Kids as Airborne Mission Scientists
Lesson plan overview: What is airborne remote sensing? FRAME INFORM EXPLORE TRY SUPPORT
Students are introduced to an airborne remote sensing mission while reading a mission request letter asking them to explore lava flows on the Kilauea volcano. Students are provided with information about expectations for the end product of the KaAMS unit. Students explore the meaning of remote sensing and aeronautics, ultimately developing a conceptual knowledge of how they relate to scientific explorations. Students develop their own definition of remote sensing, aeronautics, and aerospace as well as construct a rationale for using aircraft to conduct remote sensing missions. Support materials for the teacher including ideas to promote student reflection, sample answers to activities, and extension ideas.
Lesson context: This lesson plan provides an overall context for KaAMS. First, it provides
the students with an authentic and motivating problem to investigate. Second, it provides an explanation of the final project expectations for this series of lesson plans. Third, it prompts students to begin the process of exploring the overall problem by having them develop an understanding of key concepts in airborne remote sensing. Finally, it provides students with a framework for being scientists who "do" science rather than just learning about science.
Key science concepts:
Definition of aeronautics: science (or action) dealing with the operation of aircraft and flight vehicles within the planet's atmosphere Definition of remote sensing: acquisition of information about an object, without being in physical contact with that object Definition of airborne remote sensing: the use of aircraft to house remote sensing instruments during data collection missions
Links to teacher resources:
On-line remote sensing tutorial (http://www.ccrs.nrcan.gc.ca/ccrs/eduref/tutorial/tutore.html) On-line aeronautics textbook (http://wings.ucdavis.edu/) Information on Kilauea
(http://volcano.und.nodak.edu/vwdocs/volc_images/north_america/hawaii/kilauea.html)
Problems addressed in this lesson:
What is airborne remote sensing? What problem are we investigating? Why use airborne remote sensing as opposed to satellite remote sensing?
1
Activity bursts:
Review the mission request letter (See Mission Request Letter – this document) Explore information on remote sensing (http://www.ccrs.nrcan.gc.ca/ccrs/eduref/misc/rs_defne.html) Read Mark Twain's description of Hawaii (optional)
(http://marktwain.about.com/arts/marktwain/library/texts/bl_hawaii1873a.htm) Read Mark Twain's journey to Kilauea (optional) (http://www.volcano-hawaii.com/mark-twain.htm)
Links to other resources:
Lesson Teacher
Pictures of the earth http://earthobservatory.nasa.gov/Newsroom/ NewImages/Images/AS17-148-22721.jpg Mark Twain's letter about the Sandwich Islands (optional) http://marktwain.about.com/arts/marktwain/library / texts/bl_hawaii1873a.htm Mark Twain's letter about Kilauea volcano (optional) http://www.volcano-hawaii.com/mark-twain.htm
Student
Pictures of the earth http://earthobservatory.nasa.gov/Newsroom/ NewImages/Images/AS17-148-22721.jpg Mark Twain's letter about the Sandwich Islands (optional) http://marktwain.about.com/arts/marktwain/library / texts/bl_hawaii1873a.htm Mark Twain's letter about Kilauea volcano (optional) http://www.volcano-hawaii.com/mark-twain.htm Remotely sensed images http://nix.nasa.gov/nix.cgi Lesson plan on "What is remote sensing?" http://education.ssc.nasa.gov/ltp/LessonPlans/ WhatIs.htm Remote sensing: conventional definitions http://www.ccrs.nrcan.gc.ca/ccrs/eduref/misc/ rs_defne.html Remote sensing: unconventional definitions http://www.ccrs.nrcan.gc.ca/ccrs/eduref/misc/ rs_udefe.html
FRAME
INFORM Remotely sensed images
http://nix.nasa.gov/nix.cgi Lesson plan on "What is remote sensing?" http://education.ssc.nasa.gov/ltp/LessonPlans/ WhatIs.htm Remote sensing: conventional definitions http://www.ccrs.nrcan.gc.ca/ccrs/eduref/misc/ rs_defne.html
EXPLOR Remote sensing: unconventional definitions http://www.ccrs.nrcan.gc.ca/ccrs/eduref/misc/ E
rs_udefe.html
Online dictionary 1 for aerospace and astronautics Online dictionary 1 for aerospace and astronautics http://roland.lerc.nasa.gov/~dglover/dictionary// http://roland.lerc.nasa.gov/~dglover/dictionary// Online dictionary 2 for aeronautics http://www.harcourt.com/dictionary/def/2/5/8/1/ 258100.html Online dictionary 2 for aeronautics http://www.harcourt.com/dictionary/def/2/5/8/1/ 258100.html
2
Kids as Airborne Mission Scientists
What is airborne remote sensing?
Related subject area: science Overall problem: Where are the active lava flows on the Kilauea volcano? Relationship of problem in this lesson to overall problem: In order to understand how to use aeronautics and remote sensing instrumentation for scientific explorations students need to develop a common understanding of what aeronautics and remote sensing are and how scientists use them in their practices. During this lesson students will develop a conceptual definition of aeronautics and remote sensing and an explanation of how and why they can be used together to explore the world. Estimated time required: 2 to 3 class periods Student outcomes/objectives:
The student will define/explain the term "aeronautics." The student will define/explain the term "remote sensing." The student will construct a working definition of airborne remote sensing. The student will distinguish between airborne remote sensing and satellite remote sensing. The student will identify reasons for using airborne remote sensing as opposed to satellite remote sensing.
Prerequisite skills or knowledge:
Basic internet skills Basic reading and writing skills
Teacher preparation:
Print Student Journal /Activity sheets for these activities. Bookmark appropriate websites for students. It is highly recommended that teachers review the last lesson plan (Go Public) in the KaAMS series while preparing this lesson and share the final product assessment rubrics with their students. Time should be granted throughout KaAMS for students to build components of their final projects.
3
Kids as Airborne Mission Scientists
What is airborne remote sensing? (Continued)
Student reflection and assessment: Student reflection activity | Assessment Education standards supported by this lesson: National Science Education Standards | Project 2061 Benchmarks National Standards for School Mathematics | National Technology Standards | National Geography Standards Cross-curricular connections to National Education Standards for this lesson: math | technology | geography
4
Teacher activities FRAME the lesson by introducing the concept of airborne remote sensing and the problem for the unit. Show students a globe or picture of the earth. Ask students:
Student activities
Sample student responses:
TV/news reports Satellite images of the weather or land formations Information on the internet Yes, it can help with weather prediction, studying changes on the earth, e.g., volcanoes, earthquakes, etc. Yes, we can see changes in the earth. Yes, we can keep an eye on other countries, natural disasters such as forest fires, deserts, floods, etc. It takes time and is expensive to explore every area of interest in person. Sometimes we are not allowed or can't go to certain areas, e.g., inside a volcano, deep jungle, country borders, etc. We might need to see a wider view.
Are there ways to examine places and events on the earth without being there? If necessary, prompt students to think about weather reports on the news, or reports of occurrences in other cities or countries. Is it useful to be able to be able to examine events on the earth from other places? Why not just examine each region of interest on the earth in person? Why might it be necessary to study certain places on the surface of the earth from above?
Refer students to find the Mission request letter (ARS-1) in their journal. Prompt students to read the Mission request letter (ARS-1). (See Mission Request
Letter – this document below)
Student activity:
Circle terms they cannot define or do not understand Underline the major problem discussed in the letter
Read Mission request letter (ARS1) (See Mission Request Letter – this
document below)
Circled words may include: airborne, mission, Kilauea Underlined words: "locating the active lava flows on Kilauea."
5
Teacher activities Discuss their role as airborne mission scientists to locate active lava flows on the Kilauea volcano, one of the world's most active volcanoes. Ask which words in the letter are you having difficulty with? Ask what problem have you been requested to investigate? Inform students that they will be learning about one method for studying the earth, remote sensing, specifically airborne remote sensing. Students will actually be role playing scientists who use aeronautics and remote sensing to study the earth, but first you need to figure out what aeronautics and remote sensing are! Teacher note: Why would a scientist want to know where active lava flows are located? While the KaAMS scenario is plausible, it is fictitious. It is important to note that volcanologists are interested in the location of active lava flows because it provides them with information about the current activity of a volcano. At Kilauea, for example, although the eruption is essentially constant, there isn't always lava flowing on the surface. For months at a time the lava will be flowing in self-made lava tubes all the way from the vent to the ocean, and not seeing the light of day along the way except at rare skylights into the tube. Knowing the location of surface flows during such times informs the volcanologist that there has been a breakdown in the tube system, either due to a strong pulse of lava or to a blockage within the tube.
Student activities Sample student response:
Kilauea is surrounded by several communities and is an important tourist attraction, therefore is an important part of the economy on the big island of Hawaii. Knowledge about the location of active lava flows will allow the Parks and Forests Commission to provide tourists with information about where the volcano might be safely viewed. It could also provide valuable information that will allow plans for emergency evacuation routes to be revised in the event that surface flows extend into populated areas.
6
Teacher activities Optional lead in activities:
Student activities
Direct students to read the following passage written by Mark Twain about his Journey to Kilauea.
(http://www.volcano-hawaii.com/marktwain.htm) This should excite them
Optional student activity: Read Mark Twain's letters about the Sandwich Islands (Hawaii) to get a sense of what the climate is like in Hawaii and what it is like to climb to the top of an active volcano.
about volcanoes and peak their interest in studying them. Direct students to read the first four paragraphs of a letter
(http://marktwain.about.com/arts/marktwain/library/ texts/bl_hawaii1873a.htm) he wrote in 1873 for
the New York Tribune in the wake of the death of King Kamehameha V. It should give them a sense of where the Hawaiian Islands are located and a sense of the climate on the "big island" called Hawaii.
7
Teacher activities INFORM students of important concepts they will be exploring and the expected outcomes of this unit. Show remotely sensed images (http://nix.nasa.gov/nix.cgi). Note: Enter "remote sensing" and click search for a list of images to promote student interest in learning about remote sensing and aeronautics and how they are used by scientists. Teacher note: At this point it is appropriate to motivate students and prompt their thinking about the final project they will build during KaAMS. Describe what you have in mind for the KaAMS lessons and end products:
Student activities Student activity:
View images and begin to think about the concepts of remote sensing, aeronautics, and scientific explorations. Review final project rubrics
Students will work in groups and role play different types of airborne mission scientists while planning an airborne remote sensing mission ultimately gathering and analyzing real NASA remote sensing data. At the end of their scientific exploration students will develop a final product that describes the decision-making and problem solving they utilized as well as their findings. Briefly describe your expectations for the final product and distribute the project rubrics. Students will work in groups throughout the unit to create their final project.
8
Teacher activities Options for the final project may include: See Go Public lesson plan for further descriptions and rubrics.
Student activities
Create an electronic poster or website. Create a model. Write science reports. Develop a portfolio. Conduct a science fair on the project and findings. Conduct a science review meeting. Each student takes a role in describing the investigation and findings and a panel of teachers and scientists attend as guests to critique and inquire about the projects findings
9
Teacher activities EXPLORE concepts of remote sensing and aeronautics. Students explore the meaning of remote sensing and aeronautics ultimately developing a conceptual knowledge of how they relate to scientific exploration. Prompt students to explore the meaning and develop definitions for remote sensing and aeronautics:
Student activities
Student activity:
Explore information on remote sensing. conventional definitions
(http://www.ccrs.nrcan.gc.ca/ccrs/eduref/m isc/rs_defne.html) unconventional
definitions
(http://www.harcourt.com/dictionary/def/2/ 5/8/1/258100.html)
A lesson plan
(http://education.ssc.nasa.gov/ltp/LessonPl ans/WhatIs.htm) to have students
develop a working definition of remote sensing.
Aerospace/astronautics/aeronautics definitions activity
o
Define aerospace and astronautics using the online dictionary 1 for aerospace and astronautics.
(http://roland.lerc.nasa.gov/~dglover/dictio nary//)
Prompt students to develop a definition of aeronautics and compare it to the definition in the online dictionary 2 for aeronautics
(http://www.harcourt.com/dictionary/def/2/ 5/8/1/258100.html).
Define aerospace and astronautics – online dictionary 1 for aerospace and astronautics.
((http://roland.lerc.nasa.gov/~dglo ver/dictionary//))
o
Teacher resources:
Develop a definition of aeronautics from what you now know about aerospace and astronautics. Check your definition of aeronautics – online dictionary 2 for aeronautics.
((http://www.harcourt.com/diction ary/def/2/5/8/1/258100.html).)
On-line remote sensing tutorial
(http://www.ccrs.nrcan.gc.ca/ccrs/eduref/tu torial/tutore.html)
o
On-line aeronautics textbook
(http://wings.ucdavis.edu/)
Information on Kilauea
(http://volcano.und.nodak.edu/vwdocs/volc _images/north_america/hawaii/kilauea.htm l) from Volcano World: a web-
Record responses on Activity sheet: Defining the terms (ARS2). (See General information on remote
sensing this document)
based source of volcano information
General information on remote sensing (See General information on 10
Teacher activities
remote sensing this document)
Student activities
11
Teacher activities TRY applying their new knowledge on remote sensing and aeronautics. Direct students to develop their own definition of the following terms: See Activity sheet: Defining the terms (ARS-2). (See General information on remote
sensing this document)
Student activities
Student activity:
remote sensing aeronautics aerospace airborne remote sensing
Describe the terms remote sensing, aeronautics, aerospace, and airborne remote sensing either through writing descriptions, drawing and labeling pictures, creating a poster, or building a simple web page. See Activity sheet: Defining the terms (ARS-2). (See General
information on remote sensing this document)
Sample student responses:
Prompt students to include a list of reasons
(http://www.ccrs.nrcan.gc.ca/ccrs/eduref/tutorial/ch ap2/c2p1e.html) for using aircraft for remote
coverage of any part of the planet at any specific time collect very detailed images cost of aircraft is less than satellite or space remote sensing
sensing instead of satellites. Prompt students to share their definitions and lists with the class. State in the next class you will begin to explore what airborne mission scientists are and how they explore the world.
12
Student reflection activity: Prompt students to think about the following:
Final project: How will they prepare information along the way? Types of questions they would need to answer to address the overall problem. Kinds of approaches they might use to answer their questions.
Assessment:
Review the definitions developed by the students.
Ideas for math lesson connections
Students create a chart which shows the relative altitude (to scale) of sea level, Kilauea, typical prop plane cruising altitude, commercial jet cruising altitude, satellite orbital radius
Related National Education Math Standards
number and operations (http://standards.nctm.org/document/chapter6/numb.htm) geometry (http://standards.nctm.org/document/chapter6/geom.htm) measurement (http://standards.nctm.org/document/chapter6/meas.htm) representation (http://standards.nctm.org/document/chapter6/rep.htm)
Ideas for geography lesson connections
Students investigate the Hawaiian Islands. For example, the students might create a report describing the location, climate, history, culture, and geography of the island.
Related National Education Geography Standards
Places and Regions (#4) (http://www.ncge.org/publications/tutorial/standards/ee2/standard4.html)
13
Ideas for technology lesson connections
Word processing: Students create their own electronic journal for keeping notes on KaAMS project. Database: Students create a database of vocabulary words and terms they will learn throughout KaAMS. Graphics: Students create pictures of Hawaiian Islands, remote sensing missions, aeronautics. Presentation software: Students create a short presentation on their understanding of airborne remote sensing. Web development: Students begin to develop a web-site to report their progress and what they learn during the KaAMS project.
Related National Education Science Technology Standards
The Designed World (#17) (http://www.iteawww.org/TAA/Listing.htm)- Information and Communication
14
Mission request letter (ARS-1)
NASA Airborne Mission Science Division NASA Dryden Flight Research Center Edwards, California 93536 Dear airborne mission scientist, Our agency studies many types of natural hazards in the Pacific region including tsunamis, landslides, earthquakes, and volcanic eruptions. Kilauea, an erupting basaltic shield volcano on the island of Hawaii, has been continuously active since January, 1983. Since the beginning of the eruption, over 180 homes in many communities have been destroyed. In addition, the eruption has affected the island's road network. The main Chain of Craters Road linking the area near the top of Kilauea with the community of Kalepana has been covered by lava causing problems for the residents. Our agency constantly monitors Kilauea in a number of ways. We often utilize airborne image data to map the locations of recent lava flow deposits and, more importantly, the areas of the volcano where lava flows are currently active. We would like to request your help in locating active lava flows on Kilauea. The knowledge of their location will aid the Agency in providing information concerning the location and extent of lava flow activity and support the Agency's on-going effort to re-examine our emergency evacuation plans in the event of substantial eruptions. Thank you for your time and cooperation in this matter. I look forward to receiving your report after completing your study and data analysis. Sincerely,
Gary Kilulani
Gary Kilulani, Director Pacific Disaster Management Agency
15
General information on remote sensing
remote sensing – the acquisition of information about an object, without being in physical contact with that object. aeronautics – the science (or action) dealing with the operation of aircraft and flight vehicles that fly within a planet's atmosphere. astronautics – the science dealing with the operation of vehicles outside of a planet's atmosphere. aerospace – a newer term that combines the disciplines of astronautics and aeronautics. airborne remote sensing – the use of aircraft to house remote sensing instruments during data collection missions as opposed to housing remote sensing instruments on spacecraft or satellites. There are many reasons why remote sensing is used to study the environmental and climatic problems on the Earth.
Remote sensing can be used on either aircraft or satellites. KaAMS focuses on the use of airplanes to collect data using remote sensing. Remote sensing from aircraft has three primary uses: monitoring, diagnosing and understanding.
o
Monitoring involves collecting data over a period of time during which the conditions affecting the problem may change. This will give the scientists an idea of what may be causing the problem, which leads into the second use. Diagnosis. The data collected can be analyzed to determine what is causing the problem. Once this is known, the data will be used in further understanding the problem, which is the third primary use. Once scientists understand the problem, they can better treat it in the future.
o
o
There are many different kinds of remote sensors ranging from simple cameras to sophisticated digital equipment that sense different levels of heat, light, and gases. Consequently these sensors have a wide range of sizes and weights and utilize numerous methods of data communication and storage. Some remote sensors work best at certain altitudes or below certain speeds. Others may be limited to the best weather possible, and some can see through even the worst clouds and rain. All of these factors must be considered when choosing the most appropriate sensor. The data being used in the KaAMS project are airborne (as opposed to space borne) remote sensing data. With this in mind, it will be useful to understand the terms "aeronautics" and "remote sensing."
16