Scenes from Jackie Prosser's fourth-grade classroom including a door poster commemorating Dorothy Vaughan, a poster with the words Dare Mighty Things glued to it, a yellow lab surrounded by NASA posters, and Miss Prosser with two other teachers all wearin

This fourth-grade teacher is finding creative ways to get her students back into the flow of classroom learning with the help of STEAM education resources from JPL.


Jackie Prosser is a fourth-grade teacher in Fairfield, California, finishing her second year as a classroom teacher. She is a recent graduate of the University of California, Riverside, where she simultaneously received her teaching credential and her master's in education. This was where I was fortunate enough to meet Miss Prosser, through a collaboration between the Education Office at NASA's Jet Propulsion Laboratory and UCR designed to help new teachers incorporate STEM into their future classrooms. She and her cohort immediately struck me as passionate future teachers already exploring unique ways to bring space science into their teaching.

But it's been a challenging transition for Miss Prosser and teachers like her who started their careers amid a pandemic. She began her student-teaching in person only to find that she would have to switch to teaching remotely just four months into the job. Now, she's back in the classroom but facing new challenges getting students up to speed academically while reacquainting them with the social aspects of in-person learning.

I caught up with her to find out how she's managing the transition and developing creative ways to support the individual needs of her students and, at the same time, incorporating science and art into her curriculum with the help of STEAM resources from the JPL Education Office.


What made you want to become an elementary school teacher?

Originally, I became a teacher because I love to see that moment of light when a concept finally clicks in a kid’s mind. I am still a teacher (even after the craziest two years ever) because every kid deserves someone to fight for them, and I know I can be that person for at least 32 kids a year.

I love to teach young kids especially for two reasons. The first is their honesty; no one will tell you exactly like it is like a nine-year-old will. The second is that I love the excitement kids have for learning at this age.

It has been a bumpy couple years, especially this past school year when it was unclear if we would be remote again or back in the classroom. How has it been coming back from remote learning?

Coming back from remote learning has been an incredible challenge, but we’ve come a long way since the beginning of the year. Students really struggled being back in a highly structured environment. It was very hard to balance meeting the individual needs of each student and getting them used to the structure and expectations of the classroom.

My fourth graders were online for the last part of second grade and a vast majority of third grade. This is when students really start to solve conflicts and regulate their emotions with less support from adults. I have seen a lot more problems with emotion regulation and conflict among my students this year than in years past.

There is a lot of pressure on teachers right now to make up for all the learning loss and for students being behind on grade-level standards. But I don’t think enough people talk about how much joy and social interaction they also lost during remote learning. Teachers are also feeling the pressure of that. I want to help my students be the very best versions of themselves and being happy and comfortable with themselves is a huge part of that.

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A student looks at a page from the NASA Solar System Exploration website. Image courtesy: Jackie Prosser | + Expand image

How do you structure your class to get students back in the flow of a school setting?

I use a lot of manipulatives in my math lessons and try to make their learning as hands-on as possible. I also teach math in small groups to be able to better meet the individual needs of my students. I have one group with me learning the lesson, one group doing their independent practice of the skill, and one group on their computers. Then, the students switch until each group has done each activity.

You’re a big fan of science and came to several JPL Education workshops while you were still in school yourself. Are there JPL Education resources that you have found particularly impactful for your students?

I have always loved teaching science. It is so often left behind or pushed aside. I think a lot of time that happens because teachers feel like they do not have enough background knowledge to teach high-quality science lessons or they think that the lessons will add to the already enormous workload teachers have. My district does not have an adopted or prescribed curriculum for teachers to follow, so we have a lot of freedom for when and how to make the time for STEAM.

The education resources [from NASA's Jet Propulsion Laboratory] have made it so easy for me to teach and get kids excited about science, and my kids absolutely love them. Our favorites always seem to be Make a Paper Mars Helicopter and Art and the Cosmic Connection.

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A student holds a paper Mars helicopter. Image courtesy: Jackie Prosser | + Expand image

I also am part of my district’s science pilot program. It has been so cool to be able to decide what curriculum to pilot and watch my students test it out and give feedback on their learning. Last year, I had the amazing opportunity to teach science for two elementary schools’ summer programs. My partner teacher and I got to create the curriculum for them, and we pulled a ton of lessons from the JPL Education website. It was by far the most fun I have ever had at a job.

Despite being a new teacher, you’ve already seen so much. How have you navigated the changing landscape?

I have an amazing network of teachers supporting me at every turn. My grade-level team and my friends from my credential program are some of the most amazing people and educators I have ever met. There is no way I would be able to get through the more difficult aspects of teaching without them.

I am also coaching the boys soccer team, directing the school’s "Lion King Jr." play, contributing to the science pilot program, and serving on the social committee for teachers and staff. I love using these different roles to make connections with not just my students, but also students from all grades.


Looking for ways to bring NASA STEM into your classroom or already have a great idea? The Education Office at NASA's Jet Propulsion Laboratory serves educators in the greater Los Angeles area. Contact us at education@jpl.nasa.gov.

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TAGS: Teachers, School, Remote School, Classroom, Instruction, K-12, Fourth Grade, STEAM, Science, Math, Art, UC Riverside, resources, lessons

  • Brandon Rodriguez
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Collage of student artwork from the classroom of teacher Lina Khosrovian

Teacher Lina Khosrovian in her classroom

Ms. Khosrovian teaches third grade at Stonehurst Magnet Elementary in Los Angeles County.

Lina Khosrovian is a first-year teacher at Stonehurst Magnet Elementary, a STEAM magnet school in Los Angeles County. She teaches third-grade students subjects including language arts, math, science and social studies. Ms. Khosrovian recently reached out about how she added her own creative spin to the JPL lesson Art and the Cosmic Connection to have it reflect her multidisciplinary classroom.

What inspires you to teach?

I am in my first year of teaching, and I could not be more driven and excited to teach my students about all the wonders of life. I am a learner myself, and I strive to discover new and moving ways to instill knowledge upon my students.

I consider myself extremely lucky to be teaching at Stonehurst, where we have a passion for teaching STEAM to our students. I especially appreciate the students’ enthusiasm for learning science.

What challenges do you face engaging or addressing the needs of your students?

I have found that the key to effectively and successfully teaching students is to teach what they admire, are curious or fascinated about or have an appreciation for. I always ask my students about their interests and what they would like to learn. This inspires my lessons and tends to each students’ individual interest in learning.

How did you incorporate a JPL Education lesson into your classroom?

Art and the Cosmic Connection Lesson from NASA/JPL Edu

Art and the Cosmic Connection

In this lesson for grades K-12, students use art to describe and recognize the geology on planetary surfaces.

Brandon Rodriguez, an educator professional development specialist at NASA’s Jet Propulsion Laboratory, visited our school and presented a lesson called Art and the Cosmic Connection.

After showing us images of planets, Mr. Rodriguez handed out paper, chalk, crayons and markers, and instructed us to draw our own imaginary planet. Listening to his awe-inspiring lecture, I began to think about the beautiful garden at our school and wondered how I could incorporate it into a similar activity with my students. I decided that I would have my students create their own planet inspired by the school garden.

First, my students and I began to learn about different planets together, discussing the possible history of each unique world. We conversed and wrote about our theories. Then each student drew and wrote about their own, imaginary planet. Some students drew icy planets and said that the ice had melted when the planet was close to the Sun. Other students explained that the uniqueness of their planet was due to the presence of life and water.

With our knowledge, ideas and imagination, we grabbed paper bags to collect soil, sticks, hay, leaves, rocks and other natural items from the garden. Back in the classroom, each student began to construct 3-D versions of their drawings with the materials they collected. Their work was beautifully presented, with soil representing land, leaves representing life, blue paint representing water, and mixtures representing unknown and unique creations – plus some silver paint to make it all more “cosmic.”

How did it help you meet your objectives? How did students react to the lesson?

This lesson allowed my students to engage with the world around them and understand that planets have a uniqueness and a history that is quite remarkable. The lesson gave students a chance to discover more about their own planet and express their connection to it.

I sincerely value the JPL Education lessons, activities and resources, as they are quite beneficial to teachers. Each activity and lesson provides the opportunity for students to learn and wonder. And when you’re inspired to wonder, the possibilities are endless – and so is the fun!


Looking for ways to bring NASA STEM into your classroom or already have a great idea? The Education Office at NASA's Jet Propulsion Laboratory serves educators in the greater Los Angeles area. Contact us at education@jpl.nasa.gov.

TAGS: Art, Language Arts, Earth Science, Classroom Activities, NASA in the Classroom

  • Brandon Rodriguez
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