**Using Remote Sensing to**

**Monitor the Environment**

![](media/image1.png){width="5.207638888888889in" height="3.4375in"}

Herald Roettger

March 24, 2006

MY NASA DATA

**Summary**

Since 1972, satellites have provided a continuous record of the earth's
land and ocean surfaces using multiple instruments to collect data. The
following unit is designed to have students study the tropical Atlantic
area to monitor the sea surface temperature of the Gulf Stream, coral
bleaching, near-surface air temperature and aerosols.

**Science Focus**

National Standards:

-   Science Content: Science as Inquiry

-   Science Content: Earth and Space Science

-   Science Content: Science and Technology

-   Science Content: Geography: The World in Spatial Terms

-   Math Content: Representation

-   Math Content**:** Data Analysis and Probability

**Teaching Methods**

The unit will commence with lectures and discussions. Current newspaper
articles and videos will be used to stimulate class discussion. It is
recommended that students be placed in small groups consisting of four
students. Their responsibilities and expectations will be evaluated
through a rubric outline. At the end of each small group discussion,
students will be expected to present their results to the class via a
Power Point presentation or the use of an overhead transparency.

**Outline of the Unit**

[Day 1 and 2 -- Introduction to remote sensing and its role in today's
society. Introduction to Sea Surface Temperature Trends of the Gulf
Stream
Lesson](http://mynasadata.larc.nasa.gov/preview_lesson.php?&passid=13).

Day 3 and 4 -- Summarize student's findings with their Power Point
Presentations and introduce the [Coral
Bleaching](http://mynasadata.larc.nasa.gov/preview_lesson.php?&passid=51)
in the Caribbean Lesson.

Day 5 and 6-- Summarize student's findings with their Power Point
Presentations and introduce the [Surface Air Temperature Trends of the
Caribbean](http://mynasadata.larc.nasa.gov/preview_lesson.php?&passid=53)
Lesson.

Day 7 and 8-- Summarize student's findings with their Power Point
Presentations and introduce the [Tropical Atlantic
Aerosols](http://mynasadata.larc.nasa.gov/preview_lesson.php?&passid=56)
Lesson.

Day 9 - Summarize student's findings with their Power Point
Presentations. Review main concepts for the unit/test.

Day 8 - Unit Test

**Implementation Plan**

In order to implement this unit successfully, there are several items
that should be planned in advance. The preparation of these items is
essential to the flow of the lessons and student accessibility in
completing the required projects. These items have been organized into
three categories.

I    Teacher Preparations

> The teacher preparing for this unit should have a general
> understanding of the sea surface temperature of the Gulf Stream, coral
> bleaching, and aerosols.

-   Lesson Plans: The teacher should be familiar with the lesson plans.
    Student Prerequisites and Materials will assist the teacher in
    preparing for each lesson.

II    Student Prerequisites

> There are several learning tools students should be acquainted with
> before starting this unit. These tools will assist students in
> exploring and investigating the topics of this unit without depending
> solely on the teacher.

-   Computer Literacy: In this unit, students will be required to create
    graphs using the [MY NASA DATA web
    site](http://mynasadata.larc.nasa.gov/). Students should be able to
    enter the Internet, enter specific latitude and longitude
    coordinates, and have a general understanding of how to surf the
    web.

-   Cooperative Groups: In this unit, students will be required to work
    in various cooperative groups. Students should have an understanding
    of ground rules and group member roles.

III    Materials

> Prior to implementing this unit, there are several materials to gather
> or borrow.

-   Nonfiction Books: A collection of nonfiction books about the sea
    surface temperature of the Gulf Stream, coral bleaching, and
    aerosols need to be retrieved and available for students.

-   Computer Access: A minimum of one computer with access to the
    Internet needs to be available for students. If students attend a
    computer lab at the school site, an option is to allow students the
    opportunity to gather the research information during lab time.

**References/Resources**

Aerosol Protocols, Retrieved March 20^th^, 2006, from
<http://www.globe.gov/sda/tg00/aerosol.pdf>

Buchheim, Jason (1997) *Coral Reef Bleaching* Retrieved March 12^th^,
2006, from <http://www.marinebiology.org/coralbleaching.htm>

Emanuel, K. A. A statistical analysis of tropical cyclone intensity.
*Mon. Wea. Rev.* **128,** 1139-1152 (2000).

Sahara dust occasionally clouds Caribbean, Retrieved March 8^th^, 2006,
from <http://www.usatoday.com/weather/walm3.htm>