Roaming Biomes
Lesson Information
Age: Grades 7-12
Duration: One or two 45-minute periods
Group Size: Pairs or small groups
Materials: Internet access; downloadable fact-sheets
and remote-sensing images
Summary: Students conduct research on the environment-monitoring
capabilities of earth-observation satellites and write a report
or give an oral presentation on the use of remote-sensing
technology to measure the impacts of climate change on an
ecological area.
Learning Objectives:
Students will:
- become familiar with the environment-monitoring capabilities
of earth-observation satellites;
- acquire skill in observing the Earth and its atmosphere
using space technology;
- appreciate the value of remote sensing in conserving
wildlife habitats and measuring the ecological impacts of
climate change;
- deepen their awareness of the impacts of climate change
on terrestrial and aquatic ecosystems; and
- practise asking questions scientifically, employing a
research procedure, and gathering data.
Background
Remote-sensing technology is like an eye in the sky that
allows us to monitor the Earth and its atmosphere from outer
space. It gives us a unique vantage point from which we can
measure shifts in ecozones and other impacts of climate change
on terrestrial and aquatic ecosystems. For example, comparisons
between satellite data and historical photographs show that
most mountain glaciers worldwide are shrinking because of
rising temperatures. Other satellite data reveal accelerated
growth in terrestrial vegetation caused by increasing carbon
dioxide in the Earth's atmosphere and longer growing seasons.
As climate change intensifies, remote sensing will be used
more and more to measure shifts in vegetation zones, rising
sea levels, lowering lake levels, coastal erosion, receding
sea ice, shrinking wetlands, and other ecological impacts.
Procedure
- Start with an overview of remote sensing, which means
observing the Earth and its atmosphere with sensors, usually
mounted on orbiting satellites outside the planet's atmosphere.
These sensors are like cameras that use both visible light
and other parts of the spectrum, such as infrared, microwave,
and ultraviolet. Because these sensors are so high up, they
can scan enormous areas. They can give us a close-up view
of ecological regions, no matter what the weather or time
of day. For more information on remote sensing, direct your
class to the Space
Technology section of the Space
for Species Web site.
- Tell your class that one of the most important applications
of remote sensing is to measure the impacts of climate change
on the planet's surface and atmosphere (see "Background"
above). By way of example, show your students a transparency
of a Leaf
Area Index (LAI) map of Canada. Explain that LAI is
a valuable indicator of climate change, as it reveals the
extent of terrestrial vegetation, evidence of increasing
temperatures, moisture, and amounts of carbon dioxide in
the atmosphere. Ask your students for more suggestions on
how remote sensing might be used to measure the impacts
of climate change.
- Divide your class into pairs or small groups. Tell them
that they will each do a research project on the use of
remote sensing to monitor the effects of climate change
on an ecological area. Direct them to the Climate
Change Research page of the Canada Centre for Remote
Sensing, where they can choose from a variety of downloadable
fact-sheets and data sets showing evidence of climate change
observed from orbiting satellites. They should cover the
following points in their research:
- Which climatic impacts and geographical regions appear
in the remote-sensing images?
- How is remote-sensing technology used to monitor the area?
- What data do the images include?
- Do they show real evidence of climate change?
- Have each pair or group prepare a written report or oral
presentation summarizing their findings for the rest of
the class.
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