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Informal Education Activities

We have developed a series of informal games to use at events that can quickly engage visitors to a NASA booth. These games are to be printed using a large format printer and then mounted to a piece of foam core. Assembly instructions and information about the game pieces are available for each game. The games can be placed on a table-top using an easel or can even be placed flat on the table so that smaller children can easily reach the pieces. The information file for each provides background info and suggested spiels for game facilitators and staffers. The Go-Green Game

Please contact Jessica Taylor,
if you have any questions about the games or suggestions for improvements.
Each link given below will open its target document in a new window.
Dependent upon connection speed, some of the larger files may take several minutes to download.

1. Air We Breathe

The Air We Breathe is a picture book designed to introduce Earth’s atmosphereand its importance to life on Earth. It also introduces how the addition of newgases contributes to changing the quality of air we breathe.With an understanding of how our atmosphere works, we will begin to understandhow our activities may be contributing to some of those changes in air quality.This game aligns with the National Standards for Science that state thatkindergarten through fourth grade should begin understanding properties of earthmaterials, changes in earth and sky, as well as objects in the sky.

How to Play
Read through the Air We Breathe narrative on the story board with the student,and every time you stop at a blank, ask the student to choose which picture would be best to finish the sentence.Download the files:

  1. Information about the game: “Download” [PDF]
  2. Background to print and mount on foam core: “Download” [PDF]
  3. Game pieces: “Download” [PDF]
  4. Assembly instructions: “Download” [PDF]

2. Cloud Memory

According to the American Association for the Advancement of Science Benchmarksfor Climate Literacy, section 4-b, by the end of fifth grade, students shouldunderstand how to clouds form. The National Science Education Standards (Content Standard D)maintains that as a result of their activities in grades K-4, all students should developan understanding of properties of earth materials, objects in the sky, and changes inearth and sky. Clouds are one of those objects of study, and being able to identifynot just their properties, but also their names. This game lets students test their memory,while learning to recognize cloud names and characteristics in a fun way.

How to Play
Mix up all pictures of clouds, and attach them to the board face down.Ask the student to select two cards at a time, and if they are a pair,the student can remove the cards from the board. If they do not match,ask the student to remember the cloud types and they look like, put them back,and pick up another two cards. Repeat until all of the cards have been removed from the board.Download the files:

  1. Information about the game: “Download” [PDF]
  2. Background artwork to print and mount on foam core: “Download” [PDF]
  3. Game pieces: “Download” [PDF]
  4. Assembly instructions: “Download” [PDF]

3. Go Green

Making environmentally friendly decisions can be far reaching; recycling can preventtrash dumps from expanding, and carpooling can reduce the amount of carbon in theatmosphere. These lessons are encouraged in Science in Personal and Social PerspectivesContent Standard F of the National Science Education Standards, and in the AmericanAssociation for the Advancement of Science Benchmarks for Climate Literacy Section 7-Bon Global Interdependence, which suggest introducing care for the environment to studentsas young as kindergarten through second grade. This game reinforces that students canmake “green” decisions, and that each decision, no matter how small, does make a difference.

How to Play (Original Version with green on the background)
Attach all of the game pieces to their corresponding photos on the board.Ask the student to look at each pair of pictures and decide which picture representsa more “green” decision. They remove their “green” choice from the board.If it’s the right answer, the photo behind will be shaded in green; the lessgreen option is shown in black and white. Watch out because the green image canpeak through if the pieces aren’t lined up just right.

How to Play (Updated Version)
We have also provided a blank background and additional game pieces.This background can be used with all of the game pieces and the facilitator willjust indicate which answer is the right answer. Another option would be to put asticker or star on the back of the right answer so that guests will be able toturn the piece over and know when they have chosen the right answer.

Download the files:

    1. Information about the game: “Download” [PDF]
    2. Background artwork to print and mount on foam core: “Download” [PDF – 45MB]
    3. Game pieces: “Download” [PDF]
    4. Assembly instructions: “Download” [PDF]
    5. Version 2 – additional game pieces: “Download” [PDF – 33MB]

  1. Version 2 – blank background artwork: [WILL BE AVAILABLE SOON]

4. Weather Versus Climate

Weather and climate are among the most dynamic and complex systems on Earth,systems in which humans are not just affected, but also play a role.The National Research Council’s Committee on Science Education Standards andAssessment and the American Association for the Advancement of Science Benchmarksfor Climate Literacy, section 4-b suggest that students begin learning how tolog weather and identify patterns in climate as soon as early elementary school.One of the foundational concepts in this area of Earth science is understandingthe difference between weather and climate, and this interactive game providesserves as a vehicle for educators, both formal and informal, to introduce thedifferences between weather and climate.

How to Play
Divide images into color-coded sets and work through each set one at a time.Have the students decide which image represents weather and which represents climate,and attach to the board under the appropriate category.

Download the files:

  1. Information about the game: “Download” [PDF]
  2. Background artwork to print and mount on foam core: “Download” [PDF]
  3. Game pieces: “Download” [PDF]
  4. Assembly instructions: “Download” [PDF]

5. Snapshots of Earth
NASA has the unique ability to view Earth from space, from satellites and thespace shuttle to the International Space Station (ISS). Beginning with the Mercurymissions in the early 1960s, astronauts have taken more than 700,000 photographsof Earth. Today, the ISS continues NASA’s tradition of Earth observation from human-tended spacecraft.The ISS provides an excellent stage for observing most populated areas of the world.Satellite instruments make beautiful images of our home planet as well.NASA hosts a fleet of nearly 13 Earth-observing satellites and numerous instrumentsto monitor Earth’s surface and atmosphere. The images in this game convey the thrilling perspective of Earth that can be captured only from beyond our planet’s atmosphere.To enjoy more images of Earth from space, visit or

How to Play

Place all of the photos/images on the table face up (velcro side toward the table).Have the student read the captions on the board and choose the best image to match each caption.We used printable labels on the velcro side as a hint to help the game facilitator know the right answer.A lot of students will turn the cards over and accidentally see this hint, so these labels can be omitted if you prefer.

Download the files:

  1. Background artwork to print and mount on foam core:“Download” [PDF]
  2. Game pieces: “Download” [PDF]

Resource Links for Teachers

Resource Links for Kids



  • CAPABLE/CRAVE Full Site Photo from left to right site enclosures: 1196A NASA LaRC, MPLnet, Virginia DEQ
    CAPABLE/CRAVE Full Site Photo from left to right site enclosures: 1196A NASA LaRC, MPLnet, Virginia DEQ

  • NASA LaRC NAST-I and HU ASSIST side-by-side for intercomparison
    NASA LaRC NAST-I and HU ASSIST side-by-side for intercomparison

  • Virginia DEQ, NASA and Penn State-NATIVE Enclosures (from right to left)
    Virginia DEQ, NASA and Penn State-NATIVE Enclosures (from right to left)

  • Ozone-sonde away.
    Ozone-sonde away.
  • About to lift.
    About to lift.
PurpleAir PA-II-SD Air Quality Sensor
Laser Particle Counters
Type (2) PMS5003
Range of measurement 0.3, 0.5, 1.0, 2.5, 5.0, & 10 μm
Counting efficiency 50% at 0.3μm & 98% at ≥0.5μm
Effective range
(PM2.5 standard)*
0 to 500 μg/m³
Maximum range (PM2.5 standard)* ≥1000 μg/m³
Maximum consistency error (PM2.5 standard) ±10% at 100 to 500μg/m³ & ±10μg/m³ at 0 to 100μg/m³
Standard Volume 0.1 Litre
Single response time ≤1 second
Total response time ≤10 seconds
Pressure, Temperature, & Humidity Sensor
Type BME280
Temperature range -40°F to 185°F (-40°C to 85°C)
Pressure range 300 to 1100 hPa
Humidity Response time (τ63%): 1 s
Accuracy tolerance: ±3% RH
Hysteresis: ≤2% RH

Pandora capabilities










Total Column O3, NO2, HCHO, SO2, H2O, BrO

0.01 DU

0.1 DU



Virginia Department of Environment Quality in-situ instrumentation






Thermo Scientific 42C (Molybdenum converter)

60 s

NO and NOx

50 pptv


Teledyne API 200EU w/ photolytic converter
(EPA) PI-Szykman

20 s


50 pptv


Thermo Scientific 49C (VADEQ)

20 s


1 ppbv


Thermo Scientific 48i (VADEQ)

60 s


40 ppbv


Thermo Scientific 43i (VADEQ)

80 s


0.2 ppbv


Thermo Scientific 1400AB TEOM (VADEQ)

600 s

PM2.5 (continuous)


1 3%

Thermo Scientific Partisol Plus 2025 (VADEQ)

24 hr

PM2.5 (filter-based FRM)- 1/3 days



Large area view.
Latitude: 37.1038
Longitude: -76.3872
Elevation: 3 m Above sea level
Scenes: urban, marsh, bay, river and farm.


  • The inner red circle is a 20km CERES foot print centered on the BSRN-LRC site.
  • The pink circle represents a possible tangential 20km foot print.
  • The middle red circle represents the area in which a 20km foot print could fall and still see the site.
  • Yellow is a sample 40 deg off nadir foot print.
  • The outer red circle is the region which would be seen by a possible 40 deg off nadir foot print.
The BSRN-LRC sun tracker at the NASA Langley Research Center on a snowy day (02/20/2015) The BSRN-LRC sun tracker at the NASA Langley Research Center on a snowy day (02/20/2015)
CAPABLE-BSRN Google Site Location Image

Team Satellite Sensor G/L Dates Number of obs Phase angle range (°)
CMA FY-3C MERSI LEO 2013-2014 9 [43 57]
CMA FY-2D VISSR GEO 2007-2014
CMA FY-2E VISSR GEO 2010-2014
CMA FY-2F VISSR GEO 2012-2014
JMA MTSAT-2 IMAGER GEO 2010-2013 62 [-138,147]
JMA GMS5 VISSR GEO 1995-2003 50 [-94,96]
JMA Himawari-8 AHI GEO 2014- -
EUMETSAT MSG1 SEVIRI GEO 2003-2014 380/43 [-150,152]
EUMETSAT MSG2 SEVIRI GEO 2006-2014 312/54 [-147,150]
EUMETSAT MSG3 SEVIRI GEO 2013-2014 45/7 [-144,143]
EUMETSAT MET7 MVIRI GEO 1998-2014 128 [-147,144]
CNES Pleiades-1A PHR LEO 2012 10 [+/-40]
CNES Pleiades-1B PHR LEO 2013-2014 10 [+/-40]
NASA-MODIS Terra MODIS LEO 2000-2014 136 [54,56]
NASA-MODIS Aqua MODIS LEO 2002-2014 117 [-54,-56]
NASA-VIIRS NPP VIIRS LEO 2012-2014 20 [50,52]
NASA-OBPG SeaStar SeaWiFS LEO 1997-2010 204 (<10, [27-66])
NASA/USGS Landsat-8 OLI LEO 2013-2014 3 [-7]
NOAA-STAR NPP VIIRS LEO 2011-2014 19 [-52,-50]
NOAA GOES-10 IMAGER GEO 1998-2006 33 [-66, 81]
NOAA GOES-11 IMAGER GEO 2006-2007 10 [-62, 57]
NOAA GOES-12 IMAGER GEO 2003-2010 49 [-83, 66]
NOAA GOES-15 IMAGER GEO 2012-2013 28 [-52, 69]
VITO Proba-V VGT-P LEO 2013-2014 25 [-7]
KMA COMS MI GEO 2010-2014 60
AIST Terra ASTER LEO 1999-2014 1 -27.7
ISRO OceanSat2 OCM-2 LEO 2009-2014 2

The NASA Prediction Of Worldwide Energy Resources (POWER) Project improves the accessibility and usage NASA Earth Observations (EO) supporting community research in three focus areas: 1) renewable energy development, 2) building energy efficiency, and 3) agroclimatology applications. The latest POWER version enhances its distribution systems to provide the latest NASA EO source data, be more resilient, support users more effectively, and provide data more efficiently. The update will include hourly-based source Analysis Ready Data (ARD), in addition to enhanced daily, monthly, annual, and climatology ARD. The daily time-series now spans 40 years for meteorology available from 1981 and solar-based parameters start in 1984. The hourly source data are from Clouds and the Earth's Radiant Energy System (CERES) and Global Modeling and Assimilation Office (GMAO), spanning 20 years from 2001.

The newly available hourly data will provide users the ARD needed to model the energy performance of building systems, providing information directly amenable to decision support tools introducing the industry standard EPW (EnergyPlus Weather file). One of POWER’s partners, Natural Resource Canada’s RETScreen™, will be simultaneously releasing a new version of its software, which will have integrated POWER hourly and daily ARD products. For our agroclimatology users, the ICASA (International Consortium for Agricultural Systems Applications standards) format for the crop modelers has been modernized.

POWER is releasing new user-defined analytic capabilities, including custom climatologies and climatological-based reports for parameter anomalies, ASHRAE® compatible climate design condition statistics, and building climate zones. The ARD and climate analytics will be readily accessible through POWER's integrated services suite, including the Data Access Viewer (DAV). The DAV has been improved to incorporate updated parameter groupings, new analytical capabilities, and the new data formats. Updated methodology documentation and usage tutorials, as well as application developer specific pages, allow users to access to POWER Data efficiently.

+Visit the POWER Program Site to Learn More.