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GPM Celebrates Ten Years of Observing Precipitation for Science and Society
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By NASA
Learn Home Science Activation’s PLACES… Earth Science Overview Learning Resources Science Activation Teams SME Map Opportunities More Science Activation Stories Citizen Science 5 min read
Science Activation’s PLACES Team Facilitates Third Professional Learning Institute
The NASA Science Activation program’s Place-Based Learning to Advance Connections, Education, and Stewardship (PLACES) project supports middle and high school educators to engage students in data-rich Earth science learning through the integration of NASA data sets, images, classroom lessons, and other assets. This project draws on a place-based approach as a means to increase “data fluency” — the ability and confidence to make sense of and use data. This means knowing when, how, and why to use data for a specific purpose, such as solving problems and communicating ideas grounded in evidence.
As part of this effort, PLACES facilitated its third Professional Learning (PL) Summer Institute (SI) for 22 educators at the Gulf of Maine Research Institute (GMRI) in Portland, Maine the week of August 12th, 2024. This is the third PL Summer Institute the PLACES team has facilitated, each focusing on engaging educators in place-based, data-rich teaching and learning with NASA data and resources.
The GMRI PL development and facilitation was a collaborative co-design effort between two NASA Science Activation projects (PLACES led by WestEd and the Learning Ecosystems Northeast project led by GMRI) and colleagues from the Concord Consortium and NASA Langley Research Center. During this PL, teachers took part in community science projects developed by GMRI to incorporate youth in ongoing research projects, including a mix of field- and classroom-based experiences that explored the phenomena of Hemlock Woolly Adelgid (HWA) and the changes to intertidal crab populations – two invasive species that are proliferating as a result of climate change. During two field-based experiences, teachers gathered primary data using protocols from GMRI’s Ecosystem Investigation Network and the NASA-sponsored program, GLOBE (Global Learning and Observations to Benefit the Environment). Teachers then explored these primary data using Concord Consortium’s Common Online Data Analysis Platform (CODAP) to better understand the geographic and temporal spread of these species. To connect their local experiences to global happenings, teachers then explored secondary data sets, including those sourced from the My NASA Data (MND – also supported by NASA Science Activation as part of the GLOBE Mission Earth project) Earth System Explorer (e.g., Normalized Difference Vegetation Index, salinity, sea surface temperature). The facilitation team also used the MND Data Literacy Cubes to encourage teachers to consider a multitude of diverse questions about place, data, and the phenomena. The GLOBE protocols supplemented existing GMRI data collection protocols, presenting new opportunities for teachers already experienced with HWA and Green Crabs. The MND data and Data Literacy Cubes moved teachers from questions they generated as part of their primary data collection towards new knowledge.
Daily feedback from teachers highlighted their appreciation for the responsiveness of the facilitation team, as well as a growing curiosity and desire for using NASA resources such as protocols from GLOBE and data from MND’s Earth System Explorer. This is exciting to see as the teachers transition from the Summer Institute into a virtual Community of Practice during the school year. The Community of Practice engages them in peer-to-peer collaboration and dialogue as they develop, test, and give feedback on their own place-based, data-rich experiences using NASA data and resources. So far, teachers are planning to tackle a variety of topics ranging from ocean chemistry to human connections to the environment. Teachers indicated their interest in “making place-based experiences meaningful to our unique populations of students and having cultural representation in the classroom,” and focusing on “cross-school collaboration.” Preliminary evaluation data indicated that 76% of teachers thought their experiences with NASA resources during the SI helped them identify ways to bring data into their classroom. 85% of teachers indicated they feel a greater connection to NASA and knowledge of NASA resources for enhancing student understanding and engagement in science. Moving into the fall, teachers will take part in a Community of Practice, where they will work to implement a place-based, data-rich moment in their individual classrooms. In the summer of 2025, teachers will take part in a second summer institute where they will continue to learn more about implementing place-based, data-rich instruction.
The PLACES GMRI Summer Institute was made possible by a large co-design, collaborative effort across our partner organizations. This included:
Facilitation Team: Catherine Bursk (GMRI), Meggie Harvey (GMRI), Sara Salisbury (GMRI), Daniel Damelin (Concord Consortium) In-person Facilitation Support Team: Leigh Peake (GMRI), Karen Lionberger (WestEd), Kristin Hunter-Thomson (Dataspire), Angela Rizzi (NASA Langley) In-Person Team Member Participants: Janet Struble and Kevin Czaikowski (GLOBE, University of Toledo), Svetlana Darche (WestEd) Virtual Observers: Kirsten Daehler, Nicole Wong, Leticia Perez (WestEd), Tracy Ostrom (GLOBE, UC Berkeley), Lori Rubino-Hare (NAU) Additional support: Frieda Reichsman (Concord Consortium), Barbie Buckner and Jessia Taylor (NASA Langley), Sean Ryan (NAU), Lauren Shollenberger (NAU) PLACES is supported by NASA under cooperative agreement award number 80NSSC22M0005 and is part of NASA’s Science Activation Portfolio. Learn more about how Science Activation connects NASA science experts, real content, and experiences with community leaders to do science in ways that activate minds and promote deeper understanding of our world and beyond: https://science.nasa.gov/learn
Teachers at the GMRI summer institute review NDVI data ranging from 2002 to 2022 and identify patterns and trends. Share
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Last Updated Oct 04, 2024 Editor NASA Science Editorial Team Location NASA Langley Research Center Related Terms
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NASA astronaut Tracy C. Dyson works on a computer inside the International Space Station. Credit: NASA NASA astronaut Tracy C. Dyson will share details of her recent six-month mission aboard the International Space Station in a news conference at 11 a.m. EDT Friday, Oct. 4, at the agency’s Johnson Space Center in Houston.
The news conference will air live on NASA+ and the agency’s website. Learn how to stream NASA content through a variety of platforms, including social media.
Media interested in participating in person must contact the NASA Johnson newsroom no later than 5 p.m. Thursday, Oct. 3, at 281-483-5111 or jsccommu@mail.nasa.gov.
Media wishing to participate by phone must contact the newsroom no later than two hours before the start of the event. NASA’s media accreditation policy is available online. To ask questions by phone, media must dial into the news conference no later than 10 minutes prior to the start of the call. Questions may also be submitted on social media by using #AskNASA.
Spanning 184 days in space, Dyson’s third spaceflight covered 2,944 orbits of the Earth and a 78-million-mile journey as an Expedition 70/71 flight engineer. Dyson also conducted one spacewalk of 31 minutes, bringing her career total to 23 hours, 20 minutes on four spacewalks. Dyson returned to Earth on Sept. 23, as planned, along with her crewmates, Roscosmos cosmonauts Oleg Kononenko and Nikolai Chub.
Dyson launched on March 23 and arrived at the station March 25 alongside Roscosmos cosmonaut Oleg Novitskiy and spaceflight participant Marina Vasilevskaya of Belarus. Novitskiy and Vasilevskaya were aboard the station for 12 days before returning home with NASA astronaut Loral O’Hara on April 6.
While aboard the orbiting lab, Dyson conducted dozens of scientific and technology activities to benefit future exploration in space and life back on Earth. She remotely controlled a robot on Earth’s surface from a computer aboard the station and evaluated orbit-to-ground operations. She operated a 3D bioprinter to print cardiac tissue samples, which could advance technology for creating replacement organs and tissues for transplants on Earth.
Dyson also participated in the crystallization of model proteins to evaluate the performance of hardware that could be used for pharmaceutical production and ran a program that uses student-designed software to control the station’s free-flying robots, inspiring the next generation of innovators.
Learn more about space station activities by following @space_station and @ISS_Research on X, as well as the ISS Facebook, ISS Instagram, and the space station blog.
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Joshua Finch / Claire O’Shea
Headquarters, Washington
202-358-1100
joshua.a.finch@nasa.gov / claire.a.o’shea@nasa.gov
Courtney Beasley
Johnson Space Center, Houston
281-483-5111
courtney.m.beasley@nasa.gov
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Last Updated Sep 30, 2024 EditorJessica TaveauLocationNASA Headquarters Related Terms
Humans in Space Astronauts Expedition 70 Expedition 71 International Space Station (ISS) ISS Research Tracy Caldwell Dyson View the full article
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By NASA
Researchers found that long-duration spaceflight affected the mechanical properties of eye tissues, including reducing the stiffness of tissue around the eyeball. A better understanding of these changes could help researchers prevent, diagnose, and treat the vision impairment often seen in crew members.
SANSORI, a Canadian Space Agency investigation, examined whether reduced stiffness of eye tissue contributes to vision impairment in astronauts on long-term missions. This condition, known as Spaceflight Associated Neuro-Ocular Syndrome, or SANS, includes a range of physical changes to the eyes. This paper suggests that biomechanical changes in the eye caused by microgravity contribute to SANS. On Earth, changes in the tissue around the eyeball (the scleral wall or white of the eye) related to ocular rigidity have been associated with aging and pathological conditions such as glaucoma and myopia.
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ILAN-ES (Ax-1) collected images of lightning and TLEs during Axiom Mission 1 (Ax-1). TLEs are electrical phenomena above thunderstorms, which include ELVES. Researchers combined observations from the International Space Station with a global network of ground-based cameras to calculate the energy, structure, and other parameters of TLEs. This work contributes to understanding of these events and their relationship to lightning, geographic distribution, and global occurrence rate.
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