Mission Geography Investigations and ISS EarthKAM
Introduction
The purpose of this part of the GEOEarthKAM web site is to provide ISSEarthKAM teachers with more ways to use images to teach geography and science. Mission Geography is a curriculum support project that has produced materials for students in grades K-4, 5-8, and 9-12 linking NASA science with geography and other core subjects. Here are a selection of Mission Geography investigations with suggestions on ways to extend and link them through ISSEarthKAM images.
Using these inquiry-based lessons may better prepare your students to target and investigate locations.
Grades K-4 (appropriate for grades 5-6 in some cases)
Module 1, Investigation 3 What can satellites tell us about Earth?
Investigation Overview
Students learn to identify basic characteristics of satellite images. They demonstrate how satellite signals are connected to images and explore the ways in which different scientists use such images.
The investigation serves as an introduction to remote sensing. Remote sensing is the science of observing, identifying, and measuring objects and regions without direct contact. An aerial photo and a remotely sensed satellite image are two perspectives 'from above.'
Link to ISSEarthKAM
An ISSEarthKAM image is another perspective 'from above.' ISSEarthKAM images are taken by a camera located on the International Space Station, not from a satellite. After completing the Mission Geography investigation, to extend the activity in Log 5, ask students to examine these annotated ISSEarthKAM images <download PPT> and ask, 'Who might use this image and for what purpose?'
|
Image |
Answer |
|
STS099.ESC.05210443 |
Volcanologist |
|
STS076.ESC.07085457 |
Volcanologist |
|
STS099.ESC.05211135 |
Oceanographer |
|
STS099.ESC.02112916 |
Hydrologist |
|
ISS006.ESC2.099214049 |
Planetologist |
|
STS086.ESC.08150510 STS081.ESC.02020026 |
Planetologist |
|
STS099.ESC.02130147 |
Glaciologist |
|
STS099.ESC.07235649 |
Glaciologist |
|
STS089.ESC.00221803 |
Meterologist |
|
STS076.ESC.01034312 |
Meterologist |
Module 2, Investigation 1
Water, water almost everywhere: Why is Earth called the 'water planet'?
Investigation Overview
The presence of water in solid, liquid and gaseous forms is one of the primary factors that distinguishes Earth from its neighbors in the solar system. In this investigation, students use photographs and images as well as hands-on activities to compare the amounts of land and water on our planet.
NASA monitors
Earth from space to investigate human impact on the environment(erosion,
deforestation, water pollution, biomass burning), to monitor natural hazards
(volcanoes, hurricanes, floods), and to be able to make predictions related to
natural phenomena (weather, ENSO, climate change, Antarctic ice melt). This
includes observing the world ocean which plays a key role in the functioning of
Earth systems.
Link to ISSEarthKAM
Students have targeted many bodies of water and oceanic features, either on purpose or by accident. Observing ocean can be just as interesting and scientifically valid as observing land. After completing the activity in which students come to understand that about 70 percent of EarthÕs surface is ocean, use the ISS EarthKAM images <download PPT> to begin to observe ocean features as seen from space. These images can help students to see that landforms exist under the water as well as on land. What landforms exist in the ocean? Under the water? At the interface of land and ocean? What clues allow us to infer these landforms? (different colors of water) Can students observe human impacts on the oceans? Any ocean-based hazards? What natural phenomena can students see, for example, erosion washing out into the sea?
|
Image |
Significant Feature |
|
STS086.ESC.08023654 |
Coral reefs |
|
ISS005.ESC2.100001650 |
Coral reefs |
|
STS099.ESC.05224232 |
Barrier island |
|
STS099.ESC.01011929 |
Barrier island |
|
STS099.ESC.08160925 |
Barrier island and lagoon |
|
STS081.ESC.09072039 |
Barrier islands and lagoons |
|
STS099.ESC.05001148 |
Atolls |
|
ISS004.ESC1.036231611 |
Atolls |
|
STS086.ESC.00215725 |
Peninsula and straits |
|
STS099.ESC.09034823 |
Island |
|
ISS007.ESC1.020162830 |
Peninsula and islands |
|
STS081.ESC.00212933 |
Delta, mangrove estuary, sediment plumes |
|
STS081.ESC.0100202 |
River mouth showing sediment plumes in ocean currents |
|
STS086.ESC.08162940 |
Sediment plumes in a river estuary |
|
STS099.ESC.02142909 |
River delta in an arid region with sediment plumes |
|
STS099.ESC.04093658 |
Sediment plumes in ocean currents |
|
ISS007.ESC1.120085321 |
River delta and estuary |
Module 4, Investigation 4 How do disaster paths affect people's lives?
Investigation Overview
Four scenarios
illustrate paths produced by natural disasters. Students learn that natural
disasters can be observed and analyzed using remotely sensed images. Working in
groups students read letters from imaginary pen pals describing specific
natural disasters, examine NASA images of the locations of these events, report
on the events, and write a response to pen pals.
Events such as hurricanes, volcanic eruptions, and floods are aspects of physical systems that have immediate and disastrous effects on human systems as well as physical systems. The effects of a lava flow, aerosols and smoke from a volcano, a hurricane, and a flood can be seen on images.
Link to ISSEarthKAM
The effects of a
lava flow, aerosols and smoke from a volcano, a hurricane, and a flood can be
seen on images. As students begin to develop themes to investigate, they might
wish to consider large-scale events taking place that might be visible from
space.
The images here <download PPT> all feature the source or cause of a potential disaster. Use these images to have students talk about the paths related to each in these different contexts.
|
Image |
Potential Disaster |
|
ISS004.ESC1.039234904 |
Fault line related to severe earthquakes, San Jose, California |
|
STS099.ESC.08220443 |
Flood plain of Mississippi River at Quincy, Illinois |
|
ISS007.ESC1.118121135 |
Active volcano, Mount Etna, Sicily, Italy |
|
STS099.ESC.02173106 |
Active volcano, Mount Vesuvius, Naples, Italy |
|
STS099.ESC.03230723 |
Active volcanoes in central Mexico |
|
STS099.ESC.04225316 |
Active volcano, central Mexico |
|
STS099.ESC.06014629 |
Volcano, Mount Adams, Washington |
|
ISS004.ESC1.040023555 |
Typhoon, Coral Sea, Pacific Ocean |
|
STS099.ESC.06114529 |
Wild fires, Stellenbosch, Republic of South Africa |
Grades 5-8 (appropriate for grades 9-12 in some cases)
Module 1, Investigation 3 Tracking world aerosol hazards
Investigation Overview
This investigation allows students to see how geography and a spatial perspective are useful in addressing global challenges. Data gathering and organization skills are emphasized as students create maps of global aerosol hazards. In small groups, students collect either long-term or short-term data showing the distribution of global aerosols and convert the data into a map. Groups then compare their maps to identify patterns and sources of aerosols around the world. The investigation is structured to offer two options: one for students with direct access to the web in a lab setting (Option 2) and one for students without such resources (Option 1).
Aerosols are
tiny particles in the atmosphere that come from a variety of sources (primarily
volcanic ash, dust, and smoke). Volcanic eruptions emit large clouds of ash,
which can damage aircraft that fly through them. Desert areas produce dust
clouds of sand and other light particles, including salt, swept up by winds.
Smoke aerosols result from burning biomass, primarily forests.
Link to ISSEarthKAM
Students compare short-term and long-term observations of aerosols in this investigation. Isolated sources of aerosols, such as volcanic eruptions or seasonal fires, are best observed through short-term daily observations such as an image from the ISS. Long-term observations reveal areas with consistent aerosol hazards. After completing this Mission Geography activity, students may wish to identify regions of Earth as hazardous or not and use this to target images. As an extension, use these images <download PPT> to discuss the aerosols produced in each instance and the potentially dangerous consequences of each.
|
Image |
Aerosol |
Aerosol-related hazard |
|
STS099.ESC.07114900 |
Sand |
Blowing sand from extensive dune field |
|
STS099.ESC.01174056 |
Sand |
Blowing sand from and migration of large scale linear dunes (erg) |
|
STS081.ESC.02092847 |
Very fine grain sediments (particulates) |
Blowing particulates |
|
STS086.ESC.01083759 |
Smoke |
Smoke |
|
STS099.ESC.05123635 |
Volcanic ash and ejecta |
Volcanic ash and ejecta |
|
STS099.ESC.05043428 |
Dry lake bed (playa) sediments |
Blowing sediments |
Module 2, Investigation 2 How does remote sensing help us to observe human activities on Earth?
Investigation Overview
Landscapes
that are influenced by human activities are found nearly everywhere on Earth.
In this investigation, students use remotely sensed images to identify features
of New Orleans, Louisiana. Using two different remote sensing techniques, a
Space Shuttle handheld camera photograph and a radar image, students compare
and contrast the features that can be seen on each image. They also discover
the advantages of remote sensing and why it is a valuable tool for learning
geography. Students identify the following features on each image: human
systems, features created by humans to adapt to their environment; surrounding
natural features that are a positive influence on human systems; and
surrounding natural features that are a negative influence on human systems.
Link to ISSEarthKAM
ISSEarthKAM images are ideal to examine why people settle in locations that, along with providing access to resources, also impose the negative aspects associated with dangerous physical hazards. Remote sensing data aid in describing settlement patterns and their physical features.
As students
explore each image here <download PPT>ask them
to take notes commenting on these aspects shown in the image:
- human systems,
- features created by humans to adapt to their environment;
- surrounding natural features that are a positive influence on human systems; and surrounding natural features that are a negative influence on human systems.
|
Image |
Notable Features |
|
STS081.ESC.01002957 |
Central pivot irrigation (human system feature), found mainly in arid environments (humans adapt to their environment) adjacent to active dune fields (surrounding natural feature that is a negative influence on human systems) |
|
STS089.ESC.07182155 |
Playa lake in semi-arid area converted to agricultural land (humans adapt to their environment) |
|
STS099.ESC.06235847 |
River in arid area dammed (human system feature) to irrigate agriculture downstream and to support human settlements on flood plain (humans adapt to their environment) |
|
STS086.ESC.08101513 |
Fire scars on land near settlements (human system feature) |
|
ISS005.ESC1.317141358 |
Human settlement along mouth of river (surrounding natural feature that is a positive influence on human systems) |
|
STS089.ESC.07154137 |
Large urban settlement (human system feature) within easy access to agricultural land across the water (surrounding natural feature that is a positive influence on human systems) |
|
STS099.ESC.09112211 |
Urban settlement (human system feature) in an arid setting by body of water which may moderate weather/climate conditions (surrounding natural feature that is a positive influence on human systems) |
Module 3, Investigation 4 Where in the world are major environmental changes?
Investigation Overview
This investigation introduces students to the significant environmental changes occurring around the world. The investigation uses NASA satellite images of Brazil to illustrate deforestation as one type of environmental change. Students learn that satellite images provide useful information to interpret, understand, plan, and predict environmental changes.
To survive people depend on the physical environment. They adapt to it and modify it to suit their changing needs for things such as food, clothing, water, shelter, energy, and recreational facilities. In meeting their needs, they bring knowledge and technology to bear on physical systems. Clearing land for settlement, mining, and agriculture provides homes and livelihoods for some but alters physical systems and transforms human populations, wildlife, and vegetation.
Link to ISSEarthKAM
ISSEarthKAM images generally do not provide information related to change over time so it is difficult to use them in exploring ways that Earth is changing as a result of human occupancy.
Have students explore a variety of ISSEarthKAM images on their own or use those provided here <download PPT>, selecting two or three which either (i) illustrate a region of environmental change or (ii) an area which students predict might change in the future. Where in the world are the most vulnerable environments? Arid areas are good places to seek instances. For example, playa lakes once were filled with water. Areas close to large concentrations of population are another place to examine. In ISS004.ESC1.039234904, San Jose, California, students can see areas of urban development and predict where the next growth may occur. Resource-rich regions are also vulnerable. In STS086.ESC.00215714, students can see recently deforested land. These images include examples of natural environmental change as well as human-induced.
|
Image |
Environmental Change |
|
STS086.ESC.00215714 |
Deforestation |
|
STS099.ESC.01114731 |
Past lake levels observed in image indicating climate change |
|
STS089.ESC.07182008 |
Playa lakes (once filled with water, now dry) indicating climate change |
|
STS089.ESC.07182104 STS099.ESC.04044848 |
Change caused by change in season |
|
STS076.ESC.07065639 |
Change in environment caused by natural landformÑrain shadow effect on leeward side of mountains |
|
STS076.ESC.06232507 |
Past course of river observed through meander scars |
|
STS099.ESC.02125856 |
Past course of river observed through meander scars |
|
STS076.ESC.00212429 STS081.ESC.00212631 |
Change caused by season |
|
ISS004.ESC1.038000905 |
The air above this large human settlement is trapped by surrounding mountains affecting overall quality of the environment |
Module 4, Investigation 2 How do geoarchaologists use remote sensing to interpret landscapes?
Investigation Overview
In this
investigation students learn the seven elements geoarchaeologists and
specialists in remote sensing use to detect significant human and physical
features. They apply these elements to analyze an image to learn more about
ancient Egypt.
Geoarchaeologists now use sophisticated remote sensing techniques to discern where cultural evidence has been covered by sand, by vegetation, or by subsequent human occupation. This investigation provides background on the seven interpretive elements used to analyze images. The interpretive elements are:
- Tone--which shows colors;
- Shadows--caused by the angle of the Sun and helps determine size of features;
- Association--what is around the specific features of interest;
- Texture--how the tone appears, for example, blotchy or smooth;
- Shape--which might help to determine whether the feature is natural or human made;
- Size--objects in relation to each other, using shadows to determine;
- Pattern--regularity of a texture or feature.
Link to ISSEarthKAM
Reading an
image is similar to reading a map because you use similar skills and apply the
same processes. You need to orient the remotely sensed image (know where the
direction of north is) and have a sense of scale (for size of the region shown,
as well as measuring distances). You might use a reference system to locate the
image, and it is important to interpret shading and colors that are present.
This set of images <download PPT> offer additional opportunities for students to hone their skills in reading images using these seven elements.
|
Image |
Comments |
|
STS099.ESC.07144855 |
Use of tone to identify different landforms |
|
STS076.ESC.01061930 |
Use of tone to identify different natural features such as lake ice, lake water, and snow |
|
STS099.ESC.09065748 |
Use of tone and texture to identify natural and human-made landscapes |
|
STS099.ESC.08171749 |
Using shadow to identify sun direction; use of texture to identify different landforms |
|
STS081.ESC.08220959 ISS004.ESC1.038122403 |
Using pattern to identify different types of sand dunes (linear dunes, transverse dunes, and star dunes) |
|
STS099.ESC.09042101 |
Using association-- urban area and proximity to two identifiable airports |
|
ISS004.ESC1.039032547 |
Using shape to identify different natural and human features (agricultural land use vs. wetlands) |
|
STS099.ESC.02172701 |
Using pattern to identify landforms--by observing a drainage network, knowing where wetter highlands are in relation to lower dry lands |
|
STS081.ESC.00225824 |
Using pattern to understand landscapeÑrivers draining from parallel mountain ranges |
|
STS099.ESC.05210443 |
Comparing objects to measure relative size |
Grades 9-12 (appropriate for grades 5-8 in some cases)
Module 1, Investigation 2 What is happening to the Aral Sea?
Investigation Overview
Students work as teams of NASA geographers using satellite images to measure the diminishing size of the Aral Sea. They analyze and interpret graphic and tabular data about the causes of the shrinking sea and its effects on habitat, resources, and people in order to report their recommendations for improving this resource for future use.
The Aral Sea, which lies in an interior basin, has shrunk because the rivers that flow into it have been diverted for irrigation. This has caused both positive and negative physical and human consequences. The development by the Soviet Union of irrigation projects in the region, especially to grow cotton beginning in the 1950s, captured the river waters so that little fresh water reached the Aral Sea. Withdrawal of water from the Amu Darya and Syr Darya, primarily for irrigation, is the most important factor reducing water flows into the Aral Sea. The shrinking Aral Sea has had both positive and negative physical and human consequences. Agricultural production and population in the region increased dramatically, thus improving the economy of the region, which was clearly the main goal of the Soviet government planners. On the other hand, contaminated soil and water resulted from the use of chemical pesticides, herbicides, and fertilizers. And soils became saltier (salinization) and less suitable for agriculture. In addition, as the waters of the sea retreated, salty soil remained on the exposed lake bed. Dust storms blow away up to 75,000 tons of this soil annually, dispersing its salt particles and chemical residues into the air.
Link to ISSEarthKAM
Imagery is
helpful in determining changes to the Aral Sea because you can examine the
entire water body in a single image and compare it with images taken at earlier
times. Or, as the images here <download PPT>,
provide a close view of the lake at different times and seasons and different
positions around it. As a follow up to the Mission Geography investigation,
have students use the ISSEarthKAM data system to find the dates for each image
listed below. Can they detect change in the sequence of images? Are seasonal
differences apparent? What is the climate of this region? Might that play a
role in the changes in the Aral Sea? In the dispersion of the dried lake bed
via dust storms?
|
Image |
Date |
|
STS099.ESC.04140657 |
Feb 2000 |
|
STS076.ESC.00211835 |
March 1996 |
|
STS099.ESC.08192514 |
Feb 2000 |
|
STS099.ESC.08192457 |
Feb 2000 |
|
STS099.ESC.08192445 |
Feb 2000 |
|
STS099.ESC.05135312 |
Feb 2000 |
Module 1, Investigation 3 The Nile: A sustainable resource?
Investigation Overview
Students analyze data and make graphs to explore the relationship between population, water resources, water stress, and sustainable economic development. Students consider the perspectives of 10 countries within the Nile River Basin in a simulated meeting of the Nile River Basin Initiative.
Water is a scarce commodity in northeastern Africa. Water is used for irrigated agriculture, industry, and human consumption. The Nile River is the main source of water for the nations through which it flows. The Nile does not provide sufficient quantities to meet current needs, let alone future needs as populations rise, industrial growth takes place, and more land is irrigated. When nations find themselves with less than 2000 cubic meters of renewable water supplies per person, they are water stressed. Water resources in the region have been affected by past human actions; natural factors such as evaporation present problems too. The interaction of population growth, water scarcity, and international conflict is apparent in this region. Governments in the region, particularly in Egypt, are building new irrigation projects to expand arable land.
Link to ISSEarthKAM
Monitoring river basins from space provides a useful and efficient way to demonstrate changes over a large area. Using ISSEarthKAM images to observe water basins and the interaction of physical systems over large areas may help students to understand the importance of the scale at which problems are addressed. Looking at water issues in only one part of a river system will not solve problems throughout the entire interconnected system.
These images <download
PPT> of portions of the Nile can be used to supplement the images
used by the instructor in this investigation to introduce the Nile River Basin
to students. They begin at the headwaters of the White Nile and end at the
mouth of the river system.
|
STS099.ESC.01143437
|
White Nile
headwaters, Uganda
|
|
STS099.ESC.04135713
|
Blue Nile,
Sudan
|
|
ISS005.ESC1.316073234
|
Confluence of
White and Blue Nile
|
|
ISS003.ESC1.285123115
|
The Nile River
Valley and Nubian Desert, Sudan
|
|
ISS004.ESC2.066103641
|
Mouth of the
Nile, Alexandia, Egypt
|
Module 2, Investigation 2 What is industrial agriculture?
Investigation Overview
This investigation focuses on the high-energy- and technology-using system of commercial agriculture in the developed, industrialized world. Students investigate industrial agriculture as a system of inputs and outputs, compare it to subsistence agriculture, examine its effects on human and physical landscapes, and consider how changes in technology are transforming the way it operates. A debate or forum about industrial agriculture enables students to argue its advantages and disadvantages and discuss the ability of agriculture to support future populations without degrading the environment.
Industrial
agriculture, which is typified by the highly productive commercial agricultural
system in the United States, is important to understand because it produces
most of the worldÕs food and fiber. But there are two major issues: (1) because
it relies on fossil fuels, which are nonrenewable resources, its ability to
support world populations in the long run is problematic, and (2) because it
sometimes produces serious environmental degradation, it may not be
sustainable. Whether or not technology can solve these problems is an open
question.
Link to ISSEarthKAM
Because of its
large scale nature, industrial agriculture produces patterns on the landscape
easily seen from space.
These images <download PPT> of portions of industrial agriculture can be used to introduce the topic. These images can also be used to further study what the landscapes of industrial agriculture look like and to help students practice skills of image interpretation and to learn that industrial agriculture is an important geographic phenomenon because it:
- creates many different landscape patterns on Earth’s surface,
- transforms physical landscapes into human landscapes, and
- varies from place to place because of environmental and human differences.
This is a good opportunity for students to remember that a geographic landscape can have both physical and human characteristics.
As students look at these images have them describe the patterns they see, ways the physical environment has been changed by large scale agriculture, and the interaction between agriculture and environment. For example, in what parts of the world is pivot irrigation seen? Why?
Another excellent collection of images to investigate industrial agriculture is found at http://earthkam.ucsd.edu/public/images/agriculture.shtml
| Image | Annotations |
|
ISS004.ESC2.068114552
|
Note different
types of agricultural patterns, the difference between large and small scale
industrial agriculture
|
|
STS086.ESC.08162147
|
Note the
position of large-scale agriculture at the foothills along a river.
|
|
STS081.ESC.09164837
|
Note the
different patterns
|
|
ISS004.ESC1.036124312
|
Note the
patterns produced by irrigation in this arid region. How did this water
transform the natural landscape?
|