What Does the Data Tell Us?
NASA Satellite Images, Air Quality, Acid Deposition, and Vegetation on Isle Royale
Subjects and grade level: Math (and Science), grade 8
Submitted by: Deborah Regal
Pathfinder School
Pinckney Community Schools
2100 East M-36
Pinckney, MI 4816
Phone: 810.225.5254 (school)
For several years, I have enjoyed the privilege of teaching eighth grade students about mathematics. In recent years, I have embraced enthusiastically the movements in mathematics and science to allow students to construct their own understandings of phenomena through inquiry experiences. Still, I have found it difficult to find the right combinations of content rich, standards-based and authentic learning units that truly motivate my students to engage their questioning minds while applying rigorous math processes. Thus, I was thrilled to participate in “The Ecology of Isle Royale” sponsored by the Educators' Science and Mathematics Institute Series at Michigan Technological University which offered an opportunity that challenged me to design just such a unit.
Middle school students are inherently curious about the natural world and about images of that world from taken from space. By eighth grade it is expected in my Michigan district that students are able to read and interpret data representations and to make inferences and conjectures based on the data they analyzed. This technology assisted, integrated unit provides the opportunity for students to engage in image interpretation utilizing images provided by NASA's Earth imaging satellites as well as precipitation and air quality data analysis to investigate a possible correlation between air quality, acid deposition, and vegetation distribution on Isle Royale.
NASA's Earth imaging satellite instruments provide images of various degrees of resolution of all areas of Earth with 10-20 meter resolution probably providing the best degree necessary for this activity. Isle Royale, Michigan's only National Park and a designated wilderness area, is easily identified by students in these images. Vegetation is visible as is changing air quality at least as far as aerosols and particulate matter. (Meteorological data is necessary for any given date/time in order to differentiate cloud cover from airborne particulate matter. The images used by students are pre-selected on my request by contracted NASA staff for this purpose.) Forested areas on Isle Royale are composed of spruce, fir, aspen, birch, and sugar maple. In addition, shrubs and grasses are present. (Shelton, 1997)
The issue of confounding variables does arise in an investigation in a complex natural environment. The characteristics of Isle Royale's island biogeography allow for a natural decrease in the number of confounding factors due to the ecosystem's relative isolation. By carefully studying images taken over time and comparing those to atmospheric quality and acid deposition data compiled over the same duration, students can determine their answers to the question “Are air quality and acid deposition changes correlated with the changes in the distribution of vegetation on Isle Royale?”
As I begin to plan this unit with my students, I estimate it will take approximately 5-7 hours of class time is necessary to complete. If I am going to devote this significant amount of precious class time, it is important to me that it be used effectively. As a teacher primarily responsible for mathematics instruction, I need to emphasize math standards I want students to address.
Learner expectations:
Students will utilize the geometric concept of position to create a grid system for measuring vegetation data (type, area covered, density of coverage). Counting and estimating skills come into play when students must determine areas of irregularly shaped configurations of plant types within their grid area. Student teams of two will be assigned one consistent area on the grid to study over time. All students are then integral to “completing the puzzle” of the picture of changing plant distribution patterns on Isle Royale. They must complete the gridding, counting, and recording responsibilities in their teams and the compilation, analysis, and interpretation of the data as part of a larger group. Analysis of the same data by multiple class sections allows for some degree of consistency to be determined.
Students are also challenged apply their data analysis and representation tools and skills to make sense of acid deposition trend data and precipitation data as well as general information about visible air quality in order to determine whether the air quality and acid deposition data correlate to the changes shown in their images.
Materials and equipment:
Computer lab with database software, Internet access, Powerpoint, word processors
Satellite images preloaded on lab computers (via network)
Graphing calculators (TI-83+)
Computer projector
Overhead projector
Large wall map
Post-It notes
Transparency film (to overlay images for students' use)
Markers
Activities and Procedures:
Students begin with an introduction to Isle Royale and its significance as a wilderness laboratory treasure particularly the studies of wolf and moose populations. After the students are given an opportunity to discuss the “coolness” of wolves, students are reminded to recall the inter-relationships within any ecosystem between producers and consumers. Thus, plants are important even to the eventual nutrition and well being of the predator wolf. (Students should be given an opportunity to map a food web if time permits and to arrow in the environmental factors that may impact on that web-sunlight, fire, disease, pollution, water availability and so on.)
One satellite image of Isle Royale is presented to students as a whole class. The issue of locating and labeling points in space and organizing a consistent system for reliable data collection is addressed. It is at this time that students are referred to the GPS grid for Isle Royale. Students are introduced to the subject of their inquiry: “Are air quality and acid deposition changes correlated with the changes in the distribution of vegetation on Isle Royale?” They should be encouraged to formulate predictions but not to set them in stone. After all, it is their job to investigate and then to justify based on the data collected their answer to the question.
Students are assigned to work in teams of two to analyze twelve images of Isle Royale (taken one per season during three separate years: 1990. 1996, 2001 three years' time). Each team will collect their data within the same portion of the grid over all twelve images. After the data is gathered and recorded, students will compile data for the whole class. It may help to have a large wall map of Isle Royale placed on the wall. Students would then have an opportunity to connect the location of others' grid to the data they collected. A large chart should be available for students' use as well as spreadsheet or database software (Excel).
Due to the need to manage students' web-browsing safely and efficiently, I will pre-construct a hot list of sites students will access in addition to their image sites:
National Atmospheric Deposition Program/National Trends Network
Monitoring Location MI 97, Isle Royale National Park (Wallace Lake)
Annual Data Summary for Site: MI97 (Isle Royale National Park - Wallace Lake)
Annual Trend Plots for NADP/NTN Site: MI97
(This is great because it allows students to construct plots of their choice from the analyte data.)
IMPROVE: Interagency Monitoring of Protected Visual Environments
(This explains clearly to students the impact of haze and other air quality concerns on the beauty of our natural world.)
Link to isopleth maps for annual and seasonal data
Environment Canada's Atmospheric Science Division
Acid Rain FAQ
(Q 3.49 explains the contributions of sulfur dioxide and nitrogen dioxides to acid rain while Q 3.56 concisely defines the impact of acid rain on terrestrial plant life.)
Students are then left to work in groups of four to make some sense of the data and what it shows.
Are changes in the distribution of vegetation evident?
What impact do seasonal variations have? (Comparing fall images to fall images and then fall to summer and to winter would help to determine this, for example.)
What does data from the National Atmospheric Deposition Program and National Trends Network show about analyte trends?
What visual evidence existed of poor air quality?
What direction would the prevailing winds likely have been at that time?
What are the possible sources for the air pollution?
How might changes in vegetation impact the ecosystem?
What other variables might account for the changes in the vegetation distribution?
Whole class discussion as peer-review follows with opportunities for questions, debate, critique, and clarification of students' initial findings.
Closure:
This unit involves students directly in investigating a real-world applications question. The next steps in this process could include asking students to do similar image analysis pertaining to their own local area; analyzing Isle Royale images in relation to other variables such as lake level; and encouraging students to identify potential solutions to air quality and acid deposition problems. Closure of this unit is complete with students sharing their compiled results and analysis with the investigators on Isle Royale from Michigan Technological University and other research institutions. They will prepare their analysis and summaries with this goal in mind.
Performance Assessment Strategies:
Observation and informal interviews of students will take place throughout the group work process. Self-assessment completes each day's work as well as a more detailed self-assessment that rounds out the unit. Each student will be expected to produce his/her own written interpretation of the compiled data complete with justification for his/her stance in relation to the answer to the question driving the inquiry. A standards aligned rubric, designed with the input of, will be used to assess these completed projects. I will use the general proposed MEAP rubric for extended response items. I find it helpful to work with students to help them see how this general tool applies to their specific responses. My middle school students benefit from me taking the time to share with them how I will evaluate their work and answering their questions about what kinds of responses might rate certain scores on any rubric I am using.
I must confess that as I have been preparing this unit, I am a bit overwhelmed at the scope of the project. My colleagues are chuckling that I am taking on more of a thesis than a teaching unit! I am a new comer to the area of remote sensing, and since I do not teach science on a regular basis, I have only recently read and researched extensively the areas of air quality monitoring and acid deposition. Are my students really ready to analyze “real” data and to delve into the realm of inquiry with questions for which I do not have ready answers? The research, new technology skills, rigorous mathematics applications, and true inquiry involved leave me confident that the answer is indeed a resounding “yes!” My own enthusiasm for this investigation as well as the growth it is prompting in me are authentic examples to my students of how mathematics can and should be applied to real world situations. I look forward to sharing this adventure with them!
Standards/Benchmarks Addressed:
Explanation of standards complete with examples of assessment questions:
“Clarifying Language in Michigan Benchmarks: MICLiMB”
Michigan Curriculum Frameworks Stands And Draft Benchmarks
Mathematics: II.2.MS.1, II.2.MS.2, II.2.MS.4, III.1.1-4, III.2.1-5
Science: V.1.MS.1, III.5.MS.2, III.5.MS.3
Additional Resources and Materials:
Background information on Isle Royale:
Shelton, Napier. Superior Wilderness: Isle Royale National Park. Isle Royale Natural History Association, Houghton, MI, 1997.
Stottlemyer, Robert, et al. Biochemistry of a Mature Boreal Ecosystem: Isle Royale National Park, Michigan. National Park Service, 1998.
Images are provided without charge and by specifications requested by:
John O. Olson
Science Users and Data Services
Atmospheric Data Center
Science Applications International Corporation
NASA Langley research Center
MS 157-D
Hampton, VA 23681-2199
(757) 864-8609
Rubric resources:
Customized Rubric Design Website
ALTec, “Rubistar.”
University of Kansas, 2002.
Michigan Educational Assessment Program (MEAP)