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Ground Truth Studies Teacher Handbook

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DRAFT VER / 1.1 N GLO E B P A S L A C H E A T N U G IT E INST Ground Truth Studies Teacher Handbook © ASPEN GLOBAL CHANGE INSTITUTE 1995 GROUND TRUTH STUDIES i Printing History First U.S. Edition First Printing June 1992 Second Printing July 1993 Canadian Edition First Printing June 1994 Second U.S. Edition Third Printing June 1995 Forth Printing December 2000 Subsequent Printings by Print on Demand © 1992, 1995, 2003 Aspen Global Change Institute All rights reserved. For reproduction in whole or part, obtain permission from the— Aspen Global Change Institute 100 East Francis Street Aspen, Colorado 81611 tel 970 925 7376 fax 970 925 7097 email [email protected] homepage http://www.agci.org Printed on 100% recycled paper using soy-based inks. Contributing Authors Jesse Boyce; Susan Hassol; John Katzenberger; Martha Kirpes; Anthony Leiserowitz; William Stapp. Design and Production Kelly Alford/Words Colors Pictures. Acknowledgments The GTS Teacher Handbook is a cross-disciplinary synthesis of the talents, skills and wisdom of an international group of scientists and educators. A heartfelt thank-you to them all. The Curriculum Development Team Mr. Walter Bogan, AAAS; Dr. Cheryl Charles, Project WILD; Mr. Gregory Cox, University of Alabama/Huntsville; Dr. William Kuhn, University of Michigan; Dr. James Lawless, NASA; Dr. Milton McClaren, Simon Fraser University; Dr. William Stapp, University of Michigan; and Mr. Thomas Wagner, ERIM. Pilot Teachers Ms. Elaine Bonds, Aspen Elementary School, Aspen, CO; Ms. Vicki Clark, Mathematics & Science Center, Richmond, VA; Ms. Cheryl Cleeves, Clifford Elementary School, Redwood City, CA; Ms. Debi Edwards, Academy for Science and Foreign Language, Richmond, VA; Mr. Chris Faison, Aspen Community School, Aspen, CO; Ms. Pamela Favenisi, Sparkman High School, Toney, AL; Ms. Camarie Hull, Aspen Community School, Aspen, CO; Mr. Patrick Lee, Clifford Elementary School, Redwood City, CA; Ms. Susan Lloyd, Academy for Science and Foreign Language, Huntsville, AL; Ms. “Sam” Mitchell, Porter Middle School, Austin, TX; Mr. Mark Munger, Aspen Community School, Aspen, CO; Ms. Wilma Parker, Lahser High School, Bloomfield Hills, MI; Ms. Angela Poleselli, Clifford Elementary School, Redwood City, CA; Mr. Gary Prosch, Jenison Jr. High School, Jenison, MI; Ms. Karen Ross, Weber Jr. High School, Saginaw, MI; Mr. Don Ruecroft, Robious Middle School, Midlothian, VA; Ms. Cheryl Shelton, Academy for Science and Foreign Language, Richmond, VA; Mr. Larry Smith, Sparkman High School, Toney, AL; Dr. Dennis Travis, Lahser High School, Bloomfield Hills, MI; Dr. Miriam Turner, Renaissance High School, Detroit, MI and Ms. Donna Ward, Aspen Elementary School, Aspen, CO. Other Contributors Mr. Jim Balcerski, ERIM; Ms. Sue Burcham, Mt. View Jr. High-Beaumont, Beaumont, CA; Dr. Hector D’Antoni, NASA; Ms. Martha Kirpes, University of Michigan; Mr. Rod MacVicar, Centennial Senior Secondary, Coquitlam, BC, Canada; Mr. Sam Patalano; Ms. Shaelyn Raab; Ms. Barbara Riedel, USGS; Mr. Bob Samples, Project WILD; Mr. Ed Sheffner, TGS Technologies; Ms. Janet van Mastrigt; Mr. Bob Whitney, Antelope Valley High School, Lancaster, CA; the many global change scientists and environmental educators who volunteered hours of expertise during the AGCI Summer Science Conferences, and Susan Hassol, the principal writer for the Handbook. Funding Initial funding and in-kind contributions for the Ground Truth Studies Teacher Handbook have been provided by the Amway Corporation, the Consortium for International Earth Science Information Network (CIESIN), the Intergraph Corporation, NASA, EPA, The National Wildlife Federation, and the University of Alabama in Huntsville. Comments Welcome Ground Truth Studies is an ongoing curriculum development project. The GTS Teacher Handbook is revised periodically to incorporate teacher evaluations and new approaches. We welcome your comments, criticisms, and suggestions about your experience using GTS activities. Your evaluations will be reviewed each time the Teacher Handbook is revised. Please send your comments to the Aspen Global Change Institute. © ASPEN GLOBAL CHANGE INSTITUTE 1995 GROUND TRUTH STUDIES iv DRAFT VER / 1.1 Table of Contents Acknowledgments / iii Preface / vii Introduction Ground Truth Studies: Overview / 3 How to Use This Book / 5 Primers Global Change Primer / 11 Remote Sensing Primer / 31 Activities Activities By Grade Level / 37 Learning to Look, Looking to See / 39 Just Right: The Goldilocks Effect / 43 Where Are You From a Bird’s Eye View / 45 Sand Boxes and Satellites / 47 Digital Faces / 49 Zooming In / 53 Ground Truthing Your Image / 67 Investigating the Invisible / 71 How When Affects What: Part I / 73 How When Affects What: Part II / 75 How When Affects What: Part III / 83 Dust Busters / 85 Dead Right, Dead Wrong / 87 Back to the Future / 89 Map Your Watershed / 91 Land Cover Mapping / 93 A Changing Watershed / 97 Your Watershed’s Story / 101 Make a Watershed Model / 105 River Walk / 109 Regulatory Agencies on the River / 113 © ASPEN GLOBAL CHANGE INSTITUTE 1995 GROUND TRUTH STUDIES v Table of Contents (continued) Appendices Global Temperature Data Set / 119 Glossary / 121 Image Applications Chart / 131 Sources For Remote Sensing Imagery / 137 Suggested Reading and Resources / 141 © ASPEN GLOBAL CHANGE INSTITUTE 1995 GROUND TRUTH STUDIES vi DRAFT VER / 1.1 Preface Ground Truth Studies is an interdisciplinary activity-based in gaining new knowledge of how Earth systems work as program that draws on the broad range of sciences that “Mission to Planet Earth.” The range, quantity, and make up the study of global change and the complemen- complexity of satellite data require a new commitment to tary technology of remote sensing. Satellite and aerial its interpretation and use. The knowledge gained is a imagery open a unique window onto the face of the Earth. critical piece of the puzzle of our dynamic planet and lays These images are inviting and, once they become familiar, the foundation for the development of global environmen- offer the learner — of any age — a new visual language tal policy, such as the international accord for CFC with direct relevance to local as well as global environ- regulation. It can also serve as a guide for making mental change. A key element of remote sensing is to go personal decisions that impact one's local environment out into the area covered by an image and make observa- and, ultimately, the global environment. tions and measurements. This direct observation or “ground truthing” complements and verifies the remotely- The 20th century is perhaps the last century humanity will sensed data, hence the title of this book. The Ground view the Earth as an infinite expanse from which to Truth Studies Teacher Handbook provides supplementary appropriate the necessary resources for supporting human program material for use by both primary and secondary activity. What we do, from clearing forest cover to teachers. The Handbook contains an introduction to global growing rice to burning fossil fuels to manufacturing and change and remote sensing, a generic set of images, a set transporting goods, transforms essential elements of the of student activities, and reference materials. biosphere. Where are the models to guide us toward a sustainable use of resources in the 21st century? What Critical global change issues which are gaining recognition tools do we have to mitigate our global impacts or to in this decade — unprecedented biodiversity loss, climate approach whole ecosystems wisely? What is required to change, and stratospheric ozone depletion — will all approach these questions with even tentative confidence? remain center stage as we enter the 21st century. A clear The challenge of this decade is to assemble the data, the and necessary educational challenge is to face these issues ideas, and the models that transcend the limits of single- with the information to make wise decisions. These issues disciplinary research and forge new modes of cross- are rich in the fundamentals of science. Educational disciplinary research. The educational challenge is to approaches which build on the strength of an individual provide approaches that embrace the natural and social discipline such as biology, while at the same time fostering sciences, and provide the basis for policy and practice that the integration across disciplines, are required for gaining a is sensitive to the immediate and long-term needs of our grasp of the complex new field of study described as Earth complex, miraculous home planet. system science. How people interact with the process of global change is not only fascinating, it is becoming The study of global change is as close as your backyard or central to how we chart our future as a species. school grounds. This Handbook is an invitation to link local environmental conditions to the broader topics of The aim of the GTS Teacher Handbook is to explore these global change. global change issues with the aid of the powerful tool of remote sensing. The National Aeronautics and Space John Katzenberger Administration describes the role remote sensing will play Aspen, Colorado © ASPEN GLOBAL CHANGE INSTITUTE 1995 GROUND TRUTH STUDIES vii © ASPEN GLOBAL CHANGE INSTITUTE 1995 GROUND TRUTH STUDIES viii DRAFT VER / 1.1 Introduction • GTS Overview • How to Use This Book © ASPEN GLOBAL CHANGE INSTITUTE 1995 GROUND TRUTH STUDIES 1 © ASPEN GLOBAL CHANGE INSTITUTE 1995 GROUND TRUTH STUDIES 2 DRAFT VER / 1.1 Ground Truth Studies Overview Ground Truth Studies and
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