Live From...the Stratosphere

Professional Status (e.g. teacher, principal, Library Media Specialist, etc.)

School/Contact Address:

Phone:

Grade Level Taught:

1. Number of Classes who participated:
   1. Number of Students:
   2. Number of Teachers:
2. Check all subjects in which this project was used:

   General Science Biology

   Earth Sciences Physics

   Math Computers

   Language Social Studies

   Other If you answered Other:, please elaborate:

3. Was the project used as a "Team Teaching" activity? Yes No

4. Did your school/institution stage a special evening event (e.g. camp-in, "Star-Party", "Open-House") Yes No
5. Did your school/institution connect with local astronomers, science museums, planetarium, etc. to support your activities? Yes No
6. Please indicate yes or no to indicate your use of the various Project Components
   • Live videos Yes No
   • Teacher's Guide (print) Yes No
   • Other co-packaged print materials Yes No
   • On-line resources Yes No
   • Taped videos Yes No
   • NASA Space Based Astronomy Yes No
   • Hands-on "mini-kit" (poster, glasses) Yes No
   • 1-800 Hotline Yes No
7. Were you able to integrate this project with your teaching goals? Yes No

II. Video Components

1. Which program(s) did you and/or your students watch?
   • Science in the Stratosphere Yes No
   • The Jupiter Mission Yes No
   • Return to the Stratosphere Yes No
   • The Pre-Flight Briefing Yes No
   • Night Flight to the Stars Yes No
2. Please indicate by checking your source for the videos: PBS NASA-TV (NASA Select) Educational Network Videotape
3. How many lessons did you give before students viewed the videos
4. How many lessons did you spend on reflection/follow-up after the videos
5. On a scale where 1 is lowest and 4 is highest, please rate the importance of the videos to the project, and rate their quality
   • Live Programs - Importance - 4 - Very Important 3 2 1 - Not Important - Quality - 4 - High Quality 3 2 1 - Poor Quality
   • Taped Programs - Importance - 4 - Very Important 3 2 1 - Not Important - Quality - 4 - High Quality 3 2 1 - Poor Quality
6. Rate the importance of the Live aspect of the project - Importance - 4 - Very Important 3 2 1 - Not Important - Quality - 4 - High Quality 3 2 1 - Poor Quality
7. The distribution of "Science in the Stratosphere" as a teacher resource/training tape before the first live program designed for students, was an innovation:
   • Did you use it for your own background Yes No
   • Did you show excerpts to your classes Yes No
   • Was it worthwhile Yes No
8. Please describe the most important learning that your students gained from the video components?

III. Print Materials

1. Rate the importance and quality of the teacher's guide, "mini-kit", and co-packaged NASA publications:

   Live From the Stratosphere Teacher's Guide (overall) - Importance - 4 - Very Important 3 2 1 - Not Important - Quality - 4 - High Quality 3 2 1 - Low Quality

   Individual Guide Components

   Broadcast Information - Importance - 4 - Very Important 3 2 1 - Not Important - Quality - 4 - High Quality 3 2 1 - Low Quality

   How to use and electronic field trip - Importance - 4 - Very Important 3 2 1 - Not Important - Quality - 4 - High Quality 3 2 1 - Low Quality

   Program Overviews - Importance - 4 - Very Important 3 2 1 - Not Important - Quality - 4 - High Quality 3 2 1 - Low Quality

   Classroom Activities - Importance - 4 - Very Important 3 2 1 - Not Important - Quality - 4 - High Quality 3 2 1 - Low Quality

   Materials and Resource Lists - Importance - 4 - Very Important 3 2 1 - Not Important - Quality - 4 - High Quality 3 2 1 - Low Quality

   Researcher Biographies - Importance - 4 - Very Important 3 2 1 - Not Important - Quality - 4 - High Quality 3 2 1 - Low Quality

   Literary sidebars - Importance - 4 - Very Important 3 2 1 - Not Important - Quality - 4 - High Quality 3 2 1 - Low Quality

   "How to Get On-Line" - Importance - 4 - Very Important 3 2 1 - Not Important - Quality - 4 - High Quality 3 2 1 - Low Quality

   Interdisciplinary matrix and icons - Importance - 4 - Very Important 3 2 1 - Not Important - Quality - 4 - High Quality 3 2 1 - Low Quality

   Glossary - Importance - 4 - Very Important 3 2 1 - Not Important - Quality - 4 - High Quality 3 2 1 - Low Quality

   Co-packaged materials

   NASA Space Based Astronomy - Importance - 4 - Very Important 3 2 1 - Not Important - Quality - 4 - High Quality 3 2 1 - Low Quality

   NASA Ames: Kuiper Fact Sheet - Importance - 4 - Very Important 3 2 1 - Not Important - Quality - 4 - High Quality 3 2 1 - Low Quality

   Space Telescope Science Institute "Starcatcher" - Importance - 4 - Very Important 3 2 1 - Not Important - Quality - 4 - High Quality 3 2 1 - Low Quality

   Poster - Importance - 4 - Very Important 3 2 1 - Not Important - Quality - 4 - High Quality 3 2 1 - Low Quality

   Spectrum glasses - Importance - 4 - Very Important 3 2 1 - Not Important - Quality - 4 - High Quality 3 2 1 - Low Quality

   Diffraction grating - Importance - 4 - Very Important 3 2 1 - Not Important - Quality - 4 - High Quality 3 2 1 - Low Quality

   Heat sensitive paper/cardboard - Importance - 4 - Very Important 3 2 1 - Not Important - Quality - 4 - High Quality 3 2 1 - Low Quality

2. Which classroom activities did you work on with your students? Please list all used, by page number in the Guide:

3. Was there sufficient information to adapt the activities/material to the needs/grade level of your students? Yes No

4. Please describe the most important learning that your students gained from the Print and "mini-kit" materials:

IV. ON-LINE Components

1. Did you and/or your students use the On-line resources? Yes No

2. Please check all on-line formats used: E-Mail Gopher Web

3. How did you access the materials? NASA Quest NASA Spacelink PBS Online Other If you answered other, please elaborate:

4. On a scale where 1 is lowest and 4 is highest, please rate the importance of the On-line components, and rate their quality:

   Informational Resources

   Teacher's Guide - Importance - 4 - Very Important 3 2 1 - Not Important - Quality - 4 - High Quality 3 2 1 - Low Quality

   Guide in Spanish - Importance - 4 - Very Important 3 2 1 - Not Important - Quality - 4 - High Quality 3 2 1 - Low Quality

   LFS Updates (newsletter) - Importance - 4 - Very Important 3 2 1 - Not Important - Quality - 4 - High Quality 3 2 1 - Low Quality

   Interactive Opportunities

   Researcher Q&A (e-mail to and from the scientists) - Importance - 4 - Very Important 3 2 1 - Not Important - Quality - 4 - High Quality 3 2 1 - Low Quality

   Field Journals/Logs - Importance - 4 - Very Important 3 2 1 - Not Important - Quality - 4 - High Quality 3 2 1 - Low Quality

   Junior-LFS Field Journals/Logs - Importance - 4 - Very Important 3 2 1 - Not Important - Quality - 4 - High Quality 3 2 1 - Low Quality

   Discuss-LFS - Importance - 4 - Very Important 3 2 1 - Not Important - Quality - 4 - High Quality 3 2 1 - Low Quality

   On-line collaborative activities, (e.g. star counting) - Importance - 4 - Very Important 3 2 1 - Not Important - Quality - 4 - High Quality 3 2 1 - Low Quality

5. Did your students send questions to Researcher Q&A? Yes No

6. Did your students incorporate the results of their work with On-line materials in their own presentations/reports? Yes No

7. How would you rate the ease of use of the On-line materials? 4 - Very Hard 3 - Quite Hard 2 - Quite Easy 1 - Very Easy

8. Please describe the most important learning that your students gained from use of the On-line materials:

Student Learning

1. On a scale where 1 is Least Valuable and 4 is Most Valuable, please rate what kind of student learning resulted from the project:

   Factual Information

   Factual information about Astronomy 4 - Most Valuable 3 2 1 - Least Valuable

   Factual information about Aeronautics 4 - Most Valuable 3 2 1 - Least Valuable

   Factual information about Careers in Science 4 - Most Valuable 3 2 1 - Least Valuable

   Better understanding of basic scientific concepts 4 - Most Valuable 3 2 1 - Least Valuable

   Better understanding of the scientific process 4 - Most Valuable 3 2 1 - Least Valuable

   Attitudes

   Increased interest in Science and Technology 4 - Most Valuable 3 2 1 - Least Valuable

   Increased interest in Career in Science or Technology 4 - Most Valuable 3 2 1 - Least Valuable

   Increased appreciation for teamwork 4 - Most Valuable 3 2 1 - Least Valuable

   Increased sense of Connectedness across distance 4 - Most Valuable 3 2 1 - Least Valuable

   Skills

   Ability to use Computers and Telecommunications in schoolwork 4 - Most Valuable 3 2 1 - Least Valuable

   Ability to ask good questions and synthesize information 4 - Most Valuable 3 2 1 - Least Valuable

2. Please describe the most valuable learning outcome you saw in your students:

Future Passport to Knowledge Modules

1. If your students could take more electronic field trips, where would they most like to visit (indicate # of students)? Hubble Space Telescope

   Dinosaur Dig

   Amazon Rainforest

   Ocean Deep

   Mars

   Return to Antarctica

   Other

   If you answered Other, please elaborate:

2. What improvements can you suggest for future Passport to Knowledge Modules?

3. Other groups are offering electronic field trips at varying costs per school/student-how much would you/your school pay for a Passport to Knowledge project such as Live from the Stratosphere? Would/could not participate unless free/low-cost $50 $100 $150 $200 $300 more

Questions? Please contact Passport to Knowledge: fax (908) 277-9590 or e-mail ghs@passporttoknowledge.com




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