Exploring Climate Change Using the Eyes In the Sky

Duration
(Number of class sessions required to complete the project):
4-5 sessions
Microsoft technologies used:
Word, Power point

Project implementation
Implementation outline
Session 1: Introduce the students to NEO (NASA Earth Observations)
• Open the site: http://neo.sci.gsfc.nasa.gov/Search.html
• Demonstrate the various aspects of NEO
• How to choose a satellite image, data set, time period, how to save, view in Google Earth
• Show examples of change, demonstrate how to develop explanations
• Requirements of the project: Choose at least 3 images (preferably 5) over a period of time. Ie: same month over 5 years, or several months in 1 year
• Allow students to work through NEO and begin to choose and save their images
Session 2: Introduce the students to NIH ImageJ
• Download the site: http://rsbweb.nih.gov/ij/download.html
• Demonstrate the various aspects of ImageJ
• Demonstrate how to open save files (from NEO)
• Demonstrate how to stack the images and then animate
• Show examples of change, demonstrate how to develop explanations
• Requirements of the project: Animate image and then choose at least 5 major areas of the world and explain the change depending on the data set of the image. Afterwards create a montage to print the images for the research paper and power point.
• Demonstrate how to create a montage of the images.
• Allow students to work through ImageJ and begin to animate and make a montage of their images.
Session 3: Home Learning
• Work on project
• Using Neo decide on the data set desired to work on.
• Using NEO find and save the images
• Animate images and write notes of global changes
• Create a montage using ImageJ
• Rough draft out the global changes from the images
• Bring printed images and rough draft to class
Session 4: Class Discussion
• In groups with similar data set of images
• Each member share their images and findings
• Each member finalize their research paper based on their findings
• Each group creates a power point using the best images and research findings
• Final Requirements: After deciding on what changes are occurring globally based on the data set, students will research various aspects of climate change as related to their data set (pros & cons). Develop a conclusion based on their findings and what the scientific community reports about the specific climate change (whether positive or negative impact).
• Finalized individual research papers and group powerpoint at home
Session 5: Presentations
• In groups with similar data set of images
• Each member will take a part and share
The data set
Global changes (positive and negative)
What research states
Their conclusion


Implementation tips
Prior to introducing the students to these 2 sites make sure you understand how each site works. Practice using the NEO and ImageJ so you can foresee any issues that arise.
Eyes in the Sky II http://serc.carleton.edu/eyesinthesky2/ is a professional development program created and administered by TERC, Inc. through funding from the NASA K-12 Competitive Grants Program. Eyes in the Sky II is an expansion of TERC's existing program that was supported by NSF ITEST funding. Eyes in the Sky II is a national program involving teachers and students across the United States. There are modules to assist teachers and students in using NEO and ImageJ.

Technologies used
Projectors and internet based computers were used for presentations, and lessons in the development of the project.

Websites:
1) NASA Earth Observations http://neo.sci.gsfc.nasa.gov/Search.html
NASA Earth Observations. Our mission is to help you picture climate change and environmental changes happening on our home planet. Here you can search for and retrieve satellite images of Earth. Download them; export them to GoogleEarth; perform basic analysis. Tracking regional and global changes around the world just got easier

2) Image J http://rsbweb.nih.gov/ij/download.html
ImageJ is a public domain, Java-based image processing program developed at the National Institutes of Health. ImageJ was designed with an open architecture that provides extensibility via Java plugins and recordable macros. Custom acquisition, analysis and processing plugins can be developed using ImageJ's built-in editor and a Java compiler. User-written plugins make it possible to solve many image processing and analysis problems, from three-dimensional live-cell imaging to radiological image processing, and multiple imaging system data. ImageJ's plugin architecture and built in development environment has made it a popular platform for teaching image processing.

3) Microsoft Word is used for the research paper
4) Power Point is used for the group presentations


Lessons learned
The Climate Change Unit is designed to create an engaging, interdisciplinary project that links schoolwork to real life. Research states that learning takes place both in school and in the community.
 Students reported aspects of climate change.
 Students investigated various aspects of climate change
 Students collected data on patterns from the data sets

The Climate Change Unit is designed to enable students to acquire skills in computer technology, instrument interfacing, data interpretation, and word processing
 With other students in a small group, students developed and presented their research.
 Students prepared and constructed an informational research paper on aspects of climate change.
 Students interacted on the electronic network.
 Students accessed information from various data systems.
 Students located, interpreted, and applied information found in order to perform tasks.
.
The Climate Change Unit provides opportunities for students to develop necessary skills for effective critical thinking, problem solving, and decision-making in order to acquire the tools necessary for improved academic achievement.
 Students gathered information to answer questions and make conclusions from existing information.
 Working in a group, the students assimilated their information and discussed implications of their findings.
 Students applied various problem solving processes to the scientific method to create a real-world action plan.



Project standards alignment
Standards
Florida Sunshine State Standards:
The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and the resources used to sustain human civilization on Earth.
SC.912.E.7.7: Identify, analyze, and relate the internal (Earth system) and external (astronomical) conditions that contribute to global climate change
SC.912.E.6.6: Analyze past, present, and potential future consequences to the environment resulting from various energy production technologies
SC.912.E.7.3: Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.

21st-century skills
This project integrates the 21st-century skills very well. The project’s major aspect is global awareness in which students begin to understand global issues in order to take environmental action. Within environmental literacy; students begin to demonstrate a knowledge and understanding of the environment circumstances and conditions affecting it, particularly as it relates to air, climate, land, food, energy, water and ecosystems. They develop an understanding of society’s impact on the natural world. Their investigations and analyses of environmental issues start them on the road to finding solutions.
This project also allows students to critically think through effect reasoning skills, systems thinking ( seeing the Earth as a whole construct). They begin to make judgments and decisions based on real data and not inferences. The project requires the students to develop informational literacy by using advanced technologies to access information accurately. Finally the students will collaborate with their peers and communicate to their own community as well as to the scientific community at large.

Project results
Assessment strategies
(Briefly list the strategies used to assess student learning, including the 21st- century content and skill areas.):
The implementation of pre/post tests on knowledge of animals changes in climate. I had the students Think about the following and answer briefly:
a) What is climate?
b) How is climate studied?
c) What factors determine climate?
d) How has climate differed in the past?
e) What can cause climate to change?
Then Construct a concept map of their ideas about climate.

Also students were assessed on performance such as student-created products and/or construction of a response that demonstrates a skill or an understanding. Rubrics were designed for each aspect of the Unit. There was also a rubric for the research paper (word document) and for the group/team power point and oral presentation.

The Impact We Have….
The overall outcome of the Climate Change Unit is student-generated research culminating in multimedia presentations, in which students communicate in a professional and creative manner while being challenged to solve real-life environmental issues. The academic needs that need are met include enhancement of academic skills, specifically, reading, research, problem solving skills data analysis and communication skills.


Objectives
The Climate Change Unit is designed to create an engaging, interdisciplinary project that links schoolwork to real life. Research states that learning takes place both in school and in the community.
 Students will participate in and report climate change.
 Students will investigate various aspects of climate change
 Students will collect data on patterns from the data sets.

The Climate Change Unit is designed to enable students to acquire skills in computer technology, instrument interfacing, data interpretation, and word processing.
 With other students in a small group, students will develop and present their research.
 Students prepare and construct an informational research paper on aspects of climate change..
 Students will interact on the electronic network.
 Students will access information from various data systems.
 Students locate, interpret, and apply information found in order to perform tasks.

The Climate Change Unit provides opportunities for students to develop necessary skills for effective critical thinking, problem solving, and decision-making in order to acquire the tools necessary for improved academic achievement.
 Students gather information to answer questions and make conclusions from existing information.
 Working in a group, the students assimilate their information and discuss implications of their findings.
 Students apply various problem solving processes to the scientific method to create a functional work and/or performance.



Our Impact…

The students begin to develop success as information managers and effective communicators. This helps them reach and become successful with high academic standards.

This Climate Change Unit affected the quality/innovation of instruction by promoting the investigative skills of students and teachers. It makes learning more engaging and enables students to learn to communicate effectively with other people.

Our school’ s mission is to improve upon students’ abilities to read, write, comprehend, and articulate through an integrated curriculum, which will prepare all students for the diversely multicultural and technological world of the twenty-first century. This Climate Change Unit provides opportunities for students to apply knowledge to real life situations.

How Do We Know What We Learned?
The implementation of pre/post tests on knowledge of animals changes in climate. Also students were assessed on performance such as student-created products and/or construction of a response that demonstrates a skill or an understanding. Rubrics were designed for each aspect of the Unit.

Student products
Each student created a montage of images selected from NEO and was formatted in ImageJ. Through careful observations the students developed a research paper using WORD and added their images to the text. From these individual papers then students teamed up with others who had similar sets of images and created a power point presentation. The presentation was a synthesis of the individual data with a consensus developed conclusion. Finally the teams communicated their results to the entire class. In late May the students will participate in a virtual/online conference with other students in the Nation, sharing their investigations about climate change.
Significant learning
The overall outcome of the Climate Change Unit is student-generated research culminating in multimedia presentations, in which students communicate in a professional and creative manner while being challenged to solve real-life environmental issues. The academic needs that need met include enhancement of academic skills, such as: reading, research, problem solving skills data analysis and communication skills.
The Climate Change Unit as designed was able to create an engaging, interdisciplinary project that links schoolwork to real life. It enabled the students to acquire skills in computer technology, instrument interfacing, data interpretation, and word processing. It also provided many opportunities for students to develop necessary skills for effective critical thinking, problem solving, and decision-making in order to acquire the tools necessary for improved academic achievement.

Student achievement
Based on the pre/pot test, students appeared to have had a basic understanding of climate change. Through the Unit the (approximately 87%) students were able to elaborate more deeply and extensively than they had prior to the Unit. The students began to develop success as information managers and as effective communicators. This helps them reach and become successful with high academic standards.
This Climate Change Unit affected the quality/innovation of instruction by promoting the investigative skills of students and teachers. It makes learning more engaging and enables students to learn to communicate effectively with other people. Many of the students expressed that they enjoyed learning this way and felt they better understood the realities of climate change.
Our school’ s mission is to improve upon students’ abilities to read, write, comprehend, and articulate through an integrated curriculum, which will prepare all students for the diversely multicultural and technological world of the twenty-first century. This Climate Change Unit provides opportunities for students to apply knowledge to real life situations.