National Aeronautics and Space Administration

About the Satellite Images on the Front

The satellite images shown on the front of this poster are all taken from separate NASA instruments and show the sun, Earth, Mars and other galaxies. They are not to scale. If the size and distance were accurate, the image of Earth would be a tiny dot next to the image of the sun. Mars and the

other galaxies would be invisible. ers

EARTH This image of Earth highlights the Arc­ Credit: NASA, ESA, and The Hubble Heritage Team tic region on April 23, 2003, with sea ice bright­ (STScI/AURA) ness temperature data from the AMSR-E instru­ http://hubblesite.org/newscenter/archive/ ment shown in light blue and snow cover data releases/2007/08/image/a from the MODIS instrument shown in white. Earth Credit: NASA/Goddard Space Flight Center Scientific MARS Vast canyons, towering volcanoes,

Visualization Studio sprawling fields of ice, deep craters, and high explor http://svs.gsfc.nasa.gov/vis/a000000/ clouds can all be seen in this image of the a003100/a003181 fourth planet from the sun: Mars. The Mars Global Surveyor spacecraft took this mosaic of SUN The Solar and Heliospheric Observatory images as springtime dawned in northern Mars (SOHO) obtained this image of the sun on in May 2002. Sprawled across the image bot­ August 26, 1997. A huge prominence—an tom is Valles Marinaris, a canyon over five eruption of gas in the solar atmosphere—can times the length and depth of Earth’s Grand be seen near the top right of the image. The Canyon. On the left are several volcanoes material in the prominence is at temperatures including Olympus Mons, a volcano three times of 60,000–80,000 K, much cooler than the sur­ higher than Earth’s Mt. Everest. At the top is the Sun rounding corona, which is typically at tempera­ North Polar Cap made of thawing water and carbon dioxide-based ice. Swirling white clouds

tures above 1 million K. The prominence is over science 350,000 km (216,000 miles) across, large and circular impact craters are also visible. enough to span 28 Earths. Credit: Malin Space Science Systems (MSSS), Jet Credit: The SOHO-EIT Consortium Propulsion Laboratory (JPL), and NASA http://sohowww.nascom.nasa.gov/gallery/ http://antwrp.gsfc.nasa.gov/apod/ap030422. SolarCorona/eit023.html html

HUBBLE GALAXY CLUSTER The back­ ground photo used on the poster front is made from images taken by NASA’s Hubble Space

Telescope in January 2005 and February 2006. space It shows the diverse collection of galaxies in a Mars galaxy cluster called Abell S0740, located more than 450 million light-years away in the con­ stellation Centaurus. The giant elliptical ESO 325-G004 looms ASTRONAUTS Astronauts remove the Wide large at the cluster’s center (visible here, but Field and Planetary Camera to replace it with its not on the poster front). The galaxy is as mas­ more powerful successor, Wide Field and Pla­ and sive as 100 billion of our suns. Globular clus­ netary Camera 2, during Hubble’s first servicing ters—compact groups of hundreds of thou­ mission in 1993. The camera, shaped some­ sands of stars that are gravitationally bound thing like a grand piano, weighs 277 kg (610 th together—can be seen as pinpoints of light pounds) on Earth, but nothing in space (though contained within the galaxy’s diffuse halo. a significant push is still required to move the Other fuzzy elliptical galaxies dot the image. camera due to its inertia). It can detect stars a Some have evidence of a disk or ring structure billion times fainter than the ones we can see Hubble Galaxy Cluster that gives them a bow-tie shape. Several spiral with our eyes. Most of Hubble’s most popular ear galaxies are also present. The starlight in these pictures have been taken with this 2nd camera. galaxies is mainly contained in a central bulge Credit: NASA and follows along spiral arms in a disk. http://hubblesite.org/gallery/spacecraft/15 1 National Aeronautics and Space Administration

Who Are NASA Earth and Space Science Explorers?

The Earth and Space Science Explorers series feature NASA The complete collections of articles are available at: explorers, young and old, with many backgrounds and interests. EARTH EXPLORERS Most articles are written for three different reading levels: grades http://science.hq.nasa.gov/education/earth_explorers SPACE SCIENCE EXPLORERS

K–4, grades 5–8, and grades 9–12 and up. New articles are regu- ers http://science.hq.nasa.gov/education/space_explorers larly added and can be accessed through the “For Educators” and Note: Full-length feature articles on many of the Explorers profiled here are “For Students” sections of the NASA portal: www.nasa.gov/home. available online at the Web sites listed above. A few are slated for future articles.

Robert Bindschadler Bindschadler has had to sleep in tents Few people know cold and ice like through bitter cold, endure blizzards,

Robert Bindschadler does. The longtime and avoid falling into hidden cracks in explor NASA scientist uses remote sensing to glacial ice. “Blizzards can come up study glaciers and ice sheets. But suddenly, and we never venture from sometimes an up-close-and-personal our base camp without taking survival view is required. As a leader of more gear—shovel, small tent, sleeping bag, than a dozen Antarctic field expeditions, stove and food,” he says.

Phil Christensen rocks, Christensen now has more than

Two things have fascinated Phil he could have ever imagined. It was his science Christensen since he was a kid—Mars idea to start the Rock Around the World and rocks. In the sixth grade, he talked program, which has collected more his mom into letting him stay home and than 8,000 rocks sent in by students watch the first images of Mars coming from all over the world. Scientists study back from a NASA spacecraft. Now a the rocks and compare them with professor and planetary geologist, those found on Mars. “It’s gratifying to Christensen has helped build several see kids get excited about Mars,”

NASA instruments launched into space Christensen said. “For some of these space to map the Martian surface and study students, this may be the beginning of the history of water on Mars. As for a career in Earth sciences.” and Michele Cooke deform rocks. One of the students’ A day of observing fossilized dinosaur teachers, Mary Ellsworth, knows the prints, petrified wood and volcanic rock importance of visual and hands-on would be a valuable learning experi­ methods in explaining science without th ence for most any student, but espe­ benefit of the spoken word. “Sign lan­ cially for those who are deaf or hard- guage makes use of three-dimensional of-hearing. University of Massachusetts space in a different way than verbal ear Amherst geologist Michele Cooke uses language does,” Ellsworth said. “Deaf sign language to describe to high students may be particularly adept at school students how tectonic forces using this visual information.” 2 National Aeronautics and Space Administration

NASA Earth and Space Science Explorers

Heidi Dierssen without its risks, which include strong Satellites allow for constant monitor­ currents and fish that can be way too ers ing of the ocean’s surface, but they friendly. “One time when the water have trouble seeing through to the was so turbid I couldn’t see beyond ocean bottom. That’s why NASA my knees, a remora (also known as a oceanographer Heidi Dierssen spends suckerfish) came flying at me from a good part of her research time col­ the left and tried to attach itself to my lecting data on or underneath the sea bottom lip,” Dierssen said. “‘Ouch!’ I surface. While the water she dives into think I screamed underwater. It appar­

is typically warm and only about 3 to ently mistook me for a shark.” explor 5 meters (10 to 15 feet) deep, it is not

Jared Dmello Uranus and Jupiter. Dmello has also Located in a remote area of the worked with Hubble Space Telescope Mojave Desert, the Goldstone-Apple scientists on a science fair project Valley Radio Telescope was once used involving the electromagnetic spec­ by NASA to track and communicate trum. “Since I was little, I always with spacecraft. Now, students such enjoyed looking at the stars,” Dmello science as Jared Dmello are controlling the said. “I think it is so amazing to actu­ telescope via the Internet. The ally get to study Uranus and Jupiter, California eighth-grader and his class­ because you never know what you’ll mates have used the telescope’s 34­ discover.” meter (112-foot) antenna to study space

Jamie Dyk Ultimately, Dyk chose science over Jamie Dyk came to NASA’s Jet cheerleading, and to this day doesn’t Propulsion Laboratory to help develop regret her decision. In fact, being an the Mars rovers Spirit and Opportunity. engineer has met and exceeded the

Not long after the young engineer expectations Dyk had when she first and arrived, she was faced with an unusu­ became interested in space and Mars al choice when she tried out for the as a middle school student. “I couldn’t

Laker Girls, one of the world’s most have imagined how cool it would be. th prestigious cheerleading squads. She There is nothing like sitting in the con­ made it to final cuts, only to realize trol room when the first images come there wasn’t enough time in her life back from Mars and you see your

for both NASA and cheerleading. hardware sitting in the Martian dirt.” ear

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NASA Earth and Space Science Explorers

Esther, William and Alexander four seasons, trying to find as many col­ Elementary schoolers Esther, William and ors as possible and record what they Alexander helped to pilot Elementary saw. Their class then made charts ers GLOBE, a program designed to introduce describing the colors they found in each K–4 students to the study of Earth sys­ season. At the end of the school year, tem science. They worked with their they compared their results for each teacher, Fran Bosi, and classmates at a season and developed conclusions about New York City public school, to test an the variations in colors in nature both activity called Colors of the Seasons. within and between seasons. “I like sci­

Using a color chart, the students made ence because...I get to learn new stuff explor observations outside during each of the I never knew before,” William said.

Paul Jones ence with students from France and sci­ Middle school science teacher Paul entists from NASA and Colorado State Jones says the key to getting kids inter­ University. As a lead instructor at work­ ested in science is to expose them to a shops focused on educational activities variety of science disciplines and activi­ related to two NASA science missions— science ties. Jones does just that with his stu­ AIM and CALIPSO—Jones helps other dents at the School of International teachers learn how to more effectively Studies at Meadowbrook in Norfolk, VA. teach Earth and space science. “I’ve Jones and his students have been fea­ always had a fascination with space, tured in a NASA video about a group of technology and the environment,” Jones satellites that fly in close proximity to said. “Science allows for critical think­ provide detailed observations of the ing, problem solving, discovery and the Earth system. They have also participat­ sharing of information.”

ed in an international video teleconfer­ space

Thompson Le Blanc a NASA and National Science Foundation How did Thompson Le Blanc become program to boost the number of minori­ and interested in astronomy? Le Blanc went ties pursuing advanced degrees and to college at Metropolitan University in careers in space science. “I have had

San Juan. One day he found an old tele­ experiences where I have had people tell th scope in a science lab there. He asked if me that I could not [be a scientist],”he he could use it, and before long he was said. “I guess in part the reason why I hooked. Both Hispanic and African am in it now is because I want to prove American, Le Blanc went on to become that I can do it.” ear one of the first students to participate in

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NASA Earth and Space Science Explorers

Laurie Leshin a variety of NASA missions aimed at learn­ Laurie Leshin grew up enjoying the out­ ing more about the solar system and uni­

doors, especially rocks and stars. She has verse. “The exploration you get to do every ers explored the universe as a student, a day as a scientist is one of the coolest teacher and now a NASA scientist. Not even things I can imagine being able to do,” she a failed mission to Mars—Leshin was on said. “If you even think you want to be a the science team that helped develop the scientist, make sure you take math and sci­ Mars Polar Lander, which crashed when it ence courses, visit science museums, and arrived at Mars in 1999—has deterred her take advantage of activities in your area pursuit to find water and life in the solar where you can actually meet scientists and

system. Since then, Leshin has worked on talk to them about what they do.” explor

Lou Mayo and Kristina Krozak and other objects in space. He studies the For Lou Mayo, birthdays have never been lower atmosphere of Titan, Saturn’s largest the only reason to have a party. By second moon. Mayo enjoys nurturing a similar grade, the young sky watcher was having interest in up-and-coming scientists, such classmates over for “star parties” in his as middle school student and astronomy backyard. Taking a break from running enthusiast Kristina Krozak, seen here with around and yelling, Mayo and his friends Mayo standing next to a solar telescope. would stop to look at the stars though his “I want to help kids experience the same science shiny new telescope. Now a NASA astro­ sense of wonder and excitement about the nomer, Mayo is still learning about stars possibilities of space as I did,” Mayo said.

Graeme Stephens observe clouds in greater detail than ever A scientist looking at clouds may think before, is also an artist. He has painted a about their influence on weather and cli­ series of pictures showing a variety of mate. An artist is more likely to view clouds cloud types. “Art and science have much in space as fluffy forms of white and gray that filter common. And much has been written about light and cast shadows. Graeme Stephens the common threads between both,” sees both the scientific and artistic sides of Stephens said. “Both, after all, are different clouds. Stephens, the head scientist for expressions of the natural world around CloudSat, a NASA satellite mission to us.” and

Steven Federation of the Blind and sponsored by th Steven is blind, yet he was able to read the NASA to make observations of the soil, temperature with a thermometer and vegetation, weather and birds. For many of measure precipitation with a rain gauge at the kids it was the first time they had used a summer science camp. His secret? observation instruments specifically geared Steven was using a talking thermometer toward the senses of sound and touch, ear and a rain gauge marked in Braille. The rather than sight. “I didn’t know they exist­ blind-friendly tools allowed Steven and ed,” Steven said. “It was amazing to see others at the camp put on by the National the technology.”

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NASA’s Science Mission Directorate

NASA’s Science Mission Directorate (SMD) engages the nation’s science ers community, sponsors scientific research, and develops and deploys satellites and probes to answer funda­ mental questions about our planet and universe. SMD seeks to understand the origins, evolution and destiny of the universe, and to understand the explor phenomena that shape it. SMD also seeks to understand the nature of life in the universe; the solar system, both NASA’s SMD Web site—http://science.hq.nasa.gov scientifically and in preparation for human exploration; and the sun and NASA Earth and Space Science Education Earth, including the relationship between the two and the conse­ quences for life on Earth. Learn more about NASA’s SMD and its Subscribe to the NASA Earth and educational programs and resources Space Education Update, a monthly by visiting the following Web sites. email newsletter featuring the latest science Earth and space science programs NASA’s Science Mission and resources for all levels of formal Directorate Web Site provides an and informal education. To subscribe, overview of SMD and links to current send an email to: news, mission Web sites, and educa­ [email protected] tional programs and resources. Back issues are available at: http://science.hq.nasa.gov http://science.hq.nasa.gov/ The Space Science Education education/edreports Resource Directory is a convenient space NASA’s Earth Observatory is an way to find NASA science education interactive Web-based magazine This Hubble Space Telescope face-on image of products for use in classrooms, sci­ where the public can obtain new the spiral galaxy Messier 101 (M101) is com­ ence museums, planetariums and posed of 51 individual Hubble exposures taken satellite imagery and scientific infor­ over nearly ten years, in addition to elements other settings. There are several from images from ground-based photos. mation about our home planet. Visit

ways to search this directory: by and Credit: NASA and ESA the Earth Observatory to read feature grade, subject or topic. articles on wide-ranging Earth system SMD has an essential role in NASA’s http://teachspacescience.org education mission “to inspire the science topics, download datasets NASA JPL has developed th next generation of explorers.” The and images for analysis, read break­ Curriculum Standards Quilts, discoveries and new knowledge from ing news, learn about current and which organize NASA space and SMD missions and research programs planned Earth missions, search an Earth science education materials by online library for reference materials,

consistently engage people’s imagina­ ear national standards—science and tions, inform teachers, and excite stu­ and track natural hazards around the mathematics—as well as California dents about science and exploration. world in near-real time. state science education standards. http://earthobservatory.nasa.gov http://quilt.jpl.nasa.gov 6 National Aeronautics and Space Administration

FOR THE CLASSROOM

NASA Earth and Space Science versions of articles are typically intend­ Explorers articles focus on science as a ed as “read to” stories for K–2 or “read

human endeavor. With new articles alone” stories for grades 3–4. ers added regularly, the series offers a The full collection of articles are glimpse into the lives of people of all available at: ages and backgrounds who embody the spirit of discovery, and who use NASA EARTH EXPLORERS science and technology to explore from http://science.hq.nasa.gov/education/ planet Earth to the far reaches of the earth_explorers

universe. SPACE SCIENCE EXPLORERS explor http://science.hq.nasa.gov/education/ Most articles are written for three space_explorers different levels: grades K–4, grades 5–8, and grades 9–12 and up. K–4

Following are some suggestions for using these articles with students:

Introduce or Conclude a Topic What are some of the common characteristics shared by Articles from the Explorers series can be used as an intro­ NASA Earth and Space Science Explorers? duction/gear-up activity or as a conclusion/extension of a Possible answers include: curiosity/asking questions; abil­ science related curriculum unit. Younger students can read the arti­ ity to work well/collaborate with others; effective commu­ cle, listen as the teacher reads the article or explore the arti­ nication skills; someone who believed in and encouraged cle on their own in a reading center. Older students can read them (e.g., a parent, relative, teacher or mentor). an assigned article or go online to identify and read articles Did any of the Explorers have barriers that they had to as a launching point for an independent project. overcome? If yes, what were the barriers and how did Develop Communication Skills they overcome them? Students can use the articles to develop communication Answers will depend on the articles chosen, and might skills by doing one of the following: include expectations (of themselves or by others) because space of gender, ethnicity or physical disabilities; being the first Collect articles from newspapers or magazines that also person in their family to go to college; etc. show science as a human endeavor—something that people do, not just an accumulation of facts. How did the Explorers in the articles become interested in Write a review of an Explorers article or articles, similar to their project or career?

a book or movie review. After reading the article, did you learn something new or and Interview scientists in their community and write their surprising about the Explorers? own Explorers article. What did you find interesting about the Explorers in the

Invite a local scientist into the classroom to discuss article(s)? th his/her background and career. The students can then What questions do you have about these Explorers or write an Explorers-type article featuring that scientist. their careers? How could you find the answers to ques­ tions about these careers? Expand Knowledge of What Real Scientists Do ear After selecting and reading several of the articles, small NOTE: Not all articles will include information needed to groups of students can discuss the following questions: answer all of these questions.

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FOR THE CLASSROOM

Further Suggestions for Elementary/Middle School Students Students can brainstorm and create a chart showing what they

know about the work done by scientists. Have them explain ers how they know that information. After reading an article(s), the students can create another chart showing what they now know about scientists and their work. Compare the charts. Students can pick an Explorer on whom they will xplor

report. This report A marvelous panoramic view of Saturn was created by combining e can be done as 165 images taken by the Cassini wide-angle camera on Sept. 15, an individual or 2006. Credit: NASA/JPL/Space Science Institute group assign­ Topic Index ment; the presen­ Following is a list of selected topics related to Earth tation could be and Space Science Explorers feature articles. A com­ Entry from 2004 IGES art contest for grades 2–4. oral or written. plete, updated index of article topics is available at Additionally, after reading Explorer articles, students can project themselves into the role of a scientist and write an article about http://www.strategies.org/NASAExplorers.

themselves and their discoveries. Younger students could draw cience African American Hispanic American a picture of themselves as a scientist. Air Quality Hurricanes s Animal Habitats Infrared Asteroids Mars Astronomy Meteorites Atmosphere Meteorology Big Bang Theory Moon pace Biology Oceans/Oceanography

Black Holes Ozone s Brown Dwarfs Polar Regions Clouds Saturn/Titan

Credit: Elizabeth City State University Coastal Areas Space Weather nd

Further Suggestions for High School Students Comets Spitzer Space Telescope a Students can read an article and pick a related field that they Dark Energy Stars and Constellations find interesting (e.g., astronomy, meteorology, oceanography). Einstein Tree Rings/Climate Records

Students can research the requirements for a job in that field th Engineers/Engineering Urban Growth (e.g., what type of degrees and preparation are required, what skills are necessary) and prepare a report. A group/class project Forests/Forest Fires Weather might be to develop a resource center (online or hard copy) on Galaxies Women in Science science careers. Geospatial Technologies ear

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Connecting to the National Science Education Standards ers The Earth and Space Science GRADES 5–8 Explorers Series support the follow­ Women and men of various social ing science content standards (Na­ and ethnic backgrounds—and tional Science Education Standards, with diverse interests, talents, National Research Council, 1995): qualities and motivations— engage in the activities of Content Standard G: science, engineering and

History and Nature of Science explor Download this poster All students should develop under­ related fields. Some scien­ as a PDF file at: standing of science as a human tists work in teams, and endeavor. some work alone, but all http://www.strategies. communicate extensively GRADES K–4 with others. org/NASAExplorers Men and women have made a Science requires different abil­ variety of contributions through­ ities and qualities, depending on out the history of science and such factors as the field of study technology. and type of inquiry. Although men and women using GRADES 9–12

scientific inquiry have learned science much about the objects, events Individuals and teams have con­ and phenomena in nature, much tributed and will continue to con­ more remains to be understood. tribute to the scientific enterprise. Science will never be finished. Pursuing science as a career or as a hobby can be both fascinat­ Many people choose science as ing and intellectually rewarding. a career and devote their entire lives to studying it. Many people Scientists are influenced by soci­ derive great pleasure from doing etal, cultural and personal beliefs and ways of viewing the world. science. space

Acknowledgments Utah’s Electronic High School; Dan Stillman and Theresa Schwerin, Constance Roth, Bay Waveland Middle and Institute for Global Environmental School, Bay St. Louis, MS; and Linda Strategies, and Susie Duckworth, Webb, retired Maryland elementary Duckworth Design Studio. Special school teacher, for contributing to and

thanks to Elizabeth Burck, 2006–2007 reviewing the “For the Classroom” th NASA Einstein Fellow; Teresa Hislop, section of this poster. ear

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