help with the design of their units.

eviDence For The hybriD aPProach’S SucceSSOur team has been studying the impacts of this hybrid approach on teachers’ instructional planning, curriculum enactment, and student achievement as part of a randomized controlled trial funded by the Institute of Education Sciences at the U.S. Department of Education. Evidence from the first year of the study indicates that the hybrid approach developed for the study is more effective than IES or ESBD alone and than the control group in all three areas of potential impact. Teachers who

FIGURE 1. Core Components of the Hybrid Approach


participated in the hybrid approach made significant changes to how they went about planning their Earth science units, giving more weight to whether activities they chose directly addressed a big idea in the field. Teachers who participated in the hybrid approach produced higher quality assignments than teachers assigned to the control group or to the ESBD program, and those assignments were more likely to provide students with encounters of how Earth system science is really done. In addition, students of teachers in the hybrid group scored significantly higher than either control group students or students whose teachers received IES training on a standards-based test of Earth science knowledge. From the school district’s point of view, the success of the hybrid approach is due to the fact that it helps teachers to become critical consumers of curriculum materials and to plan better instruction with inquiry-based materials.

Not all programs will be able to provide all of the resources and experiences we provided to teachers as part of our research project, but the evidence from the research study suggests it is essential to think about curriculum and professional development as part of a single, coherent program. Expert-designed curricula provide excellent material for teachers to use to promote student inquiry in ways that trade textbooks rarely do. At the same time, teachers need to be able to adapt those mate-rials to local circumstances, and they need tools to guide them in adapting materials in ways that are congruent with designers’ goals and that help them address local standards that may not be covered in the materials. We believe this hybrid approach is not only promising but essential for effective professional development in Earth system science education.

Advertising in the NESTA Quarterly Journal, The Earth Scientist

NESTA will accept advertisements that are relevant to Earth and space science education. A limited number of spaces for advertisements are available in each issue.

ArtworkWe accept CD or electronic ad files in the following formats: high-res PDF, TIFF or high-res JPEG. Files must have a minimum resolution of 300 dpi. Ads can be in color

Advertising RatesFull-page (9 5/8 X 7 3/8 inches) $500Half-page (4 13/16 X 3 11/16) $250Quarter-page (2 7/16 X 1 13/16) $125Eighth-page (1 3/16 inches x 7/8 inches) $75

Submission Deadlines for AdvertisementsSubmission dates given below are the latest possible dates by which ads can be accepted for a given issue. Advertisers are advised to submit their ads well in advance of these dates, to ensure any problems with the ads can be address prior to issue preparation. The TES Editor is responsible for decisions regarding the appropriateness of advertisements in TES.

Issue Submission Deadline Mailing Date

Winter January 30 March 1Spring April 30 June 1Summer July 31 September 1Fall November 30 January 1

For further information contactBruce Hall, Treasurer, [email protected]


SummaryMentoring and inquirY Using NASA Data on Atmospheric and Earth science for Teachers and Amateurs, or MY NASA DATA (Chambers et al., 2008), is a web-based resource that makes NASA satellite remote sensing data about the Earth accessible for use in the K-12 classroom and for student research. We have been developing this resource over the past four years, with the assis-tance of groups of teachers selected nationally to attend intensive summer workshops. As a result, the site now offers a rich collection of data, lessons and science project ideas that enable you to bring scientific inquiry and the exploration of authentic Earth system science data into your classroom.

inTroDucTionThe beginning of the Space Age fifty years ago brought a new perspective on the Earth: a single, complex system, floating in the vastness of space. Evolving from the earliest beginnings of space photography, Earth observations from space today involve about 20 NASA satellites carrying a variety of sensors, in addition to weather satellites, commercial remote sensing satellites, and Earth observation satellites from other nations. This constellation of satellites collects a rich and very large archive of information about our planet – the Atmospheric Science Data Center at NASA Langley alone holds about 2 Petabytes of data (see mynasadata.larc.nasa.gov/data_volume.html).

Access to this vast collection of data can enable powerful learning in an Earth science classroom. However, most Earth system datasets are complex, held in huge files, and stored in obscure formats requiring use of specialized software. This has made their use in K-12 education challenging. To overcome these barriers, the MY NASA DATA team has used emerging data standards and open source data access and visualization software to construct a teacher- and student-friendly web resource for authentic data exploration. Along with access to the data, the site provides a student-focused Earth science glossary, explanatory materials about the data, and a large collection of lesson plans and science project ideas to help begin the process of data exploration. In addition, an e-mentor network is accessible via a simple web form to help answer scientific and pedagogical questions that teachers and students may encounter while using the site.

geTTing STarTeD: DaTaThe heart of the website is a Live Access Server (LAS). This is an Open Source web interface, originally developed by oceanographers at NOAA, for the exploration and visualization of data. We have customized three different versions of this interface for

creaTing earTh ScienTiSTS in your claSSroom uSing

my naSa DaTa

Lin Chambers, Susan Moore, Dennis Diones, Penny Oots, Carrie Phelps


K-12 use, from Basic to Advanced. Once you learn how to access any parameter through this interface, you can access all the other param-eters with equal ease, and you can easily create graphs or see the actual data values. Figure 1 shows the primary data access interface for the Live Access Server (Basic Edition) including the 5 simple steps needed to see the data.

To get you started on using the LAS, the Data Access page (http://myna-

sadata.larc.nasa.gov/data.html) offers:

• Live Access Server Introduction: This short web page uses the analogy of a server in a restaurant to introduce the functions of the LAS. It also provides a brief summary of what Earth system science parameters are available, as well as links to information about them and how they are measured.

• LiveAccessServerTutorial: A short PowerPoint presentation that shows the step-by-step process of using the LAS to access data, including arrows that show you where to click.

• LASTimeCoverageataGlance: A chart that shows the range of parameters avail-able for different time periods. Since the data within the LAS come from a variety of satellites and instruments over the last 25 years, not all parameters are available for all time periods.

• LASSampleImages: This clickable interface allows you to browse images of the data parameters by category, to get a quick sense of what is available within the site. In particular, the “Basic LAS parameters” category (Figure 2) shows a variety of patterns in Earth science data at a glance.

FIGURE 1.

FIGURE 2. Sample images of Basic LAS parameters:

a) global measurement with gaps where

persistent cloudiness makes the measurement

impossible; b) energy input from the Sun which varies only with latitude;

c) parameter available globally; d) parameter defined only over land

surfaces.

a

c

b

d


geTTing STarTeD: leSSon PlanSWhile using the LAS for authentic and open inquiry is the ideal, most students need some level of structured experience before they can launch into it. We have collected a variety of lesson plans, unit plans, and short activities from which you can select to meet the particular needs of your students and curriculum.

To get your students started on data exploration, the Lesson Plans page (http://mynasadata.larc.nasa.gov/lessons.html) offers:

• TeamLessonPlans:A short collection of lessons developed by the MY NASA DATA team members. Most of these have also passed the NASA Earth Science Educa-tion (ESE) peer review process. Lesson A, in particular, “Circle the Earth!” can be a good starting point for beginning simple data explorations.

• TeacherPlans: A larger collection of lessons developed by teachers who have attended the MY NASA DATA workshops. These are sorted by grade level and cover a wide variety of topics. You can find lessons aligned with a particular National Science Education Standard (or Virginia Standards of Learning – our home state) using the search tool (Figure 3) that can be accessed from each lesson page.

• UnitPlans: Four options for longer investigations in a particular topic area. Note that some of these lessons also appear under the teacher plans (and are indexed in the search tool).

• Activities: Information about a handful of shorter hands-on activities that can be used to go along with exploration of particular datasets and topics.

• IPYLessons: A subset of the teacher lessons that tie into the on-going Interna-tional Polar Year (http://www.us-ipy.gov/).

a PlaneT oF PoSSibiliTieSData: We currently offer about 150 separate data parameters through the LAS inter-face, covering the atmosphere, land surface, oceans, vegetation, and snow and ice. Additional parameters will become available, as we are able to format them within the LAS interface. Some parameters are also updated regularly with more recent data, as new data from the sensors are processed.

Tools: A Computer Tools page on the website provides information to help you use the data resources with a variety of tools that you may already use in your classroom, such as graphing calculators, GIS software, spreadsheet software, and several other less common tools.

Science Projects: From the main page, a red button takes you to a parallel website “For Citizen Scientists.” Here you can find a variety of project ideas in which the student-researcher can link locally collected data and observations to satellite information that is available in the LAS. These may provide good starting points for students who are assigned a science project, or participate in a science fair. They may even spark ideas for scientific inquiry projects for the classroom.

E-mentor Network: To provide back-up for teachers who launch into more open-ended inquiry projects with their students, we have put together a network of mentors who are available through a simple web form. Your question, whether scientific or peda-gogical in nature, is first vetted by the team, and then put to a network of scientists and educators around the world who may have relevant expertise, or may be able to suggest approaches to try. The more interesting questions and answers are posted

FIGURE 3. Links to search the lesson plans by standards, or to browse the various offerings.


on the FAQ page (mynasadata.larc.nasa.gov/faq.php). Here you will also find an archive of the monthly E-notes that we send out announcing new features on the website or related activities. You can sign up to receive this short email using the link at the bottom of the page.

Science Basics: The Science Basics area of the website collects a large amount of age-appropriate information related to the data offerings that can be accessed through the website. This includes an illustrated Science Glossary, information about the metric system and units of measurement, and information about orbits and the particular satellites which provide data for our website. It also includes links to a variety of high-quality related educational sites, several of which offer web-based and interactive visualizations to help illustrate a scientific concept.

conTribuTingAs you begin to explore the many resources available on this website, we also welcome your contributions. We will be happy to consider lesson plans or activi-ties you develop for posting on the site. We also invite examples of student work or reports using the MY NASA DATA resources, which can serve as inspiration to other teachers and students. You can also join the e-mentor network to be a resource for other educators. Finally, if you have suggestions about the website, the LAS interface, or would like to request other data parameters, we would like to hear from you.

reFerenceSChambers, L. H., E. J. Alston, D. D. Diones, S. W. Moore, P. C. Oots, C. S. Phelps, Forrest M. Mims, III, The MY NASA DATA Project, 2008: Bull. Amer. Meteor. Soc.

acknoWleDgmenTSFunding for the MY NASA DATA project was provided through the Research Education and Applications Solutions Network (REASoN) program in the NASA Earth Science Division.

abouT The auThorSLin Chambers, MS 420, NASA Langley Research Center, Hampton, VA 23681-2199, 757-864-4371; [email protected]

Susan Moore, Dennis Diones, Penny Oots, Carrie Phelps, Science Systems and Applications, Inc., One Enterprise Parkway, Suite 200, Hampton, VA 23666

Entire team can be reached using: [email protected]

URL: http://mynasadata.larc.nasa.gov


abSTracTThe Emporia State University earth science department has taken a proac-tive role to provide professional development opportunities for earth science teachers. In addition to traditional content and pedagogical courses, work-shops, or field-based experiences, professional development opportunities have been provided to enhance teachers’ preparation for greater contributions in the areas of leadership and service to the profession. These opportunities are intended to follow research recommendations for providing meaningful professional development opportunities. As earth science teachers continu-ally improve their skills and acquire greater earth science pedagogical content knowledge, contributions can transcend their classrooms and influence the profession at the district, state, and federal levels.

inTroDucTionProfessional development for teachers, including earth science teachers, as a prac-tice of inservice teachers and a realm of instruction and scholarly involvement of higher education faculty, has evolved to include more than obligatory attendance during school district teacher in-service days or the occasional summer “institutes” hosted by universities. Hewson (2007) writes persuasively for the need and consid-erable importance of effective professional development for science teachers (p. 1179). A number of authors (e. g., Loucks-Horsley, S., Hewson, P. W., Love, N., & Stiles, 1998; and Hutchins, Arbaugh, Abell, Marra, & Lee, 2008) make suggestions for meaningful professional development. Hutchins, et al. identify six key features of professional development: 1) active engagement of participants with professional development objectives, 2) a “less is more approach,” 3) attention to both science content and teaching, 4) emphasis on assessment of student learning, 5) opportuni-ties to network with other teachers, and 6) provision for long-term support (p.17-18).

In the National Science Education Standards, the National Research Council (1996) provides a vision of learning and teaching science that includes four professional development standards, Standards A (p. 59), B (p. 62), C (p. 68), and D (p. 70). These standards respectively address learning science, learning to teach science, reflection and lifelong learning, and coherent and integrated professional development programs. Thus, the national standards provide general guidance for professional development activities.

Kansas Professional Development Guidelines are available online at the Kansas State Department of Education (KSDE) website (www.ksde.org/; highlight “Educa-tors,” select “Professional Development Framework,” and then select “Professional Development”). The Kansas guidelines specifically describe the process whereby

univerSiTy conTribuTionS To earTh Science Teacher

ProFeSSional DeveloPmenT

Kenneth W. Thompson, James S. Aber, DeWayne A. Backhus and Richard O. Sleezer; Emporia State University, Emporia, KS


participation in professional or staff development activities can be used to earn professional development points to renew a teaching license. Earth science (and other) teachers complete individual professional development plans in collabora-tion with a designated supervisor based on guidelines established by their school district’s professional development council. Awarding of professional development points can occur in three areas that are not mutually exclusive: service to the profes-sion, professional education, and content. Examples of service include mentoring a student teacher or serving a leadership role in the Kansas Earth Science Teachers Association. Examples of professional education include participation in an inservice that addresses teaching the earth science curriculum, or analysis of data related to the district’s science assessment results. Content examples could involve success-fully completing university courses/workshops or learning via a field-based experience.

univerSiTy conTribuTionS: a caSe examPleEmporia State University (ESU), Emporia, Kansas, is one of six pubic regents-governed universities in the state. Formerly known as Kansas State Normal School and Kansas State Teachers College, ESU has a long history of teacher preparation and providing ongoing professional development opportunities including graduate degrees. Schmidt (2001) identifies content knowledge as a critical component in the definition of teacher quality (p. 162). Also, he asserts the need to ensure stronger subject matter knowledge for teachers, especially those teaching at the elementary and middle levels (p. 163). Vasquez and Cowan (2001) declare that professional development leaders should pay attention to the needs and interests of participating teachers (p. 14). The ESU earth science department offers professional development opportunities for teachers that recognize professional development research results and KSDE guidelines. Information about professional development opportunities can be found by visiting the ESU Departments of Physical Sciences website at www.emporia.edu/physci/, or the ESU earth science department website at www.emporia.edu/earthsci/.

The following characterize involvement of the ESU earth science department with professional development for earth science teachers:

•Earthscienceandotherassociated,requiredcoursestoenableteacherstoaddthe earth science license to their teaching credentials are offered every summer or alternate summers. Examples of courses include Earth History and Field Geology, but also introductory chemistry, earth science, and physics. This is particularly important since the number of licensed earth/space science teachers in the state as reported by the KSDE has decreased over the last two decades.

•Specializedcoursesorworkshopsareofferedinthesummerstoallowteachersto develop in-depth knowledge in areas of interest. Recent examples include: NASA K-8 Space Science Education Workshop (Summers 2006 and 2008), GIS for Secondary Teachers (Summer 2007), and Small-Format Aerial Photography (Summers 2006 and 2008). The NASA workshop is lead by a NASA aerospace education specialist who provides resources to attending workshop participants and is assisted by a co-author, Backhus, who utilizes the Peterson Planetarium and uses university telescopes for observing sessions. Small-Format Aerial Photog-raphy with Aber combines state-of-the art photographic techniques with computer hardware and software for processing aerial photos taken with kites or a blimp as the “platform.” In GIS for Secondary Teachers, Sleezer introduced teachers to geospatial analysis resources and techniques. As possible, workshops are funded by external grants to provide incentives in the form of stipends, graduate credit, housing, and meal allowances to participants. Typically, the workshops are geared toward the interests of teachers and have content and teaching components.

•Morethan20web-basedoronlineearthsciencecoursesareoffered.Thesecourses provide accessibility to diverse audiences and resources perhaps not typi-


cally available to teachers. Online course examples include Plate Tectonics and Introduction to Geospatial Analysis. Information about these courses can be found at the department home page or by going directly to www.emporia.edu/earthsci/earthsci.htm#web.

•Amaster’sofscienceinphysicalsciencedegreeprogramhastwoconcentrationsgermane to inservice teacher professional development. An earth science concen-tration (essentially an MS in earth science) has two options – an online (with the possible exception of a summer-based field course) or a residential program. The other concentration (residential, summer program) is a blend of earth science and other physical science content courses along with science education and research courses.

•Agraduategeospatialanalysiscertificateprogramexistsforthosewantingtoupdate their technological skills in this high-demand area.

•AtvarioustimestheESUearthsciencedepartmenthascollaboratedwiththeKansas Earth Science Teachers Association (KESTA) to offer field trips. KESTA field trips are an annual affair and have been supported by other institutions and governmental agencies.

•Inadditiontocourseinformation,thedepartmentalwebsitecontainsinformationabout other resources. Links to online resources such as careers and employers, a space-age atlas of the Lewis and Clark journey, and amber are available.

DiScuSSionThe Emporia State University earth science department has taken a proactive role to provide professional development opportunities for earth science teachers in the areas of content and professional education which strengthens their potential effec-tiveness as teaching professionals. These professional development opportunities are intended to follow research recommendations for providing meaningful profes-sional development. As earth science teachers continually improve their skills and acquire greater earth science content knowledge, they can more effectively contribute to the improvement of the earth science program at their schools and develop more effective learning opportunities for their students. In addition, they are increasingly able to positively influence earth science education at the district, state, and federal levels.

reFerenceSHewson, P. W. (2007). Teacher professional development in science. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 1179-1203). Mahwah, NJ: Lawrence Earlbaum Associates.

Hutchins, K., Arbaugh, F., Abell, S., Marra, R., & Lee, M. (2008). A consumer guide to professional development. Science Scope, 31(8), 16-19.

Kansas State Department of Education. Kansas professional development guidelines. Retrieved March 27, 2008, from www.ksde.org/LinkClick.aspx?fileticket=P1%fY2Me1n7E%3d&tabid=2132&mid=5356

Loucks-Horsley, S., Hewson, P. W., Love, N., & Stiles, K. E. (1998). Designing professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin Press.

National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.

Schmidt, W. H. (2001). Defining teacher quality through content: Professional development implications from TIMSS. In J. Rhoton & P. Bowers (Eds.), Issues in


science education: Professional development planning and design (pp. 141-164). Arlington, VA: NSTA Press.

Vasquez, J., & Cowan, M. B. (2001). Moving teacher from mechanical to mastery: The next level of science implementation. In J. Rhoton & P. Bowers (Eds.), Issues in science education: Professional development leadership and the diverse learner (pp. 11-22). Arlington, VA: NSTA Press.

abouT The auThorSKenneth W. Thompson (primary contact), Emporia State University, Earth Science Department, 1200 Commercial Street, Box 4030, Emporia, KS 66801, e-mail: [email protected]

James S. Aber, e-mail: [email protected]

DeWayne A. Backhus, e-mail: [email protected]

Richard O. Sleezer, e-mail: [email protected]

memberShiP inFormaTionby Bruce Hall, Membership Coordinator

YOUCANRENEWONLINEYou now have the option to renew your NESTA membership online.

On your address label of this Earth Scientist you will find your membership expiration date. Here is how to renew your membership or edit or your member’s profile:

1. Go to www.nestanet.org

2. Click on LOG IN

3. Welcome to NESTA Member Menu

Edityourprofile-pleaseusethistoupdateyourinformation.Itisveryimportantthatthisinformationbecurrent.

Renewyourmembership-usethistorenewusingacreditcardandthesecurePayPalaccountsite.IfyoudonothaveaPayPalaccountandwishtouseyourcreditcard,clickContinue

4. If you do not wish to use a credit card you can renew by check or money order. Click on Download Renew Membership application Mail the completed form to the address indicated.

IFYOURADDRESSOREMAILHAVECHANGEDIt is very important that we have your current address and email. To update your membership information

1. Go to www.nestanet.org

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Edityourprofile-pleaseusethistoupdateyourinformation.Itisveryimportantthatthisinformationbecurrent.

YOUWILLBENOTIFIEDWHENYOURMEMBERSHIPISDUEYou will be notified via email regarding your membership renewal.

IIf you wish further information regarding membership please contact, Bruce Hall, at [email protected]


Trip Themes

• FieldObservation–Learntorecognizethestarsandcommonskyobjects. Gainexperienceinusingsmalltelescopesandimagingdevices.

• Technology–Behind-the-scenestoursofmajorobservatoriesandastronomylabs. Learnaboutthecurrenttoolsofastronomyandspaceexploration.

• Research–Spendtimewithastronomersandengineerstogaininsightsintotheircareersandlifestyles.Roleplaywiththemintheiractualjobsettings.

• Classroomapplications–Takepicturesofyou“onthescene”,talkshopwithotherteachers,andbringhomeposters,CD’s,rocks,booksandclassroomactivities.

• InterdisciplinaryThemes–Astronomicalartandimaging...writing...environmentalissues...archaeoastronomy...astrogeology...edutainment...andmore!

Some Locations and ActivitiesTheASUMarsCenter ASUMeteoriteLabs LunarReconnaissanceOrbiterLab Starizona DesertPeakObservatory SmithsonianAstrophysicalObservatory FlandrauPlanetarium LunarandPlanetaryLabs KittPeakNationalObservatory LightPollutiontour StewardObservatoryMirrorLab

Mt.GrahamInternationalObservatory CasaGrandeRuins TAAAStarParty.PLUS:A special night collecting opportunity at the Purple Passion Fluorescent Mine on July 3!

Trip Details

• Travel,accommodationsandmostmealsaretobeindividuallyarrangedandpaidforbytheparticipants.Wehavetwodesignatedconferencehotelsandwillhelptofacilitatecarpoolingandroomsharing.

• Familiesmayaccompanytheregisteredparticipantatmanyeventsfornocharge.However,someactivitiesarerestrictedto“TeachersOnly”ormaycostextraforfamilymembers.

• Optionalgraduatecreditisavailable(2or3semesterhours)atanadditionalcostthroughMichiganStateUniversity.

Costs and Registration Fees

• YoumustbeamemberofNESTAorMESTAtoregisterforthetrip.

• Aregistrationfeeof$150($50non-refundable)isrequired.Thecostincludesallentryfees,conferenceguidebookandmaterials,somemealsandaT-shirt.

• AllregistrationsmustbereceivednolaterthanMay30,2008.

• CallArdisHerroldTODAYtoseeifthetripisstillopen(313)432-3264(work)

TheSouthwestAstronomyConferencewebsitecontainsatentativeagenda,tripdetails,atripcostcalculator,&registrationforms:

http://staff.gpschools.org/mcnamas/SWA.htm

Trip LeadersArdisHerrold,NESTAPresident-elect ParkerPenningtonIV,NESTAPastPresident

SOUTHWEST ASTRONOMYJune 22- July 3, 2008

Phoenix & Tucson, Arizona


The Earth Scientist (TES) Manuscript GuidelinesNESTA encourages articles that provide exemplary state-of-the-art tested class-room activities and background science content relevant to K-12 classroom Earth and Space Science teachers.

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Volcanic tuff, overlain by basalts on Catalina Island, California, at Twin Harbors. Photograph by Roberta Johnson, April 29, 2008

Documents

Volume XXVII, Issue 2 Spring 2008 The ear T h Scien T i ST · The ear T h Scien T i ST Read it online at Volume XXVII, Issue 2 Spring 2008 A photo of an outcrop of Roxbury Pudding