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By NASA
One of the challenges many teachers face year after year is a sense of working alone. Despite the constant interaction with students many questions often linger: Did the lesson stick? Will students carry this knowledge with them? Will it shape how they see and engage with the world? What can be easy to overlook is that teaching does not happen in isolation. Each classroom, or any other educational setting, is part of a much larger journey that learners travel. This journey extends through a network of educators, where each experience can build on the last. These interconnected networks, known as Connected Learning Ecosystems (CLEs), exist wherever learning happens. At their core, CLEs are the collective of people who contribute to a young person’s growth and education over time.
Educators at the August 2025 Connected Learning Ecosystems Gathering in Orono, ME engaged in discussion around using NASA data in their learning contexts. Recognizing this, NASA’s Science Activation Program launched the Learning Ecosystems Northeast (LENE) project to strengthen and connect regional educator networks across Maine and the broader Northeast. With a shared focus on Science, Technology, Engineering, and Mathematics (STEM), LENE brings together teachers, librarians, 4-H mentors, land trust educators, and many others committed to expanding scientific understanding, deepening data literacy, and preparing youth to navigate a changing planet. To support this work, LENE hosts biannual Connected Learning Ecosystem Gatherings. These multi-day events bring educators together to share progress, celebrate achievements, and plan future collaborations. More than networking, these gatherings reinforce the collective impact educators have, ensuring that their efforts resonate far beyond individual classrooms and enrich the lives of the learners they guide.
“I am inspired by the GMRI staff and participants. I never expected to get to do climate resilience-related work in my current job as a children’s librarian. I am excited to do meaningful and impactful work with what I gain from being part of this the LENE community. This was a very well-run event! Thank you to all!” -anonymous
This year’s Gathering took place August 12 and 13, 2025, in Orono, ME at the University of Maine (a LENE project partner). Nearly 70 educators from across the northeast came together for two amazingly energized days of connection, learning, and future planning. While each event is special, this summer’s Gathering was even more remarkable due to the fact that for, the first time, each workshop was led by an established LENE educator. Either by self-nomination or request from leadership (requiring little convincing), every learning experience shared over the conference days was guided by the thoughtful investigation and real life application of LENE Project Partners, CLE Lead Educators, and community collaborators.
Brian Fitzgerald and Jackie Bellefontaine from the Mount Washington Observatory in New Hampshire, a LENE Project Partner, led the group through a hands-on activity using NASA data and local examples to observe extreme weather. Librarian Kara Reiman guided everyone through the creation and use of a newly established Severe Weather Disaster Prep Kit, including games and tools to manage climate anxiety. Katrina Heimbach, a long time CLE constituent from Western Maine taught how to interpret local data using a creative and fun weaving technique. Because of the established relationship between Learning Ecosystems Northeast and the University of Maine, attendees to the Gathering were able to experience a guided tour through the Advanced Structures and Composites Center and one of its creations, the BioHome3D – the world’s first 3D printed house made entirely with forest-derived, recyclable materials.
Two full days of teachers leading teachers left the entire group feeling energized and encouraged, connected, and centered. The increased confidence in their practices gained by sustained support from their peers allowed these educators to step up and share – embodying the role of Subject Matter Expert. Seeing their colleagues take center stage makes it easier for other educators to envision themselves in similar roles and provides clear guidance on how to take those steps themselves. One educator shared their thoughts following the experience:
“This was my first time attending the LENE conference, and I was immediately welcomed and made to feel ‘part of it all’. I made connections with many of the educators who were present, as well as the LENE staff and facilitators. I hope to connect with my new CLE mates in the near future!” Another participant reported, “I am inspired by the … staff and participants. I never expected to get to do climate resilience-related work in my current job as a children’s librarian. I am excited to do meaningful and impactful work with what I gain from being part of the LENE community. This was a very well-run event! Thank you to all!”
Even with the backing of regional groups, many educators, especially those in rural communities, still struggle with a sense of isolation. The biannual gatherings play an important role in countering that, highlighting the fact that this work is unfolding across the state. Through Connected Learning Ecosystems, educators are able to build and reinforce networks that help close the gaps created by distance and geography.
These Gatherings are part of ongoing programming organized by Learning Ecosystems Northeast, based at the Gulf of Maine Research Institute, that fosters peer communities across the Northeast, through which teachers, librarians, and out-of-school educators can collaborate to expand opportunities for youth to engage in data-driven investigations and integrate in- and out-of-school learning. Learn more about Learning Ecosystems Northeast’s efforts to empower the next generation of environmental stewards: https://www.learningecosystemsnortheast.org.
The Learning Ecosystems Northeast project is supported by NASA under cooperative agreement award number NNX16AB94A and is part of NASA’s Science Activation Portfolio. Learn more about how Science Activation connects NASA science experts, real content, and experiences with community leaders to do science in ways that activate minds and promote deeper understanding of our world and beyond: https://science.nasa.gov/learn/about-science-activation/.
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Last Updated Sep 15, 2025 Related Terms
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By NASA
Earth (ESD) Earth Explore Explore Earth Home Agriculture Air Quality Climate Change Freshwater Life on Earth Severe Storms Snow and Ice The Global Ocean Science at Work Earth Science at Work Technology and Innovation Powering Business Multimedia Image Collections Videos Data For Researchers About Us 5 Min Read NASA Data, Trainings Help Uruguay Navigate Drought
Uruguay’s Paso Severino Reservoir, the primary water source for Montevideo, on June 13, 2023, captured by Landsat 9. Credits:
NASA Earth Observatory/ Wanmei Liang Lee esta historia en español aquí.
NASA satellite data and trainings helped Uruguay create a drought-response tool that its National Water Authority now uses to monitor reservoirs and guide emergency decisions. A similar approach could be applied in the United States and other countries around the world.
From 2018 to 2023, Uruguay experienced its worst drought in nearly a century. The capital city of Montevideo, home to nearly 2 million people, was especially hard hit. By mid-2023, Paso Severino, the largest reservoir and primary water source for Montevideo, had dropped to just 1.7% of its capacity. As water levels declined, government leaders declared an emergency. They began identifying backup supplies and asked: Was there water left in other upstream reservoirs — mainly used for livestock and irrigation — that could help?
That’s when environmental engineer Tiago Pohren and his colleagues at the National Water Authority (DINAGUA – Ministry of Environment) turned to NASA data and trainings to build an online tool that could help answer that question and improve monitoring of the nation’s reservoirs.
“Satellite data can inform everything from irrigation scheduling in the Great Plains to water quality management in the Chesapeake Bay,” said Erin Urquhart, manager of the water resources program at NASA Headquarters in Washington. “NASA provides the reliable data needed to respond to water crises anywhere in the world.”
Learning to Detect Water from Space
The DINAGUA team learned about NASA resources during a 2022 workshop in Buenos Aires, organized by the Interagency Science and Applications Team (ISAT). Led by NASA, the U.S. Army Corps of Engineers, and the U.S. Department of State, the workshop focused on developing tools to help manage water in the La Plata River Basin, which spans multiple South American countries including Uruguay.
At the workshop, researchers from NASA introduced participants to methods for measuring water resources from space. NASA’s Applied Remote Sensing (ARSET) program also provided a primer on remote sensing principles.
DINAGUA team supervisor Jose Rodolfo Valles León asks a question during a 2022 workshop in Buenos Aires. Other members of the Uruguay delegation — Florencia Hastings, Vanessa Erasun Rodríguez de Líma, Vanessa Ferreira, and Teresa Sastre (current Director of DINAGUA) — sit in the row behind. Organization of American States “NASA doesn’t just deliver data,” said John Bolten, NASA’s lead scientist for ISAT and chief of the Hydrological Sciences Laboratory at NASA’s Goddard Space Flight Center in Greenbelt, Maryland. “We collaborate with our partners and local experts to translate the data into information that is useful, usable, and relevant. That kind of coordination is what makes NASA’s water programs so effective on the ground, at home and around the world.”
The DINAGUA team brought ideas and provided guidelines to Pohren for a tool that applies Landsat and Sentinel satellite imagery to detect changes in Uruguay’s reservoirs. Landsat, a joint NASA-U.S. Geological Survey mission, provides decades of satellite imagery to track changes in land and water. The Sentinel missions, a part of the European Commission managed Copernicus Earth Observation program and operated by ESA (the European Space Agency), provide complementary visible, infrared, and microwave imagery for surface water assessments.
From a young age, Pohren was familiar with water-related challenges, as floods repeatedly inundated his relatives’ homes in his hometown of Montenegro, Brazil. It was extra motivation for him as he scoured ARSET tutorials and taught himself to write computer code. The result was a monitoring tool capable of estimating the surface area of Uruguay’s reservoirs over time.
A screenshot of the reservoir monitoring tool shows the Paso Severino’s surface water coverage alongside time-series data tracking its variations. Tiago Pohren The tool draws on several techniques to differentiate the surface water extent of reservoirs. These techniques include three optical indicators derived from the Landsat 8 and Sentinel-2 satellites:
Normalized Difference Water Index, which highlights water by comparing how much green and near-infrared light is reflected. Water absorbs infrared light, so it stands out clearly from land. Modified Normalized Difference Water Index, which swaps near-infrared with shortwave infrared to improve the contrast and reduce errors when differentiating between water and built-up or vegetated areas. Automated Water Extraction Index, which combines four types of reflected light — green, near-infrared, and two shortwave infrared bands — to help separate water from shadows and other dark features. From Emergency Tool to Everyday Asset
In 2023, the DINAGUA team used Pohren’s tool to examine reservoirs located upstream from Montevideo’s drinking water intake. But the data told a tough story.
“There was water available in other reservoirs, but it was a very small amount compared to the water demand of the Montevideo metropolitan region,” Pohren said. Simulations showed that even if all of the water were released, most of it would not reach the water intake for Montevideo or the Paso Severino reservoir.
Despite this news, the analysis prevented actions that might have wasted important resources for maintaining productive activities in the upper basin, Pohren said. Then, in August 2023, rain began to refill Uruguay’s reservoirs, allowing the country to declare an end to the water crisis.
From right to left: Tiago Pohren, Vanessa Erasun, and Florencia Hastings at the second ISAT workshop in March 2024. Organization of American States Though the immediate water crisis has passed, the tool Pohren created will be useful in the future in Uruguay and around the world. During an ISAT workshop in 2024, he shared his tool with international water resources managers with the hope it could aid their own drought response efforts. And DINAGUA officials still use it to identify and monitor dams, irrigation reservoirs, and other water bodies in Uruguay.
Pohren continues to use NASA training and data to advance reservoir management. He’s currently exploring an ARSET training on how the Surface Water and Ocean Topography (SWOT) mission will further improve the system by allowing DINAGUA to directly measure the height of water in reservoirs. He is also following NASA’s new joint mission with ISRO (the Indian Space Research Organization) called NISAR, which launched on July 30. The NISAR satellite will provide radar data that detects changes in water extent, regardless of cloud cover or time of day. “If a drought happens again,” Pohren said, “with the tools that we have now, we will be much more prepared to understand what the conditions of the basin are and then make predictions.”
Environmental engineer Tiago Pohren conducts a field inspection on the Canelón Grande reservoir, the second-largest reservoir serving Montevideo, during the drought. Tiago Pohren By Melody Pederson, Rachel Jiang
The authors would like to thank Noelia Gonzalez, Perry Oddo, Denise Hill, and Delfina Iervolino for interview support as well as Jerry Weigel for connecting with Tiago about the tool’s development.
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Last Updated Sep 10, 2025 Related Terms
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By NASA
Students prepare their robots to enter Artemis Arena during NASA’s Lunabotics competition on May 20, 2025, at the Center for Space Education near the Kennedy Space Center Visitor Complex in Florida. NASA/Isaac Watson As college students across the country embark upon the academic year, NASA is giving them something else to look forward to – the agency’s 2026 Lunabotics Challenge. Teams interested in participating can submit their applications and supporting materials through NASA’s Stem Gateway portal beginning Monday, Sept. 8.
Key dates and challenge details are available in the 2026 Lunabotics Challenge Guidebook. Once all applications and supporting materials are received and evaluated, NASA will notify the selected teams to begin the challenge.
Student teams participating in this year’s challenge will create robots capable of building berms out of lunar regolith – the loose, fragmental material on the Moon’s surface. Structures like these will be important during lunar missions as blast protection during lunar landings and launches, shading for cryogenic propellant tank farms, radiation shielding around nuclear power plants, and other uses critical to future Moon missions.
“We are excited to continue the Lunabotics competition for universities as NASA develops new Moon to Mars technologies for the Artemis program,” said Robert Mueller, senior technologist at NASA, as well as co-founder and chief judge of the Lunabotics competition. “Excavating and moving regolith is a fundamental need to build infrastructure on the Moon and Mars and this competition creates 21st century skills in the future workforce.”
An in-person qualifying event will be held May 12-17, 2026, at the University of Central Florida’s Space Institute’s Exolith Lab in Orlando. From this round, the top 10 teams will be invited to bring their robots to the final competition on May 19-21, at the Kennedy Space Center Visitor Complex’s Artemis Arena in Florida, which has an area filled with a lunar regolith simulant. The team scoring the most points will receive the Lunabotics Grand Prize and participate in an exhibition-style event at NASA Kennedy.
By encouraging innovative construction techniques and assessing student designs and data the same way it does its own prototypes, NASA casts a wider net to find innovative solutions to challenges inherent in future Artemis missions, like developing future lunar excavators, in-situ resource utilization capabilities, and living on the Moon or Mars. With its multidisciplinary approach, Lunabotics also serves as a workforce pipeline, with teams gaining valuable hands-on experience in computer coding, engineering, manufacturing, fabricating, and other crucial skills, while also receiving technical expertise in space technology development.
NASA’s Lunabotics Challenge, held annually since 2010, is one of several Artemis Student Challenges. The two-semester competition provides U.S. college and technical school teams an opportunity to design, build, and operate a prototype lunar robot using NASA systems engineering processes. Competitions help NASA get innovative design and operational data, reduce risks, and cultivate new ideas needed to return to the Moon under the Artemis campaign to prepare for human exploration of Mars.
To learn more about Lunabotics, visit:
https://www.nasa.gov/learning-resources/lunabotics-challenge/
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By NASA
This competition provides a hands-on opportunity for participants to gain critical skills in engineering, computing, electronics, and more that will be required for America’s technical workforce. If you are in sixth to 12th-grade at a U.S. public, private, or charter school – including those in U.S. territories – your challenge is to team up with your schoolmates and develop a science or technology experiment idea for one of the following NASA TechRise flight vehicles:
Suborbital-Spaceship with approximately 3 minutes of microgravity. High-Altitude Balloon with approximately 4 to 8 hours of flight time at 70,000 to 95,000 feet and exposure to Earth’s atmosphere, high-altitude radiation, and perspective views of our planet. Award: $1,500 each to 60 winning teams
Open Date: September 4, 2025
Close Date: November 3, 2025
For more information, visit: https://www.futureengineers.org/nasatechrise
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By NASA
The next era of lunar exploration demands a new kind of wheel – one that can sprint across razor-sharp regolith, shrug off extremely cold nights, and keep a rover rolling day after lunar day. The Rock and Roll with NASA Challenge seeks that breakthrough. If you can imagine a lightweight, compliant wheel that stays tough at higher speeds while carrying lots of cargo, your ideas could set the pace for surface missions to follow. For this phased Challenge, Phase 1 rewards the best concepts and analyses, Phase 2 funds prototypes, and Phase 3 puts the best wheels through a live obstacle course simulating the lunar terrain. Along the way, you’ll receive feedback from NASA mobility engineers and the chance to see your hardware pushed to its limits. In Phase 3, to prove concepts, NASA is using MicroChariot, a nimble, 45 kg test rover that will test the best designs from Phase 1 & Phase 2 at the Johnson Space Center Rockyard in Houston, Texas. Whether you’re a student team, a garage inventor, or a seasoned aerospace firm, this is your opportunity to rewrite the playbook of planetary mobility and leave tread marks on the future of exploration. Follow the challenge, assemble your crew, and roll out a solution that takes humanity back to the Moon.
Award: $155,000 in total prizes
Open Date: Phase 1 – August 28, 2025; Phase 2 – January 2026; Phase 3 – May 2026
Close Date: Phase 1 – November 4, 2025; Phase 2 – April 2026; Phase 3 – June 2026
For more information, visit: https://www.herox.com/NASARockandRoll
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