Brief Description

How is satellite technology used to increase our understanding of the earth? What information is collected from satellite images? Who uses this information? After viewing a variety of online satellite images, students will be able to respond intelligently to each of these questions. During this lesson, students will participate in large and small group activities, use the Internet, read, write, and use higher level thinking skills.

Standards and Frameworks

Technology Standards

1T-P1. Use the appropriate technology device to complete a task

2T-P2. Analyze advantages and disadvantages of widespread use and reliance on technology in the workplace and in society as a whole

4T-P1. Routinely and efficiently use online information resources to meet needs for collaboration and communications

•  Science 1-3 (PO 1) Interpret data that show a variety of possible relationships between variables
•  Science 1-4 (PO 3) Communicate results clearly and logically
•  Science 2-1 (PO 3) Analyze how specific changes in science have affected society

Academic and Technologcial

As a result of analyzing Internet primary source materials (in the form of online satellite images of the earth), students will describe the uses of satellites and remote sensing as a source of scientific information. This will be evidenced in writing by students who score at least a level 3 on a 4-point rubric. Technological

• Students should be familiar with using the Internet.

Projector or TV converter device to project Internet images on a screen large enough for all students to see

Computer lab with Internet access

Copies of the Satellite Web Launch Page (add hyperlink to underlined section)

Red, green, and blue pencils or markers

Most of the images for this activity come from the Earth Observatory’s New Images page. New images are added on an ongoing basis. There are over 150 pages of satellite images available.

Parts 1, 2, and 4 can be completed in the classroom. One computer with  Internet access is needed. A projector or TV conversion device need to be attached to the computer to project the satellite images onto a screen that the entire class can view.

For Part 3, each pair of students will need a computer with Internet access. If students will be using the school’s computer lab, make sure to reserve it in advance and review procedures for its use with students.

Before beginning this activity, preview the Internet materials students will use. Depending on the student population, it may be necessary to pre-teach some of the vocabulary that students will encounter.

Part 1: Large group discussion (20-30 minutes)
1. Tell students that they are going to participate in an activity where they look at a variety of images of the earth. Their task will be to analyze the images and develop a list of ways that images like these might be useful.

2. Using a projector or a TV conversion device, show students the image of Africa. For this first image, they do not need to be familiar with remote sensing or satellites. The purpose of the first image is to introduce students to the type of images they will be viewing, to discuss prior knowledge, and to model the process students will be using in this activity.

3. Ask students what predictions they can make as a result of observing the image. After they make a prediction, ask them for supporting evidence. What is in the image that led to the prediction? Examples will vary depending on students’ backgrounds. The following chart provides some examples. If students have difficulties making predictions, several examples can be modeled. Additionally, students can be asked to focus in on specific parts of the picture to help them generate ideas.
 
 

A. What predictions can be made as a result of observing this image?	B. What evidence from the image supports each idea in Column A?
1. It’s Africa.    2. The middle of the land mass gets most of the rain.    3. The surrounding ocean has varying depths.  4. The ocean floor is not flat.	1. The shape, the presence of what looks like Madagascar  2. The concentration of green in the center of the land mass  3. Different shades of blue  4. It looks like there are underwater islands east of Madagascar.

4. After the image of Africa has been discussed, ask students how this image might have been made. Possible responses could include airplanes, computers, the space shuttle, satellites, etc. Responses will vary depending on students’ backgrounds. Tell students that the images they will view during this activity were made with data collected by satellites. This is a good place to make sure that students know what a satellite is. The collection of data by satellites is referred to as remote sensing. Before telling students what remote sensing is, have them think about the term in parts. What does remote mean? What does sensing mean? At this point, students should have a general understanding of what satellites are and what remote sensing is. Tell students that all of the images they view in this activity were made as a result of remote sensing by satellites. Several examples of satellites and their missions can be viewed as reinforcement.

Part 2: Practice with a partner/small group (20-30 minutes)
5. Divide students into pairs or small groups. Show them the Image of North America. With their group members, students should view the image and follow the same procedure as in part 1, step 3. Groups should record their predictions and evidence from the image on a sheet of paper. Tell students they will be expected to share their predictions and evidence with the class. The following chart provides some examples of ideas.
 
 

A. What predictions can be made as a result of observing this image?	B. What evidence from the image supports each idea in Column A?
1. The east gets more rain than the west.  2. The land in the west is more rugged.  3. There is snow in Western Canada.*  4. There are clouds in Western Canada.*  5. Water off the coast of Florida is shallow	1. The east is greener.  2. The shape of the land looks more varied in the west.  3. White spots  4. White spots  5. The turquoise color of the water surrounding Florida

6. After 5-10 minutes, have students share their predictions and evidence with the class. Each group should share at least one item on their list with the class.

*If students don’t comment on the white spots, bring their attention to them. Is it snow? Are they clouds? How might the difference between the two be determined on an image like this? Can data be interpreted in different ways?

7. Give each group a red, green, and blue pencil. Tell them that you are going to show them the same image of North America, but this one has been interpreted and contains information about the image (Image of North America with Information). Students should compare their lists to the information provided with the image. The information can be read to students or they can read it themselves. Point out that satellite names can look complex. The name is often connected to the way that the satellite collects data. Let students know that they should not be sidetracked by these names. The items on the students’ lists that are verified by the information on this web page should be underlined in green. Incorrect items should be underlined in red. These items should be corrected. The items that are not included on the web page should be underlined in blue. Have students discuss their results. Discussion items could include the following questions. Is an incorrect prediction a bad prediction? How might we verify whether or not the items underlined in blue are accurate? What purpose might an image like this serve? Who might use it? How could images like this impact the quality of life in a positive way? A negative way?

Part 3: Viewing images with a partner (50 minutes)
8. Pass out printed copies of the Satellite Web Launch Page (add hyperlink to underlined section) and red, green, and blue pencils. Have students look through the assignment, including the rubric at the end. Go over the steps listed in Part 1 of the Satellite Web Launch Page with students. Let students know that they are expected to achieve at least a Level 3 on the rubric. The online version of the Satellite Web Launch Page contains links that will take students directly to the images they will be viewing. They are to fill in their printed copy as they work through the online page. Students will share a computer with a partner for the first part of the web launch page. The second part of the web launch page can be done without a computer and should be completed individually. Students can access the Satellite Web Launch Page at:  http://www.amphi.com/~technology/standards/lessons/edtech/0304/bejarano3.doc

9. Monitor student progress as they are working with their partners.

10. Once students have viewed all of the images and completed Part 1, they should individually complete Part 2 of the Satellite Web Launch Page. This can be done in class or assigned as homework.

Part 4: Large group review (20-30 minutes)
11. After students have completed the Satellite Web Launch Page, the images should be reviewed and discussed as a large group. Show the images to the entire class using the projector or TV conversion device. (Alternatively, this discussion could take place after students complete Part 1 of the Satellite Web Launch Page, but before they complete the final individual section.)

Next step
After completing this activity, students will be familiar with some of the ways that satellite data is used. A next step would be to focus on how satellites collect data and how that data is interpreted. The following links provide information about satellite operation and remote sensing.
Short overview of remote sensing
Remote sensing (Once opening this page, the cursor must be placed on the remote sensing button to see the list of available remote sensing links.)
Examples of satellites and their missions
Remote Sensing in History
 

The rubric at the end of the Satellite Web Launch Page is used to assess student performance.
 

Teacher Name: Carrie Bejarano
Site: Amphitheater High School
Date Submitted: July 2004