Related subject area: science

Overall problem: Where are the active lava flows on the Kilauea Volcano?

Relationship of problem in this lesson to overall problem: At this point, students have developed a fairly complex understanding of remote sensing elements and processes, a precise definition of remote sensing, and have gained an understanding of the EM spectrum and how remote sensing can help investigate active lava flows on Kilauea. The problem in this lesson is to construct a plan for using the AVIRIS remote sensing instrument to locate active lava flows on Kilauea. To do this, they will need to learn about a few additional key concepts related to the use of remote sensing instrumentation, e.g., temporal and spatial resolution and swath.

Estimated time required: 4 class periods

Student outcomes/objectives:

• Students will be able to describe the difference between temporal resolution and spatial resolution.
• Students will be able to make a remote sensing decision based on concepts that need to be considered when they are planning for a volcano mission.

Prerequisite skills or knowledge:

• Definitional knowledge of remote sensing including elements and process of remote sensing and the fundamentals of the EM spectrum
• Ability to work in teams
• Basic understanding of problem solving
• Basic reading skills
• Basic presentation skills

Teacher preparation:

• Print Student Journal / Activity sheets for these activities.
• Secure internet computers and projection equipment.
• Bookmark student websites on student machines (if not available, print and copy student problem scenario website).

Student reflection and assessment: Student reflection activities   |  Assessment

Education standards supported by this lesson:

National Science Education Standards | Project 2061 Benchmarks

National Standards for School Mathematics | National Technology Standards | National Geography Standards

Cross-curricular connections to support National Education Standards for this lesson:

math | technology | geography

FRAME the lesson by explaining to the students that they will be developing a remote sensing mission plan. To do this they will need to consider the purpose of the mission and the data they will need to collect. 

Stimulate students' interest and get them to begin to think about considerations for planning a remote sensing mission by projecting either remote sensing image of the Big Island of Hawaii #1 or #2. 

Teacher note: You may want to either project these images to the class, bookmark them for students to look at during this brief discussion, or print color copies of the pictures. Image #1 is quite large and requires scrolling. 

Prompt students to look at the map of Hawaii and compare it with the remote sensing image just seen and ask:

• Where is Kilauea located on the Big island of Hawaii?

Sample student responses:

• It looks like a picture of an island. In #1 I can see land, areas of green, water, mountains. In #2 I can see more colors, lots of green areas, mountains, and what look like craters.
• It is an island because of its features, size, etc.  It is surrounded by water.
• We might get this picture from aircraft, kites, balloons, satellites, etc.
• Remote sensing is a process of obtaining information without coming into direct contact with the object being observed.

• Kilauea is toward the southwest side of the island.