Satellite Image Analysis on Land Use in the Arlington,VA -Washington D.C. Area

by Sister Marie Dianne, Bishop O'Connell High School
[ "Bands" Activity            "Composite" Activity ]

[ Aerial Photo of Bishop O'Connell High School from GlobeXplorer, Vargis]

Subject/ Grade Level: Grade 9-12 Earth and Space Integrated Science

Purpose: To use remote sensing, geographic information systems (GIS),  in-situ measurements, and modeling to investigate Human Impact on Near-surface Atmosphere

State/ National Education Standards and Benchmarks Addressed by this Lesson:

VA Standards Of Learnings : ES.12 :"Energy in the earth system"

National Science Education Standards: 9-12: "Energy in the earth system"

Benchmarks : Grades 9 through 12:" A system in equilibrium"

Abstract: Students will be introduced to Remote Sensing Imaging of Thermal Data in order to investigate whether growing amounts of Impervious Surfaces in the Baltimore-Washington D.C. area are causing an increase in local atmospheric temperatures.

Background

Preparation

Procedure

References

5E Lesson Model

Identify Objectives:Scientific Principles

Identify a Real-World Problem: Engagement to Extension

Exploration: Design Investigation & Collect Data

Explanation 1: Develop Question Series

Explanation 2: Modify Misconceptions

Evaluation: Scoring Tools

National Science Education Standards: 9-12                              Top?

http://www.nap.edu/readingroom/books/nses/html/6e.html#csd912
 [by National Science Foundation, the U.S. Department of Education, the National Aeronautics and Space Administration, the National Institutes of Health, and a National Academy of Sciences.]

CONTENT STANDARD D: As a result of their activities in grades 9-12, all students should develop an  understanding of  Energy in the earth system

     GUIDE TO THE CONTENT STANDARD  Fundamental concepts and principles that underlie this standard include  ENERGY IN THE EARTH SYSTEM

          "Earth systems have internal and external sources of energy, both of which create heat. The sun is the major external source of energy. Two primary sources of internal energy are the decay of radioactive isotopes and the gravitational energy from the earth's original formation.

          The outward transfer of earth's internal heat drives convection circulation in the mantle that propels the plates comprising earth's surface across the face of the globe. [ See content Standard B (grades 9-12) ]

          Heating of earth's surface and atmosphere by the sun drives convection within the atmosphere and oceans, producing winds and ocean currents.

Global climate is determined by energy transfer from the sun at and near the earth's surface. This energy transfer is influenced by dynamic processes such as cloud cover and the earth's rotation, and static conditions such as the position of mountain ranges and oceans. "                                 Top?

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Virginia Science Standards of Learning: http://www.pen.k12.va.us/go/Sols/science.html#EarthScience

             [Source: Science Standards of Learning for Virginia Public Schools: Board of Education               Commonwealth of Virginia:  Richmond, Virginia  23216-2120 ( June 1995)]

ES.12  The student will investigate and understand the origin and evolution of the atmosphere and the interrelationship of geologic processes, biologic processes, and human activities on its composition and dynamics.
Key concepts include
       * scientific evidence for atmospheric changes over geologic  time;
       * current theories related to the effects of early life on  the chemical makeup of the
atmosphere;
       * comparison of the Earth's atmosphere to that of other planets;
       * atmospheric regulation mechanisms; and
       * potential atmospheric compositional changes due to human, biologic, and geologic activity

N.B. While investigating whether “heat islands” impact near-surface temperature, students will use the scientific processes recommended in ES.1 (student-created experiments measuring near-surface temperature), ES.2 (using scientific reasoning, analysis, and logic), and ES.3 (read and interpret maps, globes, models, charts, and imagery).                               Top?
 

Benchmarks  http://www.project2061.org/tools/benchol/bolframe.htm

Source: Benchmarks online: Grades 9 through 12 A system in equilibrium
“ By the end of the 12th grade, students should know that
     A system in equilibrium may return to the same state of equilibrium if the disturbances it experiences are small. But large disturbances may cause it to escape that equilibrium and eventually settle into some other state of equilibrium.
     Along with the theory of atoms, the concept of the conservation of matter led to revolutionary advances in chemical science. The concept of conservation of energy is at the heart of advances in fields as diverse as the study of nuclear particles and the study of the origin of the universe.
     Things can change in detail but remain the same in general (the players change, but the team remains; cells are replaced, but the organism remains). Sometimes counterbalancing changes are necessary for a thing to retain its essential constancy in the presence of changing  conditions.
     Graphs and equations are useful (and often equivalent) ways for depicting and analyzing patterns of change.
     In many physical, biological, and social systems, changes in one direction tend to produce opposing (but somewhat delayed) influences, leading to repetitive cycles of behavior.
In evolutionary change, the present arises from the materials and forms of the past, more or less gradually, and in ways that can be explained.”                                    Top?

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