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National Aeronautics and Space Administration

Digital Learning Network

**Event Title:** Science Through ARts: Final Event

**Length:** 60 minutes

**Grade Levels:** 5--8, 9--12

**Focus Questions:**

What are the projects/stories/artwork created by STAR students as a
result of their journey into the cosmos?

How do the projects reflect the results of researching our place in the
universe, the benefits of exploring the universe, how the universe is
being explored today, and plans for future exploration of the universe?

**Description:** The Science Through ARts (STAR) final events are held
in May and June. During the events, students share their winning
stories/projects with NASA and other STAR participants. They also share
information on the school and region and the group of students
participating in STAR. Students outline their participation in STAR and
share self-evaluation information.

This activity is designed to:

-   To increase students\' knowledge of and interest in science.

-   To share the results of creative, cross-curricular collaborative
    activities.

-   To showcase students\' creations via videoconferencing and online in
    a global, multilingual website.

**Instructional Objectives:**

-   Students will each create at least one work of art reflecting what
    they have learned in this module.

**Pre-Conference Activities:** By the end of April, have all STAR
students complete their final projects, share them with each other, and
decide which projects to share in the STAR Final Event.

**Videoconference Activities:** Students will share their final
projects/stories with NASA and other participating STAR schools and
receive feedback. In addition, have your students:

-   Tell about your school and the students in their STAR group.

-   Tell about the activities involved in your students\' journey into
    the cosmos (hands-on activities, field trips, videoconferences,
    debates, email, etc.).

-   Share self-evaluation information.

**Post-Conference Activities:** Send electronic copies of your winning
stories or pictures of winning projects to NASA to be linked from our
Web site. Participants are encouraged to complete self-assessments and
furnish copies to NASA. A tool called "Four-Color Analysis"
(http://www.grc.nasa.gov/WWW/K-12/STAR/documents/4-Color%20Science%20-%204%20blocks.doc)
is recommended and provides a means of focus, guiding students in their
writing, while allowing for individual differences in style and
expression. "Four-Color Analysis---Science---Blocks"
(http://www.grc.nasa.gov/WWW/K-12/STAR/documents/4-Color%20Science%20-%204%20blocks.doc)
gives an overview of suggestions for evaluating the scientific process
followed "Four-Color Analysis---Science---Descriptions"
(http://www.grc.nasa.gov/WWW/K-12/STAR/documents/4-Color%20Science%20-%20descriptions.doc)
gives descriptions of each block. "Four-Color Analysis---Text---Blocks"
(http://www.grc.nasa.gov/WWW/K-12/STAR/documents/4-Color%20text%20-%204%20blocks.doc)
gives an overview of suggestions for evaluating the original text.
"Four-Color Analysis---Text---Descriptions"
(http://www.grc.nasa.gov/WWW/K-12/STAR/documents/4-Color%20text%20-%20descriptions.doc)
gives descriptions of each block. Self-assessments will also be posted
from the NASA Web site.

**National Standards:**

**[Science Standards]{.underline}**

**Science as Inquiry**

Abilities necessary to do scientific inquiry

**Physical Science**

Motions and forces (5--12)

**Earth and Space Science**

Earth in the solar system (5--8)

Origin and evolution of the universe (9--12)

**Science and Technology**

Understanding about science and technology

**[Technology Standards]{.underline}**

**Basic Operations and Concepts**

Proficiency in use of technology.

**Social, Ethical, And Human Issues**

Responsible use of technology systems, information, and software.

**Technology Productivity Tools**

Productivity tools to collaborate in constructing technology-informed
models, preparing publications, and producing other creative works

**Technology Communications Tools**

Telecommunications to collaborate publish and interact with peers,
experts, and other audiences

**Lesson Plan/Activities URL:**
http://www.grc.nasa.gov/WWW/K-12/STAR/Cosmos

**Office of Education**

**Interim Approval**

**Self-Compliance Checklist**

Submitter Name: Ruth Petersen

Submitter Phone: 216--433--9714

Submitter Email: ruth.petersen@grc.nasa.gov\
Product Name: Digital Learning Network Event called Science Through
ARts: Final Event

**[Received approval through the CMR process]{.underline}**

Education Material has received concept approval by the Communications
Materials Review (CMR) Process.

-   Yes

> []{.mark}No

**[A. Quality and Appropriateness]{.underline}**

*The product has a clear educational purpose, uses effective
instructional practices and is appropriate for the intended audience.*

> []{.mark}Materials emphasize effective instructional practices

-   Active student participation

-   Students revise prior knowledge and draw connections between prior
    knowledge and new concepts

-   Process skills are used to develop scientific inquiry

> []{.mark}Appropriate, Complete, and Effectively Presented for
> Targeted Audience

-   Information is appropriate for intended audience

-   Material is engaging, stimulating, and/or entertaining

-   Provides real-world applications of NASA science

-   Effectively and well written

-   Includes resources and safety information

> []{.mark}Materials meet science, geography, mathematics or technology
> education standards

-   Content is aligned to National standards in the appropriate field(s)

-   Identifies only standards that are the focus of the material

-   Content and standards match

**[B. Partnerships/Sustainability]{.underline}**

*Products achieve high leverage and/or sustainability through intrinsic
design or the involvement of appropriate local, regional, and/or
national partners in their design, development, and dissemination.*

> []{.mark} The materials took advantage of appropriate partnerships
> within and/or outside of NASA.

-   Partners and their contribution are clearly identified.

-   Effectively leverages off of other partners, within and outside of
    NASA.

-   Replicable in educational settings.

> []{.mark}The projected shelf life is appropriately defined and the
> product is sustainable beyond initial NASA funding.

-   What is the suggested shelf life?
    \_\_\_[12/25/2011]{.underline}\_\_\_\_

**[C. Evaluation/Assessment]{.underline}**

*Appropriate evaluation tools have been designed and contain all
necessary information*[.]{.underline}

> []{.mark}Materials present opportunities to develop fundamental
> understandings of key scientific concepts, principles, theories, and
> laws.

-   Encourage development of scientific perspective

-   Develops an understanding of science as a human endeavor

-   Develops student understanding of issues facing society

-   Develops an understanding of science and technology

-   Provides opportunities to nurture scientific reasoning

-   Promotes fundamental understandings within NASA content disciplines.

> []{.mark}Materials promote student assessment.

-   Complete and appropriate assessments provided.

-   Assesses students prior knowledge

-   Assessment is correlated with learning objectives.

**[D. Content]{.underline}**

*Products reflect scientific process and make direct use of NASA
content, people or facilities "As only NASA can."*

> []{.mark} Information presented is accurate.

-   Technically accurate and up to date

-   Does not perpetuate misconceptions

-   Instructions/explanations are understandable by intended audience.

-   Good/relevant references provided

> []{.mark}The product is based on scientific and technical activities,
> and education goals and objectives that demonstrate scientific
> research "As only NASA can."

-   Uses NASA-unique content

-   Makes connections between NASA content and educational concepts.

-   Supports NASA Education Goals and Objectives to inspire and motivate
    students to pursue STEM careers relevant to NASA

**[E. Pipeline]{.underline}**

*Products make a demonstrable contribution to attracting diverse
populations to careers in science, technology, engineering, and
mathematics (STEM).*

> []{.mark}Provides information on science, technology, engineering,
> and mathematics (STEM) careers.

-   Engages students in activities that promote STEM subjects or careers

-   Provides career information

-   Designed for diverse populations

**[F. Diversity]{.underline}**

*Products contribute to the involvement, broad understanding, and/or
training of underserved and/or underutilized groups in science and
technology.*

> []{.mark}Conformance with Federal Regulations

-   Web sites, videos, software, CD-ROMs, images, and animations meet
    508 requirements

    -   Conformance with Children\'s On-line Privacy Protection Act
        (COPPA)

> []{.mark}Customer Focused/ Diversity

-   Meets a need of the intended audience

-   Reached diverse audience

**[G. Design]{.underline}**

*Products utilize effective design features according to their format,
content, and intended audience.*

> []{.mark}The medium chosen is appropriate for the content presented

-   Visually attractive and maintains a consistent format

-   Engaging and easily conveys information

-   The design supports the content

> []{.mark}The resource is easy to use and free from technical
> difficulties.

-   [Non-technology based]{.underline}:

    -   Effective and stimulating design

    -   Language is appropriate for intended audience

    -   Visuals and audio/music are appropriate, clear, and support the
        content

    -   Provides ample space for written answers

    -   Typeface is legible

    -   Titles and headings are clear and appropriate

-   [Technology-based]{.underline}:

    -   Interface is easy to use

    -   Instructions are appropriate and clear

    -   User-friendly, free from technical difficulties

    -   On-line help is available where appropriate

    -   Specifies technical requirements

> []{.mark}Materials appropriately and effectively integrate learning
> technologies.