Key Concepts Examining remote sensing data allows students to explore about Virginia Key s environmental context and land uses.
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1 Remote Sensing Exercise Purpose This exercise uses the analysis of remote sensing data to explore the geography and environmental characteristics of Virginia Key, with focus on how spatial context influences environmental hazards. Overview In this exercise, students will use various sets of remote sensing data to learn how these data can be used to provide information about possible Environmental Health hazards. Time Four hours total: Introduction to Remote Sensing 30 minutes Student Activity 1: Mapmaking 60 minutes Student Activity 2: Ground Truthing 120 minutes Wrap up 30 minutes Key Concepts Examining remote sensing data allows students to explore about Virginia Key s environmental context and land uses. Land use and setting can be critical factors in determining routes of human exposure to toxins or to safety risks. Remote sensing data provide valuable tools for spatial and contextual analysis. The importance of scale. Skills Data interpretation Generating questions Field exploration Mapping Data analysis Materials Remote sensing image Mylar overlays Computer (optional) Facilitator Preparation A good overview of remote sensing can be found at the online sites listed below. These sites will prepare you with some background that might be useful for the first part of this exercise. Beware, however, that these sites go into much more detail than we will cover or need for this exercise. Teachers should complete a map for the field area ahead of time, to ensure they are comfortable with the general approach.
2 Resources NASA also recently released a special feature just for educators that includes numerous resources: NASA has a very good and comprehensive overview of remote sensing, including concepts, history, and applications at NASA s Visible Earth web page provides a searchable inventory of some of the more impressive remote sensing images that NASA has collected. It is searchable by location, theme, and sensor. This web site is located at the URL: The Canadian Centre for Remote Sensing has a good overview of remote sensing, available at the URL: Background Remote sensing is the science (and to some extent, the art) of acquiring information about the Earth's surface without actually being in contact with it. We do this by sensing and recording reflected or emitted energy and processing, analyzing, and applying that information. Map is a representation, usually on a plane surface such as a piece of paper, of a region of the earth. Coastal inlets are short, narrow waterways between islands, or connecting a bay, lagoon, or similar body of water with a larger body of water, such as a sea or lake. Procedure Students will be presented with a short lecture on the basic principles and applications of remote sensing. With this background, students will examine images from Miami, then from the Virginia Key area. They will make a map of the Virginia Key area. They will then go out and ground-truth the map by going to locations with a specific appearance to enhance their understanding of remote sensing data. We then will return to the classroom and discuss our results and the lessons learned.
3 Remote Sensing Exercise - Procedure Step 1. Precede this exercise with a brief discussion of remote sensing data, what they are, and some uses, to introduce students to the exercise. A brief overview should be sufficient. Step 2. Provide students with the first color image handout of the Virginia Key area (below). This image is from the Landsat satellite. Landsat has been a mainstay Earth observational satellite since the 1970 s. The sensors include data from the visible (red, green, blue) through thermal parts of the spectrum. Pixels are ~30m 2. On this true-color image, features appear as if you were in the satellite looking down - healthy vegetation is green, deep water is black, shallow water is blue to green, buildings are white to shades of grey. Direct students to specific features that they can recognize the Everglades, downtown Miami, Biscayne Bay, Virginia Key, and so on. They should realize that this image covers a large area ask them how long it would take to drive from their house to the Everglades, for example, and yet tell them that they can see the whole area on this one image. They should note that Virginia Key is bounded to the east by the open Atlantic, to the west by Biscayne Bay. This will become important later.
4 Step 3. This image is also from the Landsat satellite, but uses different band combinations to highlight different information. On this image, the only change we made was to substitute the near infrared band for the red band. An interesting difference between these two wavelengths is that healthy vegetation reflects near infrared light (e.g., so more red appears in areas with healthy vegetation), whereas it absorbs red light. Thus, in this image, healthy vegetation is red, deep water is black, shallow water is blue to green, buildings are white to shades of grey. On this image, students should be directed to evaluate were they see lots of red. Then, ask them what is there. A few areas to highlight could be: 1. The Everglades. Note the tear-shaped features these are the tree islands. 2. Southwest Miami. Ask students what they are look at the shapes of the plots, and note that they are square. These are fields of crops. 3. Key Biscayne and Virginia Key we ll look at these in more detail next! [The point is to use color, shading, shape, and texture to make better interpretations; they will use these skills later.]
5 Step 4. Comparing Scales. The third set of images comes from the IKONOS satellite, which was launched in This satellite includes data from the visible (red, green, blue) and near infrared parts of the spectrum, and the pixels are ~4m 2 resolution. Note in the figure below the differences in resolution between Landsat and IKONOS. Briefly discuss the concept of scale. This concept is important as they begin their mapping the first question they should answer is what is the scale of mapping, or how much detail should/can we include. In part, it depends on the data that are available, but it also depends on the goal of the project, the amount of time, and so on. Copyright SpaceImaging.com Tell the students that the pixels on the Landsat image are 28 m 2, whereas the IKONOS image has pixels of 4 m 2. Ask them how many IKONOS pixels are there for each Landsat pixel. See the next page for a conceptual overview of this analysis. In examining these images, ask students how they are different. The most evident answer will be that the Landsat image is more blurry than the other. Beyond being blurry, how might this impact what you can see and describe? Have students consider and list the advantages and disadvantages of high-resolution data. An interesting web site that illustrates this concept well is located at
6
7 Step 4. Student mapping On the IKONOS image, direct students to specific features that they can recognize downtown Miami, the Rickenbacker Causeway, Miami Seaquarium, UM/RSMAS, etc., to get them oriented. Comparing this image with the general map that they drew previously, can they pick out the major features of the Key? The general purpose of this part of the exercise it to have students make a general map of land uses on Virginia Key and the surrounding ocean. Provide the students the mylar overlays. Have them tape the remote sensing image to their table, then tape the mylar over the top. Be sure to draw the four corners of the remote sensing image onto the mylar as registration points, so they can re-locate it later. On the mylar overlays, direct students to start by drawing the roads onto the mylar with black pen. These should be straightforward. Next, ask students what we mean by land use. There is really no correct answer here, but instead, the discussion will be used to have the students decide how to subdivide the image and map the Key. In very simple terms, we could subdivide lands into residential, business, government/school, or park/natural. Or, perhaps they would be interested in mapping different types of vegetation or marine features. Have the students use different colored markers to outline polygons around areas of each of these uses, then shade in these areas in those colors. Next, we can compare this map with the one drawn by a professional.
8 Copyright SpaceImaging.com
9 Step 5. Environmental Context Have the students focus on the location of potential hazards: point sources of pollution such as the waste treatment facility, the inflow/outflow pipes, or discharge from the Miami River, as well as deeper water near in the inlet between Virginia Key and Key Biscayne. Talk about these locations with respect to public beaches. Ask students a few questions: 1) How does the sewage get from Miami to Virginia Key? 2) What happens to the sewage after it is treated? So what if there is a spill 3 miles offshore? Get them to consider how the waves and tides (environmental setting) might transport nasty things to beaches. 3) Note the outlet of the Miami River. What is that water like? Where does it go once it exits into the Bay? Copyright SpaceImaging.com Similarly, there are some swimming hazards on the Virginia Key beach. Years ago, when the beach was open, drownings were common. Examine the remote sensing data carefully. Note two features: 1) The sharp change in color just offshore from the beach from Virginia Key Beach Park. This reflects an abrupt drop-off, where the water goes from ~1 meter (3.28 ft.) to >4 m (>15 ft.) across just a few 10s of meters (tens of feet). 2) The narrow inlet between the two islands. Have the students consider what would happen as tides rise and fall basically, water is forced through this narrow inlet, which results in high flow velocities, up to 1 m/second. These two factors probably both contributed to the historical drowning record.
10 Step 6. Field trip! Students will travel by bus to a few pre-selected locations on Virginia Key. At those locations, students will answer specific questions related to those sites. As they make their observations, they should be thinking about how they might use remote sensing tools to refine any interpretations. Step 7. Wrap up. After the field trip, we should all return to the classroom to cool down and discuss what we observed on the field trip. What were the characteristics of the remote sensing image that were most useful for interpretation (e.g., color, texture, shape, context, etc.)? Direct the students to think about how remote sensing is more than just a pretty picture. What can we learn using these kinds of data? Follow-up Activities Students can explore these images in detail. An interactive, zoom-able version of the IKONOS image is available on-line at: Student Assessment 1. Virginia Key Field Trip. Have students describe what they see at their assigned sites. Students should sketch the areas as they see them and write a brief description of what s going on at each site. Students are encouraged to include their opinions and educated guesses. 2. Mapping Lab. Assign points for the following components of the student-mapping activity: Rubric for the Lab: Did all participate as a team? Was behavior conducive to safety? Were team members careful with equipment? Was clean up appropriate? Rubric for the Mapping: Is the map labeled? Is data mapped and spaced properly? Were conclusions made that match the data? Rubric for the Presentation: Is the overhead easy to read? Were pictures/maps/illustrations used? Were proper science terms used? Was the presentation easy to understand? Is each member actively taking part in the presentation? Did the group report their source? Could the group answer questions from the audience?
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