Teacher’s Guide
http://imagers.gsfc.nasa.gov
2
Teacher's Guide
Introduction to Teacher’s Guide ............................ 4
IMAGERS: UNIT I Understanding Light ................. 5
LESSON 1 - The Primary Colors of Light ............................ 7
LESSON 2 - What Color is it? ............................................. 14
LESSON 3 - The Electromagnetic Spectrum .................... 24
Understanding Light Resources ....................................... 29
IMAGERS: Unit II Remote Sensing....................... 31
LESSON 1 - What are we looking at? ................................ 32
LESSON 2 - What are satellites? ........................................ 36
LESSON 3 - The Adventure of Echo the Bat...................... 42
LESSON 4 - How do satellites work? ................................. 49
LESSON 5 - Interpreting satellite images ........................ 54
Remote Sensing Resources .............................................. 61
IMAGERS: Unit III Biodiversity ............................. 63
LESSON 1: Introducing Habitats and Biodiversity ......... 64
LESSON 2 - Introducing NatureMapping ......................... 67
Biodiversity Resources ...................................................... 75
Related Science Standards ................................... 76
3
Introduction to Teacher’s Guide
Welcome to the IMAGERS Adventure of Echo the Bat Teacher’s Guide! The Adventure of Echo the
Bat is an interactive web site featuring an Interactive Adventure and Teacher’s Guide, which combine to introduce students to remote sensing and biodiversity from a constructivist approach. The
Teacher’s Guide contains classroom activities and lesson plans that provide a structure to integrate
the interactive adventure into the classroom. The activities introduce concepts basic to the understanding of remote sensing including understanding light and the introduction to the electromagnetic
spectrum. The Adventure engages students in exploring concepts of remote sensing and biodiversity.
After completing the Adventure, these concepts are reinforced back in the classroom with hands-on
activities provided in the Teacher’s Guide.
Participants begin with classroom activities from the Understanding Light unit. The activities allow
students to explore the concepts of light. They continue investigating different electromagnetic
energy with the IMAGERS Electromagnetic Spectrum web site. After introductory remote sensing
activities, they start the interactive component of the IMAGERS site. A story of Echo the Bat sets
the stage for the interactive adventure using a Landsat mosaic of Arizona as the interface. Students
need to interpret satellite imagery to receive clues to Echo’s location. As students find Echo, additional content about remote sensing and biodiversity is introduced. This web site provides teachers
with a vehicle for introducing complex content that can be reinforced back in the classroom through
the Remote Sensing and Biodiversity units
We created three thematic units targeted for grades 5-8: Understanding Light, Remote Sensing, and
Biodiversity. Within each unit, you will find lesson plans, reproducible worksheets, visuals, and
links to useful resources. The lesson plans are organized according to the 5-E constructivist model.
Engagement: capture attention, stimulate their thinking, assess their prior knowledge
Exploration: activity to introduce concept, an investigation
Explanation: discussion of concept, analysis of their exploration
Extension: apply concept to real world situation, expand their understanding
Evaluation: a short activity to assess students’ understanding
Though IMAGERS is intended for grades 5-8, we encourage you to customize the activities to fit
your class and curriculum. Depending on your students’ prior knowledge, you may choose to expand or omit certain activities. See Appendix A for specific national and local standards covered in
our lesson. We hope IMAGERS enables you to introduce new and exciting science concepts to your
students through interactive multimedia and constructivist activities. Happy exploring!
Josephine To, SSAI, &
Ginger Butcher, SGT
http://imagers.gsfc.nasa.gov
4
IMAGERS: UNIT I Understanding Light
This unit introduces students to the basics of light as a preface to understanding how remote sensing
works. In Lesson 1, The Primary Colors of Light, students experiment with mixing colors of light
to discover that the primary colors of light are red, green, and blue. They continue with Lesson 2’s
What Color is it? where they model how objects absorb and reflect colors of light. In Lesson 3,
Introducing the Electromagnetic Spectrum, students are introduced to different electromagnetic
energy through the Electromagnetic Spectrum web site. This content is reinforced in the
Wavestown activity. This unit prepares them for the Remote Sensing unit.
5
6
LESSON 1 - The Primary Colors of Light
Students will:
• Use the primary colors of light to create new colors.
• Demonstrate their new knowledge of the primary colors of light by coloring a diagram.
Materials Needed:
Worksheet 1 - Mixing Colors of Light (1 per group)
Small flashlights (3 per group)
Red, blue, and green theatrical gels or cellophane
Tape
White paper
Copies of blank venn diagram (provided)
Crayons
Engagement
Show students the three flashlights. Ask them if they can identify anything unique about this combination of colors. Explain that today’s activity will give them the opportunity to experiment with
colored lights.
Exploration
Divide students into groups of four. Provide each group with three flashlights, a red, green, and blue
color theatrical gel, and three pieces of tape. Each group should also have a copy of worksheet 1.
Have students tape the gels around the face of the flashlight so that no white light leaks out. Assign
to each student in the group. One will be the recorder and three will hold a flashlight. Tell students
to use their flashlights to mix the colors of light. As they make discoveries, ask the recorder to
describe the color they created. Have the group quantify the amount, or intensity, of colored light
used. (See directions and example on worksheet 1.) After a few minutes, have the students exchange roles and continue mixing colors.
7
Explanation
After students complete the chart, as a class discussion, ask them to describe the colors they created.
Make a list on the board. (Optional: Use stage lights to demonstrate the colors they name. See
directions following worksheet 1.) Review the following combinations and give students the
“proper names” for them.
Red + Green = Yellow
Red + Blue = Magenta (pinkish purple color)
Blue + Green = Cyan (turquoise)
Red + Blue + Green = White
The absence of light = Black
Then, ask students why red, green, and blue are so unique. Lead them to understand that the three
colors make the primary colors of light. Explain that red, green, and blue mix to make all colors.
Distinguish the primary colors of LIGHT and the primary colors of PIGMENT from each other.
Red, green, and yellow equal the primary colors of PIGMENT, or paint and crayon. They cannot
combine to make the products of the primary colors of LIGHT.
Extension
Relate this new information to computer monitors. Explain to students that computer monitors
combine red, blue, and green to make the colors that we see. Our monitor can display hundreds and
thousands of colors. Give students a copy of the blank venn diagram. Have them label and color in
the diagram using the information they learned in this lesson.
Evaluation
Ask students to name the primary and secondary colors of light. Use the complete venn diagram to
assess their understanding of the primary color combinations.
Tips for Teachers
•
Flashlights - Have each student bring in a flashlight for this activity. Or, ask a local
company to donate mini-flashlights.
•
Color filters - Purchase a large sheet and cut it into small squares. Or, find a theatrical
store and ask for a filter swatch book. Make sure to select a red, blue, and green filter
combination that best represents white when combined. Because filters are traditionally
used on high-powered stage lights, the exact same color filters used for stage lighting
may not produce the desired effects with low-powered flashlights.
•
Unlike adding more paint or crayon to get a darker color, adding more colored light does
not give a darker color. Higher numbers (amounts of) will create a lighter color (i.e. all
9’s equals white). Lower numbers will create a dark color (i.e. 1,0,0 would be a dark
red.)
8
Diagrams
The Primary Colors of Pigment
The Primary Colors of Light
9
Blank diagram for assessment use
10
Name ___________________________________________
Date______________
Mixing Colors of Light
Directions: As a group, shine the three flashlights onto a piece of white paper and
create as many colors as possible. List the colors in the chart below. Then, use the
numbers in the key to describe how much colored light you use to make each color.
The first one is done for you.
Key:
0 = No light used
Color Created
5 = Some light used
Red
Green
Blue
9
0
0
2. _________
________
________
_______
3. _________
________
________
_______
4. _________
________
________
_______
5. _________
________
________
_______
6. _________
________
________
_______
7. _________
________
________
_______
8. _________
________
________
_______
9. _________
________
________
_______
10. ________
________
________
_______
1. Red
9 = All light used
Note: Be creative and make new colors! Experiment with your flashlights by pulling
them back from the paper. Use numbers 1 to 9 to describe how bright the colored
flashlight is, 1 as dim and 9 as very bright.
11
Mixing Colors of Light Answer Key
(colors may vary)
Color Created
1. Red
2. Green
3. Blue
4. Cyan (turquoise like)
5. Magenta
6. Yellow
7. White
8. Black
9. Brown (sample)
Red
9
0
0
0
9
9
9
0
5
Green
0
9
0
9
0
9
9
0
3
12
Blue
0
0
9
9
9
0
9
0
0
Instructions on building Parcans
(stage lights)
Materials:
3 inexpensive directional lamps
3 reflector lamp light bulbs (best to use 3 exact same bulbs)
3 dimmer switches (like an extension cord with a dimmer switch)
3 file folders
3 filters, red, green and blue
9 clothes pins
masking tape
Directions:
Assemble filter holders. Cut a hole the size of the lamp shade through both sides of a file folder. Slip
one of the filters inside the folder and tape shut. Repeat for the other two folders.
Attach clothes pins to the edge of the lamp shade. Tape the file folder to the clothes pins so that there
is a slight spacing between the lamp and the folder. This is to allow heat to escape and not melt the
filter. NOTE: DO NOT LEAVE LAMPS ON UNATTENDED FOR THE FOLDERS OR FILTERS
MAY BECOME HOT AND BECOME A FIRE HAZARD.
Plug lamps into the dimmer switches and plug switches into an electrical outlet. Position the lamps
so that they are the same distance from and point to a common area on a white surface (such as a
projection screen). It may take some adjustment. When all three lights are on and point to the same
location on the screen , they should give the appearance of white light.
By dimming the lights down and back up, the colored light mixes to create a variety of colors.
Numbers can be written on the dimmer switches so that the colors can be described as a numerical
value. To label the dimmers, start with the dimmers off and mark a zero on the switch. Then turn the
lights all the way on and mark a 9 on the switch. If more number are desired, estimate the numbers
on the switch between 0 and 9.
13
LESSON 2 - What Color is it?
Students will:
• Identify whether an object reflects or absorbs red, green, and/or blue light.
• Reinforce their knowledge of the primary colors of light.
• Create a simple spectral signature.
Materials Needed:
White file folders or 11”x 14” poster board (1 per group)
Flashlights (1 per group)
Solid-colored blocks (red, green, blue, cyan, magenta, or yellow)
Worksheet - What color is it? (1 per group)
Worksheet - answer key
Worksheet - Spectral signatures
Worksheet - answer key
Digital picture worksheet
Digital picture answer key
Crayons
Engagement
Ask students “Why is does grass look green to us?” Record their responses. Explain to them that
objects absorb and reflect the color of light we see. In this lesson, they will model this concept.
Exploration
Divide students into groups of three. Give each group a flashlight, a white file folder, and 5 different
colored blocks. (If you use poster board, have students fold it in half, widthwise.) Have groups
stand their folder on the width edge. Tell them to place an object at the vertex of the folder, then
shine the flashlight on the object. Students’ task is to identify whether the object reflects or absorbs
red, green, and/or blue light. Have students complete the chart on the worksheet. Tell students to
use the “Primary Colors of Light” diagram from Lesson 1 as a guide.
14
Explanation
When students finish this exercise, discuss their results. Students should observe that an object
reflects the color of light that we see and absorbs all other colors. Continue by discussing students’
answers for the “Think about it” questions. Lead them to understand that white objects reflect all
colors of light and black objects absorb all colors of light.
Extension
Explain to students that there are scientists who study the amount of light objects reflect. When
scientists study the Earth from space, they look at the color of light reflected. The amount of light
reflected describes the characteristic of an object. Using the chart they just created, have the students graph the amount of light reflected by the objects they used in the activity. (Make worksheet.)
The y-axis will be the amount of reflected light and the x-axis will be the red, green, and blue light.
After students complete this, explain that scientists use sensors which look at the amount of light an
object reflects, such as a rock or a pond. These sensors give a numeric value for the amount of light
reflected, then this data is graphed. The graphs, also called spectral signatures, of different objects
such as a rock, water, or a plant are unique. By knowing the “signature” of a particular object, a
scientist can identify similar objects over a large geographic area.
Because the amount of light reflected can be represented by numbers, by having just the numbers,
we can make an image. Give students the digital picture worksheet. Before creating the digital
picture, have students label the intersections of the venn diagram with the corresponding colors.
Then, as a class, determine the colors represented by the combinations of numbers. Have students
color in the picture using that key. (This activity may also be used for homework.)
Evaluation
Use the “What Color is it?” worksheet to assess whether students understand the combinations the
primary colors of light create. Review the answers of the worksheet. In the chart, students should
identify which of the red, green, and blue are absorbed and reflected for each object. For example,
for a yellow object, red and green light are reflected while blue light is absorbed. Display a few
colored objects and ask students to identify whether it reflects or absorbs red, green, and/or blue
light.
Tips for Teachers
• Flashlights - Have each student bring in a flashlight for this activity. Or, ask a local
company to donate mini-flashlights.
• Blocks - Use small pieces of colored-construction paper.
15
NAME__________________________________________
DATE______________
What Color is it?
Directions: In the chart below, describe an object in the left column. Include the
color of the object. Then, place the object inside the propped up folder. Shine a flashlight on top of the object. Record the color of light reflected in the second column.
Then, determine whether the object reflects or absorbs red, green, and/or blue light.
Use the provided abbreviations.
A = Absorbed
R = Reflected
Object description
Color reflected
Red
Green
Blue
1. Red apple
red
R
A
A
2. _______________
_______________
______
______
______
3. _______________
_______________
______
______
______
4. _______________
_______________
______
______
______
5. _______________
_______________
______
______
______
6. _______________
_______________
______
______
______
7. _______________
_______________
______
______
______
8. _______________
_______________
______
______
______
9. _______________
_______________
______
______
______
10. ______________
_______________
______
______
______
Think About It:
1. What colors do a BLACK object absorb and reflect? Why?
______________________________________________________________
______________________________________________________________
2. What colors do a WHITE object absorb and reflect? Why?
______________________________________________________________
______________________________________________________________
16
What Color is it? - Answer Key
(answers may vary)
A = Absorbed
R = Reflected
Object description
Color reflected
Red
Green
Blue
Ex. Red apple
red
R
A
A
Yellow block
yellow
R
R
A
Green block
green
A
R
A
Pinkish colored block (magenta)
magenta
R
A
R
Blue block
blue
A
A
R
Turquoise block
cyan
A
R
R
Think About It:
1. What colors do a BLACK object absorb and reflect? Why?
Black objects absorb all colors of light because the absence of light means no light is
reflected.
2. What colors do a WHITE object absorb and reflect? Why?
White objects reflect all colors of light. All colors of light combine to make white, so all
colors are reflected.
17
Name ______________________________
Date _________
Spectral Signatures
Object:
Color of object:
Object:
Color of object:
9
9
5
5
0
0
Red
Green
Blue
Red
Object:
Color of object:
9
5
5
0
0
Green
Blue
Red
Object:
Color of object:
Green
Blue
Green
Blue
Object:
Color of object:
9
9
5
5
0
0
Red
Blue
Object:
Color of object:
9
Red
Green
Green
Blue
Red
Spectral Signature Sample
Apple
Object:
Red
Color of object:
9
5
0
Red
Green
Blue
20
Digital Picture Activity
Take a look at the picture on the back of this worksheet. The numbers in each square represent
the amount of red light, green light and blue light from 0-9. These three colors of light (also called
the primary colors of light) can be mixed to create different colors. This is how your computer
monitor can display thousands, even millions of colors.
0 = light off
9 = light on
5 = about 1/2 the amount of light
Green light
Red light
Blue light
9
9
9
GREEN
RED
Example:
BLUE
red green blue
0,0,9
0 red = red light off
0 green = green light off
9 blue = blue light on
21
Therefore:
0,0,9 makes blue
Name _______________________________
Date ________________
Digital Image: Fill in the blanks with the color each set of numbers make. Then color the squares.
0,0,0
9,0,9
9,9,9
0,9,0
0,0,9
9,9,0
9,0,0
5,3,0
The numbers in the squares represent the amount of
red, green and blue light from 0 - 9. Together the make a color.
red green blue
Example:
0 red, 0 green, 9 blue (0,0,9 = blue)
0,0,9
9,9,0 9,9,0 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9
9,9,0 9,9,0 9,9,0 0,0,9 0,0,9 0,0,9 0,0,9 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9
9,9,0 9,9,0 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,9,0 0,9,0 0,9,0 9,0,0 0,9,0 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9
0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9
0,0,9 0,0,9 0,0,9 0,0,9 0,9,0 0,9,0 9,0,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9
0,0,9 0,0,9 0,0,9 0,9,0 0,9,0 9,0,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,0,9 0,0,9 0,0,9 0,0,9
0,0,9 0,0,9 0,0,9 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 9,0,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,0,9 0,0,9 0,0,9 0,0,9
0,0,9 0,0,9 0,0,9 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,0,9 0,0,9
0,0,9 0,0,9 0,0,9 0,0,9 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 9,0,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,0,9
0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 9,0,0 0,9,0 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9
0,0,9 0,0,9 0,0,9 0,9,0 0,9,0 0,9,0 0,9,0 9,0,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,0,9 0,0,9 0,0,9
0,0,9 0,0,9 0,0,9 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,0,9 0,0,9
0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 9,0,0 0,9,0 0,9,0 0,0,9 0,0,9 0,0,9
0,0,9 0,0,9 0,0,9 0,0,9 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 9,0,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,0,9 0,0,9 0,0,9 0,0,9
0,0,9 0,0,9 0,0,9 0,0,9 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,0,9 0,0,9 0,0,9 0,0,9
0,0,9 0,0,9 0,0,9 0,9,0 0,9,0 0,9,0 0,9,0 0,0,9 0,0,9 5,3,0 5,3,0 0,9,0 5,3,0 5,3,0 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9
0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 5,3,0 5,3,0 5,3,0 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9
0,0,9 0,0,9 0,0,9 0,0,9 9,0,9 0,0,9 9,0,9 0,0,9 0,0,9 5,3,0 5,3,0 0,0,9 0,0,9 0,0,9 9,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9
0,0,9 0,0,9 0,0,9 0,0,9 0,9,0 0,0,9 0,9,0 9,0,9 0,0,9 5,3,0 0,0,0 0,0,9 0,0,9 9,0,9 0,9,0 9,0,9 0,0,9 0,0,9 0,0,9 0,0,9
0,0,9 0,0,9 0,0,9 0,0,9 0,9,0 0,0,9 0,9,0 0,9,0 0,0,9 5,3,0 5,3,0 0,0,9 0,0,9 0,9,0 0,9,0 0,9,0 0,0,9 0,0,9 0,0,9 0,0,9
0,0,9 0,0,9 0,0,9 0,0,9 0,9,0 0,0,9 0,9,0 0,9,0 5,3,0 5,3,0 5,3,0 5,3,0 5,3,0 0,9,0 0,9,0 0,9,0 0,0,9 0,0,9 9,0,0 0,0,9
0,9,0 0,9,0 9,0,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0
0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0
22
Digital Picture Answer Key
Digital Image: Fill in the blanks with the color each set of numbers make. Then color the squares.
0,0,0
9,0,9
9,9,9
0,9,0
0,0,9
9,9,0
9,0,0
5,3,0
The numbers in the squares represent the amount of
red, green and blue light from 0 - 9. Together the make a color.
red green blue
Example:
0 red, 0 green, 9 blue (0,0,9 = blue)
0,0,9
9,9,0 9,9,0 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9
9,9,0 9,9,0 9,9,0 0,0,9 0,0,9 0,0,9 0,0,9 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9
9,9,0 9,9,0 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,9,0 0,9,0 0,9,0 9,0,0 0,9,0 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9
0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9
0,0,9 0,0,9 0,0,9 0,0,9 0,9,0 0,9,0 9,0,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9
0,0,9 0,0,9 0,0,9 0,9,0 0,9,0 9,0,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,0,9 0,0,9 0,0,9 0,0,9
0,0,9 0,0,9 0,0,9 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 9,0,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,0,9 0,0,9 0,0,9 0,0,9
0,0,9 0,0,9 0,0,9 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,0,9 0,0,9
0,0,9 0,0,9 0,0,9 0,0,9 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 9,0,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,0,9
0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 9,0,0 0,9,0 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9
0,0,9 0,0,9 0,0,9 0,9,0 0,9,0 0,9,0 0,9,0 9,0,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,0,9 0,0,9 0,0,9
0,0,9 0,0,9 0,0,9 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,0,9 0,0,9
0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 9,0,0 0,9,0 0,9,0 0,0,9 0,0,9 0,0,9
0,0,9 0,0,9 0,0,9 0,0,9 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 9,0,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,0,9 0,0,9 0,0,9 0,0,9
0,0,9 0,0,9 0,0,9 0,0,9 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,0,9 0,0,9 0,0,9 0,0,9
0,0,9 0,0,9 0,0,9 0,9,0 0,9,0 0,9,0 0,9,0 0,0,9 0,0,9 5,3,0 5,3,0 0,9,0 5,3,0 5,3,0 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9
0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 5,3,0 5,3,0 5,3,0 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9
0,0,9 0,0,9 0,0,9 0,0,9 9,0,9 0,0,9 9,0,9 0,0,9 0,0,9 5,3,0 5,3,0 0,0,9 0,0,9 0,0,9 9,0,9 0,0,9 0,0,9 0,0,9 0,0,9 0,0,9
0,0,9 0,0,9 0,0,9 0,0,9 0,9,0 0,0,9 0,9,0 9,0,9 0,0,9 5,3,0 0,0,0 0,0,9 0,0,9 9,0,9 0,9,0 9,0,9 0,0,9 0,0,9 0,0,9 0,0,9
0,0,9 0,0,9 0,0,9 0,0,9 0,9,0 0,0,9 0,9,0 0,9,0 0,0,9 5,3,0 5,3,0 0,0,9 0,0,9 0,9,0 0,9,0 0,9,0 0,0,9 0,0,9 0,0,9 0,0,9
0,0,9 0,0,9 0,0,9 0,0,9 0,9,0 0,0,9 0,9,0 0,9,0 5,3,0 5,3,0 5,3,0 5,3,0 5,3,0 0,9,0 0,9,0 0,9,0 0,0,9 0,0,9 9,0,0 0,0,9
0,9,0 0,9,0 9,0,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0
0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0 0,9,0
23
LESSON 3 - The Electromagnetic Spectrum
Students will:
• Be introduced to the Electromagnetic Spectrum.
• Realize that there is energy beyond visible light that we cannot see.
• Identify examples of parts of the EM Spectrum in the Wavestown picture.
Materials Needed:
Prism
Strong flashlight
Wavestown picture (1 per student)
Wavestown answer key
Electromagnetic spectrum description worksheet (1 per student)
IMAGERS Electromagnetic Spectrum web site
(http://imagers.gsfc.nasa.gov/ems/ems.html)
Digital satellite image worksheet
Digital satellite image answer key
Crayons
Engagement
Ask students “what is light?” White light is all colors, like the colors of the rainbow. Explain that
Isaac Newton discovered the color of light by shining white light through a prism. Demonstrate his
experiment using a flashlight and a prism. Tell students that this is called the “visible light spectrum.” The visible light spectrum is a part of a larger spectrum called the electromagnetic spectrum.
Explain that light is energy and that there is energy beyond visible light. In this lesson, they will be
studying the electromagnetic spectrum.
Exploration
Take students to computer lab. Begin on the IMAGERS Student’s Site (http://imagers.gsfc.nasa.gov/
student.html) and select the Electromagnetic Spectrum site. Read the first page titled “What are
waves?” together. Then, give each student the Wavestown picture. Have students use the electromagnetic spectrum site to help them label examples of the electromagnetic spectrum found in
Wavestown. Students should read the description on the site then look for examples in Wavestown.
(If access to computer lab is unavailable, use the worksheet provided.)
24
Explanation
When students complete this exercise, discuss their answers as a class. Begin with radio waves. Ask
students to give examples found in Wavestown. Continue with microwaves and the other wavelengths to gamma rays.
Extension
Continue the lesson by giving students the digital satellite image worksheet. Explain that satellite
have sensors which can detect infrared energy, a part of the electromagnetic spectrum. Have them
label the key with the correct color, then complete the picture.
Evaluation
Use the Wavestown picture to assess students’ understanding of the different energies in the electromagnetic spectrum.
Tips for Teachers
• IMAGERS Electromagnetic Spectrum web site - Preview the electromagnetic spectrum
web site the day before teaching this lesson. Find objects to represent different electromagnetic energy, i.e. pocket radio, microwave popcorn, remote control, etc...
• Wavestown activity - You may want to review the answers to this activity prior to the
lesson because some answers may surprise you.
25
26
300m
1.
30m
3m
Waves Town
30cm
3cm
2.
0.3cm
300µm
3.
30µm
3µm
4.
0.3µm
30nm
5.
3nm
6.
0.3nm
0.03nm 0.003nm
7.
Label the chart below,
then match the items in the picture
to the Electromagnetic Spectrum.
Name _______________________________
Date ________________
Wavestown Answer Key
Radio Waves
Ray’s TV - TV reception uses radio waves
Satellite Dish on top Ray’s - receives movies via radio waves from a satellite
Taxi - Car radio reception uses radio signals
Taxi - Driver receives instructions on a CB radio which uses radio waves
Radio Tower - broadcast’s radio signals
Large Satellite dish in field - receives radio waves from distant stars
Microwaves
Microwave in Waves Grill - uses microwaves to cook food
Disk-like antennas on tower - send microwave communications
Infrared
Heat lamps above food in Waves Grill - use infrared waves to keep food hot
Ray’s TV - Remote controls use infrared waves to communicate with the TV
Trees, bushes, grass, and farm - vegetation reflects short infrared waves
Observatory - astronomers study thermal infrared (long infrared waves) from stars
Visible Light
Rainbow - water droplets cause white light to break apart into the colors of the rainbow
Photographer’s studio - portrait photographers use film sensitive to visible light
Observatory - astronomers look at visible light from planets and stars
Ultraviolet
Tanning Salon - use ultraviolet waves to tan our skin
sunglasses store - sunglasses protect our eyes from the ultraviolet waves
Suntan lotion - protects our skin from ultraviolet waves
Observatory - astronomers see some ultraviolet radiation from planets and stars
X-rays
Dr. Bob’s Health Clinic - uses x-rays to study our bones
High energy x-rays are also used to treat cancer
Gamma Rays
Dr. Bob’s Health Clinic - gamma radiation is used to kill sick cells through nuclear medicine
Gamma radiation is given off by nuclear explosions that occur within stars, like our sun
Note: Stars give off gamma rays and x-rays but we cannot see them from Earth because they cannot
pass through our atmosphere
27
NAME_________________________________________
DATE______________
The Electromagnetic Spectrum
Directions: Use these descriptions to help you identify examples of each type of
energy in the Wavestown picture. Circle the example and draw a line to connect it to
the corresponding part of the Electromagnetic Spectrum.
•
Radio waves have the longest wavelength in the electromagnetic spectrum.
These waves carry the news, ball games, and music you listen to on the
radio. They also carry signals to television sets and cellular phones.
•
Microwaves have shorter wavelengths than radio waves, which heat the
food we eat. They are also used for radar images, like the Doppler radar
used in weather forecasts.
• There are infrared waves with long wavelengths and short wavelengths.
Infrared waves with long wavelengths are different from infrared waves with
short wavelengths. Infrared waves with long wavelengths can be detected as
heat. Your radiator or heater gives off these long infrared waves. We call
these thermal infrared or far infrared waves. The sun gives off infrared
waves with shorter wavelengths. Plants reflect these waves, also known as
near infrared waves.
•
Visible light waves are the only electromagnetic waves we can see. We see
these waves as the colors of the rainbow. Each color has a different wavelength. Red has the longest wavelength and violet has the shortest wavelength. These waves combine to make white light.
•
Ultraviolet waves have wavelengths shorter than visible light waves.
These waves are invisible to the human eye, but some insects can see them.
Of the sun’s light, the ultraviolet waves are responsible for causing our
sunburns.
•
X-Rays: As wavelengths get smaller, the waves have more energy. X-Rays
have smaller wavelengths and therefore more energy than the ultraviolet
waves. X-Rays are so powerful that they pass easily through the skin allowing doctors to look at our bones.
•
Gamma Rays have the smallest wavelength and the most energy of the
waves in the electromagnetic spectrum. These waves are generated by radioactive atoms and in nuclear explosions. Gamma rays can kill living cells,
but doctors can use gamma rays to kill diseased cells.
28
Understanding Light Resources
Web Sites
•
•
•
•
Patterns in Nature: Light and Optics “Color and the Spectrum” http://acept.la.asu.edu/PiN/mod/
light/colorspectrum/pattLight3Obj2.html Three lesson modules created by Arizona State University
on color, mixing colors, and the electromagnetic spectrum. A good resource for teachers.
Science Education Gateway http://www.cea.berkeley.edu/Education/sii/SEGway/ A NASA-sponsored project featuring lesson modules on light for grades 3-12.
NASA Observatorium Education-Reference Module http://observe.ivv.nasa.gov/nasa/education/
reference/emspec/emspectrum.html A basic reference site on the electromagnetic spectrum for
middle school students or teachers.
Imagine! The Electromagnetic Spectrum http://imagine.gsfc.nasa.gov/docs/introduction/
emspectrum.html A thorough resource on the electromagnetic spectrum. Includes some illustrations
and a glossary.
Books
•
•
•
•
•
•
•
•
Rainbows to Lasers by Kathryn Whyman, Gloucester Press, 1989. Introduces the properties of light.
Includes brief descriptions and simple experiments. Appropriate for upper elementary grades.
Light and Lasers by Kathryn Whyman, Gloucester Press, 1986. Introduces the properties of light.
Also illustrates the difference between the primary colors of light and the primary colors of pigment.
Includes a few experiments.
The Science Book of Light by Neil Ardley, Harcourt Brace Jovanovich, 1991. A book of simple light
experiments demonstrating the principles of light. Accompanied by colorful photographs. Suitable
for elementary grades.
What do you see & how do you see it? by Patricia Lauber, Crown Publishers, 1994. A good informative book for middle school students introducing the properties of light. Also covers infrared light
and its applications. Concise text and large, colorful photographs.
Light and Color by Gary Gibson, Copper Beech Books, 1994. A step-by-step guide introduces
students to the principles of light and color.
Waves: The Electromagnetic Universe by Gloria Skurzynski, National Geographic Society, 1996.
How Science Works by Judith Hann, Reader’s Digest Association, 1991. An excellent reference
book for students, featuring easy-to-do experiments, clear descriptions, and colorful photographs.
Includes a section on light.
The Magic School Bus Makes a Rainbow: A Book about Color by Joanna Cole, Scholastic, 1997. A
fiction book introducing the secrets of light and color in an adventure through a pinball machine.
NASA Publications
•
•
Astro-1 Teacher’s Guide with Activities Seeing in a New Light, 1990. This guide includes activities
on the color of light, the electromagnetic spectrum. For grades 6-8.
Space Based Astronomy, 1994. This teacher’s guide includes a unit on the electromagnetic spectrum.
Each unit contains activities and provides information for discussion. For grades 5-8.
29
30
IMAGERS: Unit II Remote Sensing
Students begin their study of remote sensing in Lesson 1 What are we looking at? Students are
introduced to different perspectives of viewing the Earth and their uses. This activity leads them to
seeing the Earth from a satellite perspective. Before actually looking at satellite imagery, students
learn about satellites and their components by building a satellite model in Lesson 2 What are
Satellites? In Lesson 3, students begin to interpret satellite imagery in the Adventure of Echo the
Bat. They model how satellites transmit data in Lesson 4 How do Satellites Work? In Lesson 5
Interpreting Satellite Images, students study images and identify land features.
31
LESSON 1 - What are we looking at?
Students will:
• Use different perspectives to gather information about a given area.
• Discuss the advantages of different perspectives.
Materials Needed:
Pennies (per student or group)
4 perspective pictures
Engagement
Take students to a grassy area outside and give them a random number of pennies. Tell them that
they are farmers and they need to study their land. The pennies will represent the dead crops on their
farm and the grass will represent their land. Have them toss the pennies onto the grass. Then, have
them lay on their stomach on the grass, so that they are at eye-level with the grass, and count the
pennies. Then, have them stand up and count the pennies. Bring them back to the classroom and
ask “As a farmer, would you rather study your farm from the ground or from the air? Why?” Discuss briefly.
Exploration
Begin the activity by reading this scenario to students. “Farmer John noticed that plants growing
next to the river were sick. He thinks it could be the water.” Show picture 1. Ask students to form
hypotheses on what could affect the water quality of the river. Create a list on the board. One
prediction may be the train. Continue by showing picture 2. Ask students if this picture changes
their hypotheses. Have them modify their list. Repeat this procedure for pictures 3 and 4.
Explanation
Discuss the advantages of the various pictures. Compare this with satellite images. Ask students
why people would use satellite images rather than photos taken from the ground.
Extension
Ask students to watch the weather forecast on television for the next three days. Have them compare
and contrast the local weather image and the national weather image. Which one provides more
information? Which image allows them to predict next week’s weather?
32
Evaluation
Have students write a scenario where an aerial or satellite perspective would give them more information then photos taken from the ground.
Tips for Teachers
• Perspective pictures - If student copies cannot be provided, print color transparencies. Or,
if possible, display the web site on a television in the classroom.
33
Perspective Pictures
Image 1
Image 2
34
Image 3
Image 4
35
LESSON 2 - What are satellites?
Students will:
• Differentiate between natural satellites and artificial satellites.
• Create a model of an artificial satellite.
Materials Needed:
Satellite worksheet
Worksheet answer key
Pictures of satellites
Materials for satellite construction (see Tips for Teachers)
Engagement
Ask students “what are satellites?” Have them list what they think the characteristics of satellites are
(they orbit in space, used to get information, etc.) Using this list, have them create a definition of
satellites. A simple definition of a satellite is a free-flying object that orbits the Earth, another planet,
or the sun. Ask them to name some types of satellites. Students may not know the specific names of
the satellites or may say space, weather, television, or communications satellites. Lead them to
distinguish between natural satellites and artificial satellites. The moon and the planets are natural
satellites. Each orbits another object. Artificial satellites are man-made, such as weather satellites.
The sun is not a satellite.
Exploration
Continue the lesson by introducing students to the parts of a satellite. Give each student the satellite
worksheet. In this activity, students will make a model of an artificial satellite. (This activity may
be done as an extended project or a group project.) Review the components of the satellite and their
conditions. Have students work together on the conversions before constructing their satellite.
Explanation
When students complete the project, have them present their model to the class. Review the role of
each component. Discuss their importance. Help students understand how each part depends on
other parts. (See answer key.)
36
Extension
Show students pictures of actual satellites. Relate their constructed models to the pictures. Ask
students to identify the components of the satellites .
Evaluation
Have students write a paragraph describing their model and its components. Assess their model for
correct measurements.
Tips for Teachers
•
•
•
Suggestions for satellite model materials - styrofoam food trays from grocery stores,
toothpicks, cardboard, egg cartons, and aluminum foil.
Provide books on satellites as a reference for students to use during this project. See
Remote Sensing Resources list.
For more satellite pictures, see Index of NASA Satellites on Spacelink http://
spacelink.nasa.gov/Instructional.Materials/Curriculum.Support/Space.Science/Satellites/
37
Pictures of Satellites
Landsat 7
Mars Global Surveyor
38
EOS AM-1
39
NAME________________________________________
DATE_______________
Construct a Satellite
Your mission is to design and build a satellite that will gather information about the Earth’s surface.
Before engineers at NASA can build the satellite, they need to see a model. The model must be
homemade, no LEGO or other building toys permitted. Using the information provided below,
design and build a model satellite.
SCALE - 1cm : 250 cm (1 cm on your model = 250 centimeters in actual size)
1.
Instrument package & computer
The instrument package contains all the sensors used to gather information about the
Earth’s surface. The computer receives instructions from ground control and tells the
instruments when to turn on and off. The actual size of the instrument package &
computer will be a one meter cube. The instruments require 500 watts of power and
the computer requires 75 watts of power.
2.
Receiving antenna
The receiving antenna is required to receive instructions from scientists on the ground.
The scientists plan to send 1 signal per orbit, which requires 25 Watts of power for
each reception. The actual size of the dish antenna is .25 meters in diameter.
3.
Sending antenna
The sending antenna is used to send information collected by the sensors back to
Earth. This transmission of data will happen twice per orbit and require 25 Watts per
transmission. The actual size of the dish antenna is .25 meters in diameter.
4.
Data Recorder
The data collected by the sensors are recorded and saved until the data can be transmitted to Earth. The units actual size is a .25 meter cube. Recording of the data requires 100 watts per orbit and playback for transmission requires 50 watts per send.
5.
Battery (power source)
Two batteries are needed to power the satellite. Every .5 meter cube of battery can
store up to 250 watts per orbit. The battery can fully recharge in 50 minutes. Batteries
must be large enough to store two times the amount of energy required to run the
satellite for one orbit.
6.
Solar Array
A solar array is a collection of solar panels that work together to collect energy from
the sun. The solar array must produce twice the amount of energy needed to run the
satellite in order to charge the batteries. Each solar panel is .25 meters square. Each
square can produce 17 watts of energy to charge the battery.
Hint: Figure out how much energy is required to operate the satellite for one day. Use that
number to figure out what size to model the batteries and solar array
40
Construct a Satellite - Answers
Energy required
1.
2.
3.
4.
Instrument and computer require 575 watts
The receiving antenna requires 25 watts per orbit
The sending antenna requires (2 x 25) 50 watts per orbit
The tape back-up requires 100 watts to record + (2 x 50) 100 watts to playback
The satellite requires 850 watts per orbit to function.
5. Two batteries are needed to store twice the required energy for the satellite. Therefore, each battery must be hold 850 watts of power. Each battery is 1.7 meters in
actual size.
6. The solar array must produce (850 x 2) 1700 watts of power.
17 watts per square 1/4 meter
68 watts per square meter
1700 watts / 68 watts = 25
Actual size of solar array is 25 square meters.
41
LESSON 3 - The Adventure of Echo the Bat
Students will:
• Compare different habitats based on satellite imagery.
• Identify land features in the satellite imagery
Materials Needed:
Rulers
Adventure map worksheet
Worksheet – choose either or both content focuses
• Remote Sensing
• Biodiversity
Worksheet answer keys
Arizona Landsat mosaic
Computer access required for student or group of students
Engagement
How could satellite images help scientists study animals? Have students hypothesize what characteristics of satellite imagery can be of benefit to animals. For example, can you see houses from space?
No. Can you see cities from space? Yes. Who lives in cities? People. Where do animals live? Forests,
rivers, oceans, etc. Can you see their habitats from space? Yes!
Exploration
Begin the Adventure of Echo the Bat. Go to the Adventure of Echo the Bat section of the Student’s
Site (http://imagers.gsfc.nasa.gov/student.html).
The adventure begins with a short story about Echo the Bat. Echo is separated from his mother by a
forest fire at the end of the story. Echo has to migrate to a cave somewhere in southern Arizona to
meet his mother again. The story intro sets the stage for the interactive adventure. Using the Adventure Map, the students will map Echo’s movements as he travels through Arizona. The worksheet
asks questions which are answered throughout the adventure. This requires them to look more
closely at the content presented. Approximate time to complete the adventure is 35-45 minutes.
Depending on the computer experience of the students, it may be even faster.
Follow up the adventure with the math questions at the end of the worksheet. Students will need a
ruler for this exercise.
42
Explanation
The adventure introduces identifying land features and interpreting the colors of satellite imagery.
From this, content is introduced about how scientist can identify habitats in the satellite imagery and
students are asked to find Echo in a habitat visible in the satellite image.
Application of satellite imagery for studying biodiversity - Satellite imagery is used to identify
and locate different habitats. By knowing the habitats, scientists can predict what types of animals
should be living in that location. Then, scientists can go visit that location to conduct a field study to
confirm their predictions. By identifying and counting the animals in a particular habitat, scientists
can determine whether that habitat is biodiverse. See unit 3 on biodiversity.
Extension
Have students pick three points on the Arizona Landsat mosaic provided on the IMAGERS Student’s Site (http://imagers.gsfc.nasa.gov/student.html). You may have students view the image
on the computer or print a color copy for them to use. (Arizona Landsat mosaic poster will be
available Fall 1998. Email [email protected] to request a copy.) Ask them to write a
short paragraph about the land features and possible animals they would see at each point. Then,
using an atlas, have them compare the Landsat mosaic to the map. Tell them to check their answers.
Evaluation
Use the writing sample to assess their knowledge of identifying land features and habitats from a
satellite image.
Tips for Teachers
• The computer portion of this activity may be done individually or in groups of two or
three.
• If time is limited, omit the worksheet activity. Then present the math questions at the next
class period. They only need there adventure maps to work the math problems.
43
Name: _____________________________________________
Adventure of Echo the Bat - Adventure Map
Echo found at
Roosevelt Lake
S TAT E O F
ARIZONA
44
Date: ____________
NAME_________________________________________
DATE_______________
The Adventure of Echo the Bat (remote sensing)
Part 1 Directions: As you follow Echo, list 10 land features visible from space
and describe how each one looks from space.
Ex: Roosevelt Lake (or Lake) Solid black area, connected to small black lines
1. ___________________________________________________________________________
2. ___________________________________________________________________________
3. ___________________________________________________________________________
4. ___________________________________________________________________________
5. ___________________________________________________________________________
6. ___________________________________________________________________________
7. ___________________________________________________________________________
8. ___________________________________________________________________________
9. ___________________________________________________________________________
10. __________________________________________________________________________
Part 2 - Calculate the distance Echo traveled. Use Roosevelt Lake to determine the
scale of your Adventure map then measure the distance between each location you
found Echo. Roosevelt Lake is 25 km long.
Scale of Adventure Map:
______ cm
= ______km
Calculate distances between the habitats Echo visited:
From Roosevelt Lake to location 2 :
From location 2 to location 3 :
From location 3 to location 4 :
From location 4 to location 5 :
From location 5 to location 6 :
Total distance Echo traveled:
______ cm = ______km
______ cm = ______km
______ cm = ______km
______ cm = ______km
______ cm = ______km
______ cm
45
= ______km
NAME______________________________________
DATE_______________
The Adventure of Echo the Bat (biodiversity)
Directions: Read through the following questions before starting the adventure. Then
answer the questions as you follow Echo.
1. What kind of Bat is Echo?
_________________________________
2. List places where Echo found food.
______________________________
______________________________
______________________________
______________________________
3. Identify and count the animals in the Sonoran Desert picture.
_______________________________
_____________________________
_______________________________
_____________________________
_______________________________
_____________________________
4. Echo can eat 15 insects in one minute. He spends 90 minutes eating in the morning
and 90 minutes eating at night. How many bugs does Echo eat in one day? In 5 days?
___________________________________________________________________
Use Roosevelt Lake to determine the scale of your Adventure map. Roosevelt Lake is
25 km long.
Scale of Adventure Map: ______ cm
= ______km
Because it takes so much energy to fly, Echo must eat as he flies. Echo can fly 10 km
in 90 minutes. How long will it take him to fly from Roosevelt Lake to Phoenix?
How many bugs will he need to eat between Roosevelt Lake and Phoenix?
___________________________________________________________________
BONUS QUESTION: How many bugs would Echo need to eat through out the adventure? Measure the distance between the places Echo visited during his journey.
Then calculate the total distance traveled.
46
The Adventure of Echo the Bat
Answer Key to Worksheets
Remote Sensing Worksheet
Part 1 : Sample list of land features and their descriptions:
Red areas = forest ( Signal Peak/ Mogollon Rim)
Grid pattern of cyan (bluish) lines = city of Phoenix / Tuscon
Black lines = rivers (Salt River / Little Colorado River / Gila River)
Red square patterns = Crops of vegeation on a farm
Red areas following a black line = riparian area aside a river (L.Colorado River)
Red square pattern along a black line = farm irrigation along a river (Gila River)
Dark areas in white sand areas = exposed rock outcrops in the desert
Part 2
Scale of Adventure Map: 1 cm = 25 km
From Roosevelt Lake to Phoenix: ~2.5 cm = 62.5 km
From Phoenix to Grand Canyon (near Kaibab Plataeu): ~9.5 cm = 237.5 km
From Grand Canyon to Mogollon Rim (near White Mountains): 12 cm = 300 km
From Mollogon Rim to Sonoran Desert: ~14 cm = 350 km
From Sonoran Desert to Chirachua Mountains: ~14 cm = 350 km
Total distance traveled: 52 cm = 1300 km
Biodiversity Worksheet
1. Echo is a Big Brown Bat (Eptiscus fuscus)
2. Places where Echo food: Street Lights of Phoenix, Colorado River in the GrandCanyon,
Pine Forest of the Mogollon Rim, Organ Pipe Cactus National Park.
3. Animals in the Sonoran Desert
2 Road runners
3 Javalinas
1 Racoon
1 Gila Monster
1 Long-nosed snake
1 Gila Woodpecker
4. Scale of Adventure Map: 1 cm = 25 km
Echo eats 2700 bugs per day: 15(90) = 1350 * 2 = 2700 bugs
Echo eats 13,500 bugs in 5 days: 2700 * 5 = 13,500 bugs
It will take Echo about 3.5 days to fly from Roosevelt Lake to Phoenix.
He will eat about 9450 bugs during his trip. (3.5 * 2700) = 9450
Bonus Question: About 175,500 (see above for distance calculations)
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Arizona Landsat Mosaic
48
LESSON 4 - How do satellites work?
Students will:
• Model how satellites transmit data.
• Learn that satellites transmit numbers not images.
Materials Needed:
Digital art worksheet
Manila file folders
Engagement
Ask students to predict how satellites collect information about the earth. Explain to students that
today’s activity will model how satellites transmit their data to the computers on earth.
Exploration
Give each student the digital art worksheet. Divide the class into groups of two. Have the students
read the directions on the worksheet then begin the activity. Provide a manila file folder for each
group to use to cover their “data.”
Explanation
When students complete the activity, ask them the following questions. Based on this activity, how
do satellites transmit data? In reality, what is the sender? What is the receiver? What is the data?
What happens to the data when it reaches the “receiver?” Did your partner end up with the same
image as yours? Why or why not? Ask students to reflect on their earlier predictions and refine their
definition of how satellites transmit data.
Extension
Ask student to predict what would happen to the quality of an image if there were more squares in
the grid. What are some advantages or disadvantages? Explain that a grid with more squares would
provide finer detail, or more information about the given area.
Evaluation
Ask students to write a letter explaining to an alien in space how humans receive information from
satellites.
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Tips for Teachers
• Instead of using manila file folders, students can also use their notebooks or textbooks.
• See sample pictures for digital art activity.
50
NAME_________________________________________
DATE__________
Digital Art Activity
Directions: (Do this activity with a partner.)
1.
In your pair, choose one person to be the “sender” and one to be the “receiver.”
2.
Label grid A. Above the top row (horizontal), label from left to right using the
letters A to J. Next to the far left column (vertical), label from top to bottom using
numbers 1 to 10. Check to make sure your grid matches your partner’s grid.
3.
If you are the sender, draw a simple black-and-white picture by coloring in
complete boxes in the grid. Each box should be completely filled or completely
empty. Do not show your picture to your partner. Use the manila file folder to cover
your worksheet.
4.
After the sender draws the picture, he/she will “read” their picture to the receiver using a “digital code.” The receiver will say “A1.” Then, the sender will answer “0” if the box is empty or “1” if the box is filled in.
5.
Continue step 4 until all the boxes are “read.” Compare pictures. Are they the
same?
6.
Switch roles. Repeat steps 2 through 5.
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NAME_________________________________________
Digital Art Worksheet
Grid A
Grid B
52
DATE__________
Digital Art Sample Pictures
House with a sun shining on it
Happy face
Star
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LESSON 5 - Interpreting satellite images
Students will:
• Identify differences between photography and satellite imagery space.
• Identify features in a satellite image.
Materials Needed:
Images from the Remote Sensing section of the IMAGERS Student’s site
(http://imagers.gsfc.nasa.gov/student.html)
Interpreting satellite image worksheet
Atlas (1 per student or group)
Computer access required for student or groups of students
Engagement
Begin at the Remote Sensing section of the IMAGERS - Student’s Site.
Have students look at the photograph, a photo taken from a space shuttle of Phoenix, Arizona. What
can they learn about the Earth from this image? Look at the true color image. What can they learn
about the Earth from this image? How does this image differ from image 1? Lastly, look at the false
color image. What else can they learn about the Earth from this image? Explain that this is a false
color image, created by manipulating satellite data. Discuss with students the difference between a
photo and a satellite image.
Exploration
Bring students to the index of the four Landsat images. Give each student the worksheet that accompanies this activity. Have students follow the directions on the worksheet. They will be looking at
satellite images for land features and describing what they see under question one. Then, they will
look up the latitude and longitude in an atlas to answer questions two and three.
Explanation
Review the activity with students. Discuss the advantages of satellite images over an atlas or a road
map. In satellite images, we can see features not always noted on maps such as land features (volcanoes, mountains, etc.), vegetation, sediment and water, geological features (sand dunes, alluvial
fans, etc.), and more.
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Extension
Show students a satellite image of an area near their school or a familiar land feature. Ask students
to interpret the image. Go to the LANDSAT Images of the U.S.A - Archive http://
www.nasm.edu:2020/RPIF/LANDSAT/ LOYS.html for images of US cities, or see the Remote
Sensing Resources list.
Evaluation
Give students a false color image to interpret. Check Remote Sensing Resources list for additional
Landsat images. Have students identify land features and write how this image would be useful in
studying the earth.
Tips for Teachers
• Have students work in pairs if computers are limited.
• The images can be printed out on a color printer for use in the classroom. Note: black and white
copies will be difficult to interpret. Use the computer if a color printer is not available.
Any satellite images can be used for this acitivity provided you have the latitude and longitude of the
image.
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NAME_______________________________________ DATE__________
Interpreting Satellite Images
Directions: Look at the four images provided on the IMAGERS web site. Pick two
for this activity. You will be interpreting these images.
Image 1:___________________________________________
1. Predict the features you see in this image, i.e. a lake or river. How do you know?
________________________________________________________________________________________________________________________________________________________________________________________________
2. Using the latitude and longitude of the satellite image, locate the image in an atlas.
Describe the location, i.e. city, state, etc.
________________________________________________________________________________________________________________________________________________________________________________________________
3. For each feature, describe whether your predictions were correct. Explain why.
________________________________________________________________________________________________________________________________________________________________________________________________
Image 2:___________________________________________
1. Predict the features you see in this image, i.e. a lake or river. How do you know?
________________________________________________________________________________________________________________________________________________________________________________________________
2. Using the latitude and longitude of the satellite image, locate the image in an atlas.
Describe the location, i.e. city, state, etc.
________________________________________________________________________________________________________________________________________________________________________________________________
3. For each feature, describe whether your predictions were correct. Explain why.
________________________________________________________________________________________________________________________________________________________________________________________________
Think about it:
1. What kinds of information can you get from the satellite image that you cannot get
from the atlas?
________________________________________________________________________________________________________________________________________________________________________________________________
2. What kinds of information can you get from the atlas that you cannot get from the
satellite image?
________________________________________________________________________________________________________________________________________________________________________________________________
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Landsat Images
North 30º West 91º
57
North 36º West 89º
58
North 43º West 114º
59
North 52º West 98º
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Remote Sensing Resources
Web Sites
•
•
•
•
•
•
•
LANDSAT Images of the U.S.A - Archive http://www.nasm.edu:2020/RPIF/LANDSAT/ LOYS.html
An archive of Landsat 1-3 Multispectral Scanner imagery covering 48 states (excluding Alaska and
Hawaii.) Indexed by U.S. states and cities.
Space Shuttle Photographs - Web Archive http://www.nasm.edu:2020/RPIF/SSPRarchive.html
Includes shuttle photography of various locations throughout the world. Compiled by the Center for
Earth and Planetary Studies (CEPS) unit within the Collections and Research Department of the
National Air and Space Museum, Smithsonian Institution.
Geography from Space http://ceps.nasm.edu:2020/GAW/GFSintro.html Test your geographic
knowledge using satellite imagery and Space Shuttle and aerial photographs! Read the clue and try
to determine the geographic features visible in each image. Appropriate for upper elementary and
middle school.
Eyes in the Sky: A Remote Sensing Activity http://observe.ivv.nasa.gov/nasa/exhibits/eyes_sky/
home.html A lesson module with a brief overview of remote sensing and an activity in image processing.
Learning without Touching: What is Remote Sensing? http://observe.ivv.nasa.gov/nasa/exhibits/
learning/learning_0.html A resource written for students featuring four lessons beginning with an
overview of remote sensing, then an introduction to perspectives, concluding with remote sensing
and its applications.
NASA Observatorium Education Resources http://observe.ivv.nasa.gov/nasa/education/reference/
main.html An extensive list of resources for teachers on remote sensing basics and online tutorials.
NASA Spacelink - An Aeronautics and Space Resource for Teachers http://spacelink.nasa.gov/
.index.html A starting point to find educational materials on remote sensing and satellites. Includes
search engine and library of NASA publications and web sites.
Books
•
•
•
•
Exploring Space by Barbara Bourne and Wendy Saul, Morrow Junior Books, 1994. An activity book
on space including an activity on how satellites transmit data. Includes simple photographs.
Seeing Earth From Space by Patricia Lauber, Orchard Books, 1990. A thorough introduction to
remote sensing and its applications for middle school students. Includes photographs from space and
satellite images.
Satellites by David Jefferis, Franklin Watts Ltd., 1987. A general resource on satellites for upper
elementary grades. Easy-to-read text and colorful pictures. Includes how a satellite works and its
applications.
Looking Down by Steve Jenkins, Houghton Mifflin Company, 1995. A picture book showing different perspectives of landscape starting from space and ending with a bug’s perspective. Excellent cutpaper collage illustrations, no text.
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IMAGERS: Unit III Biodiversity
Students begin this unit by identifying various habitats in Arizona and creating a food web in Lesson
1. As they continue the lesson, content on biodiversity is introduced. In Lesson 2, Introducing
NatureMapping, students model the NatureMapping program to get a better understanding of how
scientists study habitats.
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LESSON 1: Introducing Habitats and Biodiversity
Students will:
• Identify habitats in Arizona.
• Define and illustrate a food web.
• Define and explain the importance of biodiversity in writing.
Materials Needed:
Plant and animal identification cards
available at http://imagers.gsfc.nasa.gov/fieldguide/index.html
String
Tape
Scissors
Engagement
Ask students to give their definition of “habitat.” Bring them to this definition of a habitat. “A
habitat is a place where a plantt or animal naturally or normally lives and grows.” Ask students to
name some of the habitats they visited during the Adventure of Echo the Bat. Responses may
include forests, Mogollon Rim, Grand Canyon, Tucson, Phoenix, desert area, etc. Ask them to
predict the types of animals that live in Arizona’s desert habitat. Tell them that today’s activity will
look at some of the plants and animals that live in Arizona’s deserts.
Exploration
Tell students that their task is to illustrate how some plants and animals from Arizona’s desert habitat
are related to each other. Divide the students into small groups, depending on the availability of
materials. Give each group a set of identification cards, string, tape, and a pair of scissors. Tell them
to read the “clues” on the cards, then use the string to link the plants and animals together. When
groups finish, have them present their web and describe how the plants and animals relate to each
other.
Explanation
Ask students if they know what this web is called. Have students brainstorm names. Guide them to
conclude that they created a food web. Ask them to give a definition of a food web. Explain that a
food web is composed of many food chains. Give an example of a food chain from the food web,
such as a prickly pear, an arid land honey ant, and a horned lizard.
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Transition to discussing biodiversity by asking students what would happen if one part of the food
web “disappeared.” For example, what would happen if there were no more mesquite plants? Take
a card out of the food web to illustrate this. Have students predict the outcome. Write their responses on the board. For example:
What if the ants disappeared?
Would there be less food for larger animals like lizards? Because lizards eat ants both as
a source of food and a source of water, the disappearance of ants could possibly endanger
the survival of lizards. The lizards are a source of food for Hawks, Road Runners and
other predators. So the survival of lizards effects the survival of their predators.
What if the Harris’ Hawk disappeared?
Since Hawks eat squirrels and snakes, would the population of squirrels and snakes
increase? Would those animals consume more of the resources in that habitat (plants and
smaller animals)? Would other animals become endangered because squirrels and snakes
are eating all the food?
What if the Lesser Long-nosed bats disappeared?
Lesser Long-nosed bats are a major pollinator for saguaro cactus. They carry pollen on
their noses from flower to flower. This pollinates the flowers so that fruit can form. The
fruit is an essential food source for animals in the desert. The survival of animals who eat
the saguaro fruit would be endangered if the bats disappeared. The fruit is the source of
saguaro seeds. Saguaros are used as shelter for many animals including the cactus wren,
the Gila woodpecker, the elf owl and more. So, if the Lesser long-nosed bats disappeared, the survival of animals who depend on the saguaro for food and shelter would be
endangered.
Ask students how this would affect the habitat. Explain to students how the absence of biodiversity
can hurt a habitat. Explain to students that if we do not take care of our habitats and keep them
healthy, then it is hard for plants and animals to survive in this habitat because parts of the food web
would be missing. If a part of the food web is missing, then the plants and animals that depend on it
may die.
Extension
Ask students what would happen if owls, lizards, bats, and saguaro cacti disappeared from the
Sonoran Desert? Would the habitat be more or less diverse? Explain the definition of diversity.
Introduce the term “biodiversity.” Ask students to predict what this word means. Define the word
by breaking it apart into “bio-” and “-diverse.” They should conclude that “biodiversity” literally
means biological diversity. Expand this definition to “a variety of living things in a habitat.” Discuss with students why biodiversity is important in habitats. Lead them to the conclusion that
biodiversity is an indication of a healthy environment. If a habitat has the necessary plants and
animals for each to survive, then the habitat will survive.
Explain that biodiversity is important to habitats, including the one we live in. Ask students to go
home and think about their habitat and determine whether it is biodiverse or not.
65
Evaluation
Have students write a paragraph on the habitat they live in and whether it has biodiversity or not.
Tips for Teachers
• For the food web activity, divide the cards into smaller groups so that students have enough
time to create the web. Suggested groups:
Group 1 - Centipede, Coyote, Cresosotebush, Creosote Bush Grasshopper, Desert Hairy
Scorpion, Elf Owl, Gila Woodpecker, Gambel’s Quail, Long-nosed snake, Mesquite,
Prickly Pear, Ringtail Cat, and Roadrunner
Group 2 - Cactus Wren, Curve-billed Thrasher, Desert Tarantula, Gila Monster, Harris’
Hawk, Havester Ant, Jerusalem Cricket, Kit Fox, Lesser Long-nosed bat, Paloverde
Tree, Pyrrhuloxia, Rock Squirrel, Saguaro Cactus, and Teddy Bear Cholla
• Read a book to the class which illustrates describes the animals of the Sonoran Desert.
See Biodiversity Resources list.
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LESSON 2 - Introducing NatureMapping
Students will:
• To model the NatureMapping program.
• Learn about the NatureMapping program.
Materials Needed:
Worksheet 1 - What is NatureMapping?
Worksheet 1 - answer key
Worksheet 2 - Modeling NatureMapping
Worksheet 2 - answer key
Hidden Picture for Worksheet 2
Worksheet 3 - The NatureMapping Program
Engage
Begin by reviewing biodiversity with students. Ask them to predict how one could study habitats
and its biodiversity. Write their predictions on the board. Explain that there is a program called
NatureMapping that studies habitats and maintains biodiversity. Have students read Worksheet 1 to
get a better understanding of the NatureMapping program.
Exploration
Tell students that one way to find out whether a habitat is healthy or not is by taking an inventory of
the plants and animals in that area. If an area is biodiverse, then it is healthy. The next activity will
model the NatureMapping program. Give students Worksheet 2 and the Hidden Picture Worksheet.
Have students look for each type of animal and complete the chart on the worksheet.
Explanation
Ask students what information they learned from this hidden picture activity. Does this area have
biodiversity? Have students predict how scientists might use this inventory, or collection of these
inventories, over time and from many different locations in their study of the earth. Explain to
students that this inventory allows scientists to study the biodiversity of an area. By studying the
numbers of animals in a given habitat over a period of time, we may conclude that a small number of
animals are thriving in that habitat. This may indicate an unbalance of the habitat and that its
biodiversity is in danger. By protecting the biodiversity of an area, many species of plants and
animals will benefit. Such studies may also lead to an advanced notice of a species becoming
extinct. Have students continue this investigation by participating in the actual NatureMapping
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program. Use Worksheet 3.
Extension
Have students model the NatureMapping program by taking an animal inventory of the
animals in their neighborhood. Choose a small area and observe the animals in this plot. Count the
number of animals that show up.
Evaluation
Have students write a letter to a friend introducing the NatureMapping program. Include information about its purpose and role in our world.
Tips for Teachers
• See the Biodiversity Resource list for the NatureMapping Program web site.
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NAME_____________________________________ DATE________________
What is NatureMapping?
Over the years, humans have impacted the planet earth by our large global
populations and excessive use of our natural resources. As a result, species and their
habitats have disappeared or dwindled. To ensure biodiversity, people have recently
taken action by recycling, protecting wildlife habitats, setting up breeding programs
for threatened or endangered animals, and much more.
NatureMapping is a program that was developed to identify and protect habitats, and to maintain biodiversity by keeping common animals common. Through
NatureMapping, data is collected, by many members of a community, about the number of animals that live in different areas. Using this data, scientists can determine
what animals are common and share the same habitats in an area. They can also see
which places are more diverse, so that these areas can be protected by all of us taking
better care of them.
Since 1993, Washington state students have been collecting data for this program. Now students around the country are being asked to help. Since habitats are
constantly changing, it is important to have people involved locally. You and your
school can participate in the NatureMapping program by collecting information about
the habitats you live in.
1. How does NatureMapping help our environment?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Why is it important for NatureMapping to happen?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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NAME__________________________________
Hidden Picture
DATE________________
NAME__________________________________
DATE________________
Modeling NatureMapping
Part I - Using the Hidden Picture provided, complete the following chart. Find the
animals listed below. Write down the location of each animal using the markers on
the picture. Count how many animals of each type are present.
Location: Childs Valley near Childs Mountain, Sonoran Desert in Arizona
Latitude: 32º 30' N
Longitude: 113º W
Month: March
Year: 1990
Habitat: Desert
ANIMAL
Coyote - Canis latranus
Road Runner - Geococcyx californianus
Gambel’s Quail - Laphortyx gambelii
Long-nosed Snake - Rhinocheilus lecontei
Desert Tarantula - Aponopelma chalcodes
Gila Monster - Heloderma suspectrum
Elf Owl - Micrathene whitneyi
Harris’ Hawk - Parabuteo unicinctus
Rig Tailed Cat - Bassariscus astutus
Kit Fox - Vulpes velox
Gila Wood Pecker - Melanerpes uropygialis
Horned Lizard -
HOW MANY
Conclusions:
1. What kind of information does this chart provide you?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Does this area have biodiversity? How do you know?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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NAME_____________________________________ DATE________________
The NatureMapping Program
In this activity, students will make an inventory of the animals living in the ecosystems around their school.
Materials Needed:
• Maps - U.S. Geological Survey or topographic maps that show latitude &
longitude
• Field Guides
• Binoculars and cameras
• Field notebooks and data collection form (Data collection forms may be
printed from http://cerdev.hs.washington.edu/nm/wildlife/1form.html)
Directions:
1.Mark the area on the map and take a photocopy of the area. On the photocopy,
write the topographic map name, city, county and state and your name.
Use latitude and longitude to identify your area. You can access U.S.
Geological Survey to find your latitude and longitude for most schools in
the U.S. If you are still unsure, we can help identify the latitude and
longitude when you send in a copy of the map with your data form.
2. Without disturbing the area, record the animals observed here.
3. Use the field guides to decide the species’ common name. For example, there
may be three Chickadees (Black-Capped, Mountain, or Chestnut-Backed)
in your state and we need to know, to the best of your ability, which
species you see. If you are not positive, put a ‘?’ next to the animal’s
name.
4. Record the month and year and type of habitat (i.e. pond, football field, trees
along the fence, etc.) on the form.
5. Listen for vocalizations of animals. Include this information on the form.
6. Record the number of each animal seen.
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7. (Optional) Create a scrapbook of the wildlife and habitats around your
school. If you are unsure of the identity of an animal, send us a picture
and we will return it, with the identification of the species.
8. (Optional) Field notebooks comprise of notes and drawings, so students can
report their entire experience during their fieldwork. Notebooks are journals and are important if a site will be monitored (visited on a regular
basis, which could be daily, weekly, monthly, etc.) and for students to
recall a trip made weeks or months before. Field Notebooks should not
be mailed with the NatureMapping form.
Send the completed data chart to:
Karen M. Dvornich
University of Washington
Box 357980
Seattle, Washington USA 98195-7980
or email her at [email protected]
For more detailed information on the NatureMapping Program, visit the
NatureMapping website at http://salmo.cqs.washington.edu/~wagap/nm
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Biodiversity Resources
Web Sites
•
•
The NatureMapping Program http://salmo.cqs.washington.edu:80/~wagap/nm/
Bat Conservation International http://www.batcon.org/
Books
•
•
•
•
•
•
•
•
•
•
•
•
•
How Nature Works by David Burnie, Reader’s Digest Association, 1991. A useful book for the
junior high level detailing different aspects within phyla, with a small ecology section including
food chains and habitats. Clear descriptions and colorful pictures, some experiments.
BATS: Swift Shadows in the Twilight by Ann C. Cooper, Denver Museum of Natural History,
1994. Lots of information about bats. Includes many activities and questions.
Creatures of the Desert World, National Geographic Society, 1987. A colorful, pop-up book with
some text.
Cactus Café: A Story of the Sonoran Desert by Kathleen Weidner Zoehfeld, Soundprints, 1997.
Focuses on the Saguaro Cactus and its role in the desert. Includes descriptions of various animals.
The Three Little Javelinas by Susan Lowell, Reading Rainbow Book, 1992.
A chronological story similar to The Three Little Pigs. Takes place in the Sonoran Desert.
Stellaluna by Janell Cannon, Harcourt Brace & Company, 1993. A children’s book with a heartwarming bat story. Teaches about bats and their habitat.
Bat Jamboree by Kathi Appelt, First Scholastic printing, 1997. A colorful story filled with bats
and other animals. Suitable for elementary grades.
Zipping, Zapping, Zooming Bats by Ann Earle, Harper Collins Publishers, 1995.
Includes
interesting and fun facts about bats.
Batbaby by Robert Quackenbush, Random House, 1997. A brief bat story . Includes colorful
drawings and text.
The Bat House Builder’s Handbook by Merlin D. Tuttle and Donna L. Hensley, Bat Conservation International, Inc., 1993. Teaches how to build a bat house. Includes information on bats
and bat conservation.
Marcelo el Mucielago/ Marcelo the Bat by Laura Navarro, Bat Conservation International, Inc.,
1997. A bat story written in both English and Spanish. Includes some interesting facts about
bats.
Bats: Night Fliers by Betsy Maestro, Scholastic Inc., 1994. Includes descriptive detail and facts
on bats. Teaches about the different types of bats.
Exploring Caves, U.S. Department of the Interior/ U.S. Geological Survey, 1997.
Includes lesson plans on various science topics including Earth Science and Biology. Appropriate for grades K-3.
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Related Science Standards
Understanding Light Unit
AAAS Project 2061 Benchmarks
• 4F (6-8) Light from the sun is made up of a mixture of many different colors of light, even
though to the eye the light looks almost white. Other things that give off or reflect light have
a different mix of colors.
• 4F (6-8) Human eyes respond to only a narrow range of wavelengths of electromagnetic
radiation — visible light. Differences of wavelength within that range are perceived as
differences in color.
National Science Education Standards
Grades 5-8
• Transfer of Energy - Light interacts with matter by transmission (including refraction),
absorption, or scattering (including reflection.) To see an object, light from that object —
emitted by or scattered from it — must enter the eye.
• Transfer of Energy - The sun is a major source of energy for changes on the earth’s surface.
The sun loses energy by emitting light. A tiny fraction of that light reaches the earth, transferring energy from the sun to the earth. The sun’s energy arrives as a light with a range of
wavelengths, consisting of visible light, infrared, and ultraviolet radiation.
Maryland School Performance Assessment Program Concept Indicators
Physical Science
• (6-8) - Energy can be changed from one form to another. Visible light behaves in a
variety of ways.
76
Remote Sensing Unit
AAAS Project 2061 Benchmarks
• 3A (6-8) Technology is essential to science for such purposes as access to outer space and
other remote locations, sample collection and treatment, measurement, data collection and
storage, computation, and communication of information.
• 8D (3-5) Communication involves coding and decoding information. In any language, both
the sender and the receiver have to know the same code, which means that secret codes can
be used to keep communication private.
• 8D (6-8) Information can be carried by many media, including sound, light, and objects. In
this century, the ability to code information as electric currents in wires, electromagnetic
waves in space, and light in glass fibers has made communication millions of times faster
than is possible by mail or sound.
• 8E (6-8) Most computers use digital codes containing only two symbols, 0 and 1, to perform
all operations. Continuous signals must be transformed into digital codes before they can be
processed by a computer.
National Science Education Standards
Grades 5-8
• Understanding about Science and Technology - Science and technology are reciprocal.
Science helps drive technology, as it addresses questions that demand more sophisticated
instruments and provides principles for better instrumentation and technique. Technology is
essential to science, because it provides instruments and techniques that enable observations
of objects and phenomena that are otherwise unobservable due to factors such as quantity,
distance, location, size, and speed. Technology also provides tools for investigations, inquiry, and analysis.
Maryland School Performance Assessment Program Concept Indicators
Earth Science
• (K-3) - The place where you live has a variety of earth features to be investigated, including streams, hills, slopes, and soils.
77
Biodiversity Unit
AAAS Project 2061 Benchmarks
• 5D (6-8) In all environments - freshwater, marine, forest, desert, grassland, mountain, and
others - organisms with similar needs may compete with one another for resources, including
food, space, water, air, and shelter. In any particular environment, the growth and survival of
organisms depend on the physical conditions.
• 5D (6-8) Two types of organisms may interact with one another in several ways. They may
be in a producer/consumer, predator/prey, or parasite/host relationship. Or one organism may
scavenge or decompose another. Relationships may be competitive or mutually beneficial.
Some species have become so adapted to each other that neither could survive without the
other.
• 12A (3-5) Keep records of their investigations and observations and not change the records
later.
• 12C (3-5) Keep a notebook that describes observations made, carefully distinguishes actual
observations from ideas and speculations about what was observed, and is understandable
weeks or months later.
National Science Education Standards
Grades 5-8
• Populations and Ecosystems - A population consists of all individuals of a species that
occur together at a given place and time. All populations living together and the physical
factors with which they interact compose an ecosystem.
• Populations and Ecosystems - Populations of organisms can be categorized by the function
they serve in an ecosystem. Plants and some micro-organisms are producers — they make
their own food. All animals, including humans, are consumers, which obtain food by eating
other organisms. Decomposers, primarily bacteria and fungi, are consumers that use waste
materials and dead organisms for food. Food webs identify the relationships among producers, consumers, and decomposers in an ecosystem.
• Populations, Resources, and Environments - When an area becomes overpopulated, the
environment will become degraded due to the increased use of resources.
• Populations, Resources, and Environments - Causes of environmental degradation and
resource depletion vary from region to region from country to country.
Maryland School Performance Assessment Program Concept Indicators
Life/Earth Science
• (4-5) - Individuals and groups of organisms interact with each other and their environment.
• (4-5) - Humans depend on natural resources to meet needs and wants.
• (6-8) - Humans have a major impact on the living and non-living environment.
• (6-8) - Earth is changed over time by different natural and human forces.
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