2014 NASA STEM Spanish Immersion

Educator Professional Development Workshop Series

Head In the Clouds Edition

NASA Langley Research Center

NASA STEM Spanish Immersion Professional Development for

K-3 & 4th-8th grade Educators

Developed by NASA Education Specialists:

 Marilé Colón Robles

NASA Office of Education in collaboration with NASA’s Science Directorate and NASA Digital Learning NetworkTM, DLN, present a series of professional development workshops tailored to Elementary and Middle School Spanish Immersion Educators. ‘NASA STEM Spanish Immersion: Head in the Clouds edition’ is designed for educators to discover how to use clouds, climate and weather through NASA’s S’COOL project to engage students in physical and earth sciences. These free professional development workshops provide hands-on, interactive, and engaging activities in Spanish using NASA inspired activities. Participants interested in receiving continuing education units applicable towards license renewal must register and complete the 4 workshop series to accumulate 5 workshop hours. All sessions will be presented in Spanish. 


The S'COOL Project involves students (ages 5-20+) in real science, making and reporting ground truth observations of clouds to assist in the validation of NASA's CERES satellite instruments.

Clouds are an important part of our atmosphere, and scientists are studying how they affect our weather and climate. S'COOL observations provide one more piece of the puzzle.


Workshop sessions are presented by highly acclaimed, certified education specialists through video conferencing.  NASA subject matter experts equip your teachers with the content needed to improve student learning. Courses run twice a week per month, 75 minutes during each session, covering a range of topics in science, technology, engineering and mathematics.See table below for details on dates.

Click here to register! 

Maximum registration 50 teacher per series.

Click to see future dates available!

3:45 PM – 5:00 PM EST

K-3 Educators

4-8 Educators

All About Clouds: from water drops to rainbows

Jan 29, 2014

Jan 22, 2014

Rain, rain, go away

Is it weather or climate?

Jan 30, 2014

Jan 23, 3014

The known unknowns

Using patterns for predictions

Feb 12, 2014

Feb 18, 2014

STEM Notebooks

Let’s get literal!

Feb 13, 2014

Feb 19, 2014

Future sessions will be offered in 2014 (click to see calendar)

2013-2014 NASA STEM Spanish Immersion Workshops

Learn how to use S’COOLs

to engage students in various science concepts!

Session 1 - All About Clouds: from water drops to rainbows 

Description:

Discover highly interactive activities in which students learn what are clouds and about all the different types of clouds that exist. Learn how to identify clouds by their features and how these features interact with sunlight. Use S’COOL educator resources to identify clouds and involve your classroom in the process.

Additional discussions for 4th - 8th grade educators:

Further discussion on clouds and the Earth’s energy balance and all the cool optics that we see in the atmosphere as a result of the energy coming into the Earth. Discover how waves can be seen in the atmosphere just like in the oceans.

 

Next Generation Science Standards K-3

K-PS3-1. Make observations to determine the effect of sunlight on Earth’s surface

K-PS3-2. Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area

1-PS4-3. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.

 K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time.

 

K-ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.

2-ESS2-3. Obtain information to identify where water is found on Earth and that it can be solid or liquid.

 

Next Generation Science Standards 4th-8th

4-PS3-1. Use evidence to construct an explanation relation the speed of an object to the energy of that object

4-PS3-2. Make observation to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

5-PS2-1. Support an argument that the gravitational force exerted by earth on objects is directed down.

MS-ESS2-5. Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.

Session 2 - Rain, rain, go away: Is it Weather or Climate?

 

Description:

Find ways to discuss the difference between weather and climate and how it is all about time! Investigate the climate in different areas and see if you can predict the weather patterns over those areas. We will travel with a water molecule to see where it travels and where it spends most of its time.

Additional discussions for 4th - 8th grade educators:

Investigate the relationship between air masses, fronts, type of weather and types of clouds observed. See how these processes affect the distribution of water and develop models on the movement of water around the world.

Next Generation Science Standards K-3

K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time.

K-ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.

K-ESS3-1. Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.

1-ESS1-2. Make observations at different times of the year to relate the amount of daylight to the time of year.

2-ESS2-3. Obtain information to identify where water is found on Earth and that it can be solid or liquid.

3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.

3-ESS3-1. Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard

 Next Generation Science Standards 4th-8th

5-ESS2-2. Describe and graph amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.

MS-ESS-2-4. Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.

MS-ESS2-5. Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.

MS-ESS2-6. Develop and use a model to describe how unequal heating and rotation of the Earth causes patterns of atmospheric and oceanic circulation that determine regional climates.

MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.

 

Session 3 - The known unknowns: Using patterns for predictions

 

Description:

Use different types of observations on local weather to see patterns over time. Investigate patterns of weather to determine climates on different regions of the world.

Additional discussions for 4th - 8th grade educators:

We will look closely at both atmospheric and oceanic circulations and see how different systems of the Earth are tied to one another.  

We will look at data on natural resources, human impact on these resources and how global temperatures have risen over the past century. We will investigate different ways that have been developed to reduce the impacts of humans on natural Earth processes and how we know what we know and what we may expect in the future through the IPCC’s Fifth Assessment Report.

Next Generation Science Standards K-3

K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time.

1-PS4-4. Use tools and materials to design and build a device that uses light or sound to solve the problem if communicating over a distance.

3-ESS2-2. Obtain and combine information to describe climates in different regions of the world.

 K-2-ETSI Engineering Design

 Next Generation Science Standards 4th-8th

4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.

4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

4-PS4-3. Generate and compare multiple solutions that use patterns to transfer information.

3-5-ETSI Engineering Design

MS-ESS3-2. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.

MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s system.

 

 

Session 4 - STEM notebooks: Let’s get literal!

 

Description:

Discover ways to integrate the discussion in the past sessions to simple activities that will allow students to observe and collect data and inspire them in the scientific process while including some engineering design challenges.  

Additional discussions for 4th - 8th grade educators:

Test your observation skills and see how NASA instruments compare to your data while understanding how we know what we know about our planet.

Next Generation Science Standards K-3

2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.

2-PS1-2. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.

K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time.

K-ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.

K-ESS3-2. Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.

K-PS3-1. Make observations to determine the effect of sunlight on Earth’s surface

3-ESS3-1. Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard

 

Next Generation Science Standards 4th-8th

4-PS3-1. Use evidence to construct an explanation relation the speed of an object to the energy of that object

MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.

  

K-2-ETSI Engineering Design

3-5-ETSI Engineering Design

MS-ETSI Engineering Design

 Future Sessions (please stay tuned!)

3:45 PM – 5:00 PM EST

K-3 Educators

4-8 Educators

All About Clouds: from water drops to rainbows

March 5, 2014

Mar 26, 2014

Rain, rain, go away

Is it weather or climate?

Mar 6, 2014

Mar 27, 2014

The known unknowns

Using patterns for predictions

Mar 10, 2014

Mar 31, 2014

STEM Notebooks

Let’s get literal!

Mar 11, 2014

Apr 1, 2014

 

 

Marilé Colón Robles is currently a NASA Educator Professional Development Specialist at NASA Langley Research Center. She creates and teaches professional development workshops for pre-service and in-service teachers as well as informal educators all over the country, delivering these opportunities in both English and Spanish. Marilé began her career with NASA in 2010 as an Informal Educator where she curated and developed content for the Hispanic Education Initiative’s bilingual website, organized and hosted teacher professional development workshops, museum events, and STEM summer camps. She has also developed interactive STEM games and taught virtual lessons in Spanish to K-12 classrooms all over the country through NASA’s Digital Learning Network. Prior to joining NASA, Marilé was a graduate research assistant examining interactions between clouds and aerosols and their impact on Earth’s energy balance while earning her graduate degree in Atmospheric Sciences at the University of Illinois at Urbana-Champaign.