1. Product Title:  

2. Date Submitted (month-day-year):

3. Is this a Re-Submission?

Yes

No

Previous Review Date If Yes: (month-day-year)

If this is a re-submission, before completing this form, please email john_ensworth@strategies.org a description of the specific, point-by-point, revisions that have been made based on the earlier review, and any other changes that were incorporated into the product.

4. Description: Provide an abstract no longer than 200 words. This description may be used in NASA publications and other references to describe this product. If there is more than one piece to the product it should be described here (i.e., video and teacher’s guidebook).  

5. Contact Person: Provide the name of the person who can answer any questions and should receive the review results.
Name:  
Role: Author Contact Contributor Editor Principal Investigator Publisher
Title:  
Organization:  
Street Address:  
Street Address 2:
City:  
State:  
Zip Code:  
Country:  
Email:  
Phone:  
Fax:

6. Product Creator: Provide contact information for the person or organization responsible for developing the product.
Name:  
Role: Author Contact Contributor Editor Principal Investigator Publisher
Title:  
Organization:  
Street Address:  
Street Address 2:
City:  
State:  
Zip Code:  
Country:  
Email:  
Phone:  
Fax:

7. URL: Provide the URL that links directly to the resource, as well as additional URL(s) to information about ordering, receiving, or purchasing the resource.
URL 1:
URL 2:

8. Copyright Status
8a. Is there any copyright restriction?

Yes

No

8b. Is the product free and clear for general use?

Yes

No

8c. Is the product free and clear for general distribution by NASA?

Yes

No

8d. If any restrictions exist, please provide comments on conditions (e.g., "may be used in an educational setting as long as credit to NASA is given").

Yes

No

8e. Additional Comments:

9. Cost and Inventory:
9a. Is there a cost to purchase this product?

Yes

No

9b. Amount:

9c. Describe how to order the product:
 

10. Supporting/Funding Partners:
Identify and briefly describe any non-NASA support (e.g., funding, resources) for developing this product.

11. Additional Information:
Provide any additional information that you feel could be useful in the evaluation of this product. For example, how would this resource be used in the classroom (e.g., to introduce a topic, at the end of a unit), is it intended to be distributed with other education resources? Is this material part of a series or set of education resources?

12. Publication Date: (month-day-year)

13. Publication Number:
13a. Does this product have a NASA Publication Number?

Yes

No

13b. If yes, what is the NASA Publication Number:

13c. If it does not have a NASA Publication Number, do you want one assigned?

Yes

No

14. Availability:
14a. How will this product be made available to target audiences/distributed if it passes review? Describe your plan for distribution.


14b. As a result of this review, some products will be recommended for distribution through NASA earth science teacher workshops and considered for use with the NASA Explorer Schools. Please identify the quantity (number) of copies of this product that you would be able to commit to NASA space science Teacher workshops/NASA Explorer Schools during 2005-2006, if this product is selected for workshop distribution.

15. Physical Format (select from list):

Audio Cassette	Magnet
Audio CD	Multimedia Exhibits
Audio DVD	Permanent Exhibit
BetaCam videotape	Ruler
Book or Booklet	Slides 35mm
Bookmark	Traveling Exhibit
Brochure or Pamphlet	Traveling Trunk
CD ROM (enter PC or Mac below)	VHS videotape
DVD	Wallsheet or Poster
Fact sheet	Web Site (type URL below)
Lithograph	Other

Other (e.g. PDF, picture, chart, java applet or software DVD -- Operating System (i.e.; Mac, PC, Unix, etc.):

16. Learning Resource Type: Select all the Learning Resource Types that apply to your product. Check all that apply. This information is independent of the format of the product. These are the pieces that are a part of the product.

17. Provide a description of how this product has been tested and evaluated during the product development phase with the intended audience. Address how data, if any, was collected and analyzed.

Include how it was reviewed and who has reviewed this product for scientific accuracy and educational use. Describe any changes that have occurred in product development as a result of this testing.
 

18b. Secondary Topic: You may select up to 8 Secondary Topics (from the list above) that this product addresses.

19. Keywords
Use keywords to list subjects or topics that are not included above. You may enter up to 8 keywords describing the resource:

20. Technical Requirements
Please check all that apply. Most products fall into the first category. All printed physical product fall into the first category.

General: No specific technical requirements: The resource needs any browser to work and no other requirements.

Other: More specific technical requirements: In order for the resource to work, it needs something that is not on this list

Unknown: Technical information not easily determined: You do not know or can not determine the technical information for the resource.

Browser: Internet Explorer: The Microsoft Internet Explorer browser is specifically required to make the resource work properly.

Browser: Netscape: The Netscape browser is specifically required to make the resource work properly.

Operating system: Microsoft Windows: The resource needs this operating system in order to function, generally for PC type computers.

Operating system: Macintosh: The resource needs this operating system in order to function, generally for Mac type computers

Operating system: UNIX: The resource needs this operating system in order to function, generally for UNIX workstations.

Operating system: PC DOS: The DOS operating system is specifically required to make the resource function, generally on PC type computers.

Software or plug in: Adobe Acrobat reader: Required to make the resource work properly for the following file formats: .pdf.

Software or plug in: ArcView: The geographic program ArcView is required to make the resource work properly.

Software or plug in: Cosmoplayer: Required to make the resource work properly.

Software or plug in: Excel: The Microsoft spreadsheet program of Excel is required to make the resource work properly.

Software or plug in: Flash player: Required to make the resource work properly.

Software or plug in: Java: Java is required either in the browser or as a separate program in order to make the resource work.

Software or plug in: NIH image: The NIH image software is required to make the resource work properly.

Software or plug in: Platform emulation software: Software that is required to make a PC act like a Mac or a Mac act like a PC.

Software or plug in: QuickTime: Required to make the resource work properly. File formats may include: .mov

Software or plug in: Real player: Required to make the resource work properly. File formats may include: .rm, .rp

Software or plug in: Shockwave player: An animated gif player required to make the resource work.

If specific version is required please list:

21. 508 Compliance Certification -- Section 508 of the Rehabilitation Act requires Federal agencies to make their electronic and information technology accessible to people with disabilities. This requirement covers learning resources that are web-based, video, and multimedia.

Developers must certify that electronic/information technology products are 508 compliant and describe how they have determined compliance (e.g., passed the Bobby utility report, closed captioning is provided, etc.). See http://www.section508.gov/ for more information.

Closed Captions - Please note that Section 508 compliance requires that all video must include closed captioning for the hearing impaired. This includes video on videotape, CD/DVD, or WWW sites. If closed captioning isn't provided, full text transcription should be provided.

508 Compliance Certification:  

Yes

No

N/A

How was 508 compliance determined?:


If the product is not currently 508 compliant, what are your plans to meet 508 regulations?:

22. NASA Sponsoring Office: Please identify the NASA sponsoring office for this product (e.g., NASA Center/Code):
 

23. How does this product meet NASA Education Program Operating Principles?

NASA has established Education Program Operating Principles to ensure alignment of all education programs and resources with the 2003 NASA Strategic Plan, to ensure adherence to NASA value transformation principles, and to promote excellence. The six principles by which every NASA-sponsored education program or activity is both developed and assessed are outlined in Table 1. If an operating principle is not applicable to this particular product, please indicate "N/A."
Table 1. Six NASA Education Program Operating Principles

Criteria	Description
25a. Content	Programs/products are directly tied to or make direct use of NASA content, people or facilities to involve students and/or the public in NASA science, technology, engineering, or mathematics. This principle clearly defines "as only NASA can" by focusing on the content themes that govern the work of each of the enterprises.
25b. Customer Focused	Programs/products are used to respond to needs identified by the education community, a customer or customer group. Connection to national and/or state standards at the elementary and secondary level is evident. At the higher education level, opportunities exist for institutions to develop scientific and technical capability that contribute to NASA research and development.
25c. Pipeline	Workforce-related programs/products make a demonstrable contribution to attracting diverse students to NASA careers in science, technology, engineering, or mathematics through program articulation. Students have an opportunity to remain engaged with NASA throughout their academic career.
25d. Diversity	Programs/products reach identified targeted groups. Promotes careers in STEM with underrepresented/underserved groups, and the opportunity to participate in NASA pre-employment scientific and technical programs.
25e. Evaluation	Programs/products have goals expressed in an objective, quantifiable, and measurable form and provide for a periodic evaluation by internal and external sources.
25f. Partnership/ Sustainability	Programs/products achieve high leverage and sustainability through intrinsic design or the involvement of appropriate local, regional, or national partners in the design, development, and dissemination. Such partnerships allow for NASA's unique contribution while reflecting the importance of others' contributions to overall success and customer needs.

Audience and Level

In the following sections (Formal Education Audiences and Informal Education Audiences) you will enter the audience and grade levels for this resource. Audiences that are identified should be very specific. Don't fall into the trap of assuming that a resource could be used for audiences for which it was not designed.

This information will be used by the reviewers to determine whether the product is appropriate for the intended audience.

Formal Education Audiences

Formal Education Products are resources and materials developed for use in a formal classroom setting or instruction, as part of a school program, activity, or assignment. This includes all levels of formal education, including elementary and secondary, home schooling, as well as post-secondary instruction. Formal education products also include resources that can be used to supplement existing education products or curriculum.

Formal education resources include teachers' guides, student activity books, teacher/educator training materials, posters, fact sheets, slide sets, videos, etc.

26. Is this product targeted for a formal education audience?

Yes

No

If yes, fill out questions 24 a-d below. If no, skip to question 25.

24a. Audience: Identify the typical kind of learner(s) or audience for whom the material is intended.

Students

Administrators

Teachers (Precollege) School Librarians

College/University Instructors Other Education Professionals

Curriculum Developers Adult Education Students

Curriculum Supervisors

Other:

24b. Education Level -- Identify the specific, primary level(s) for which this product was designed. Don't fall into the trap of assuming that a product could be used for grade levels for which it was not designed. Only in rare cases will you have a single resource that is truly broad-based, for example, material that can be used for a K-12 range.

Primary Elementary (K-2)

Intermediate Elementary (Grades 3-5)

Middle School (Grades 6-8)

High School (Grades 9-12)

Undergraduate lower division (13 -14)

Undergraduate Upper division (15 -16)

Graduate - Professional

Other: Please identify

24c. Category:

Curriculum/Instructional -- In general, NASA curriculum/instructional materials are intended to support standards-based education (including science, mathematics, geography, and technology standards) and to supplement existing curricula. These products were developed for use in a formal classroom setting or instruction, as part of a school program, activity, or assignment. This includes all levels of formal education, including elementary and secondary, as well as post-secondary instruction (e.g., community college or undergraduate). Examples are instructional modules, teachers' guides with learning activities, student activity books, online courses, etc.

Educational Resources -- These that can be used with curriculum materials or as resources for instructors/instruction. These include fact sheets, lithographs, posters w/activities, video/audio tapes, and WWW sites. This category also includes tools that could be used by curriculum/product developers to create new education products, such as: catalogs (e.g., images or video), software (e.g., tools to look at and analyze data or create learning materials), explained imagery, maps, video clips, scientific visualizations, etc.

Other: Please identify:

24d. National Education Standards (K-12 Curriculum/Instructional materials only) If this material is Curriculum/Instructional (used in a formal classroom setting or instruction, as part of a school program, activity, or assignment), please complete an Education Standards form indicating which standards (science, geography, mathematics, and/or technology) this product addresses. This form can be completed at: http://www.strategies.org/SMD_EarthScienceReview/standards2.aspx.

Has an Education Standards Form been completed for this product?:

Yes

No

N/A

Additional Submission Questions for Informal Education Products

Informal science education products are designed for learning outside the formal classroom experience. These include products and resources specifically designed for use through:

• Informal Learning Centers (museums, science centers, planetariums, zoos, aquariums, arboretums, botanical gardens, conservatories, etc.).
• Natural and Cultural History Sites (national parks, national wildlife refuges, national recreation areas, national forests, state parks, county parks, public and private nature centers, historical parks and monuments, archeological sites, etc.)
• Multiple Media (radio, T.V., documentary films and videos, , educational toys, internet, and various print media)
• Youth Groups (4-H, Scouts, Girls and Boys Clubs, Head Start, after-school programs, etc.)
• Community Groups (senior centers, civic organizations, Elderhostel, etc.)
• Libraries

Please use this category if this product has been specifically designed for use in the above informal science education venues. Products that are designed for public relations purposes (e.g., stickers, pins, mission patches, etc.) would not fit this category.

25. Is this product targeted for a informal education audience?

Yes

No

If yes, please answer questions 26 a-b. If no, skip to question 27

26a. Category: Please identify the appropriate category for your product.

Stand Alone Product An informal education product that can be used off-the-shelf in informal education settings, interpretive programs, exhibits, special events, etc. These are complete, stand-alone products such as teachers' guides, books, brochures, or documentaries. These are intended for the final public audience (as opposed to a background resource intended for use by an informal educator - see below).

Background Resource Background Resources are intended for use by informal educators. These include products that can be used to supplement or support existing, informal education products and/or for use in creating new products for informal education and/or interpretation. Background resources may include: fact sheets, lithographs, posters, video/audio tapes, WWW sites, remote-sensing imagery, catalogs (images, video, or audio clips), software, maps, writers guides, teachers guides, interpreters' guides, explained imagery, maps, movies, scientific visualizations, etc.

Other

Please identify:

26b. Audience: Identify the typical kind of learner(s) or audience for whom the product is intended.

General Public

Public at Informal Learning Center

Children/Youth (if Selected use chart below)

Public at Natural/Cultural History Site

Families

Library Patrons

Adults

Web Users

School groups

Public at special event

Age of Children/Youth: 4-6; 7-9; 10-12; 13-15; 16-18; Other:

Underserved audience (indicate targeted audience):

Description:

Informal Educators

Interpreters/Informal Educators at Informal Learning Centers

Interpreters/Informal Educators at Natural and Cultural History sites

Multiple Media Professionals

Youth Group Leaders

Community Group Leaders

Library Professionals

Other (identify):

27. Use this space to provide any additional information about this product that you believe reviewers should have (e.g. workshop plans, part of specific program/mission, part of a suite of products, part of an event like Earth Day, etc.).