Earth as a System Exploring Connections in Data from 2007 Globe Data Adapted from science/globe-investigations

Introduction Purpose – to identify global patterns and connections in environmental data and to develop an understanding of the interactions within the Earth system. Learning Targets 1.Students will be able to find patterns and connections between and among maps containing different environmental data 2.Students will develop descriptions and explanations using evidence 3.Students will effectively communicate their observations and explanations 4.Students will develop cooperative group skills

Part 1: Exploring Single Images Goal: Observe images individually, looking for available information (data displayed, unit of measure, range of values, etc) then looking for any patterns noticeable within the image. Procedure 1.In groups of 5-6 examine one global image GroupVariable Label OneInsolation TwoSurface Temperature ThreeCloud Fraction FourPrecipitation FiveAerosols SixBiosphere

Background on Earth System Data Insolation or incoming solar radiation is the rate of incoming sunlight reaching the Earth’s surface measured in Watts per square meter (W/m 2 ) Cloud Fraction if the portion of the Earth’s surface covered by cloud relative to the portion of Earth not covered by cloud expressed as a percentage (%). Aerosols are small solid and liquid particles suspended in the air. Some aerosols are naturally produced from volcanoes, sea spray, sand or wind- driven erosion of surface soil. Others are a result of human activity, such as dust from agricultural activities, smoke from burning plants and fossil fuels and smog due primarily to vehicle emissions. Small water droplets and ice crystals are also considered aerosols. Aerosol Optical Thickness (AOT) is determined by the amount of visible and near-infra-red light reflected back into space by particles in the atmosphere – or a measure of how much light these airborne particles prevent from traveling through the atmosphere to the surface of the Earth. Aerosol images appear black over sandy deserts and ice caps due to the high reflectivity (albedo) of the surface.

Background, con’t Biosphere images are composed of chlorophyll concentration and NDVI (Normalized Difference Vegetation Index) images. Chlorophyll is a pigment found in phytoplankton (tiny aquatic plants). NDVI show a global measure of the “greenness” of the vegetation.

Part 1 – continued (5 – 10 min.) 2. Answer, record on a sheet of loose-leaf and be prepared to share the following information with your group: a)What variable did you examine and what is the range of values shown on the scale bars? b)Where in the world do you find the highest and lowest (extremes) data in your images? Why do these locations experience the extremes and not the other locations? c)Are any patterns in the data noticeable? Are patterns different on different continents? Different over water than over land? Explain these patterns.

Part 2: Exploring Annual Changes Goal: Observe images as a group, looking for any changes that are occurring throughout the year. Procedure: 1.Put images for the variable your group was assigned in chronological order beginning with Jan. 2.As a team identify, record and prepare to share evidence of annual cycles using the following questions:

Annual Changes Questions (15 – 20 min.) a)What changes in the data do you see throughout the year? What explanations can you suggest for these patterns? b)Each group member should choose a different location or region to examine for this question. (for example N.A., S.A., Pacific Ocean) Be sure to cover both land and water regions. During which months do the extreme highs and lows occur for each region? What explanations can you suggest for the timing of these extremes? c)Observing the entire globe, which regions experience both the extreme highs and lows? Which regions don’t experience the extremes? Why do you think this happens? d)What differences, if any, do you find between variations over the oceans versus variations over the continents?

3. Share your group findings (20 min. to share) Share your answers to the questions from part 1 and part 2 with another team who studied the same geographic location (pair up teams 1-2, 3-4, 5-6): Communicate your findings using evidence (data) to back up every statement made and explaining the probable cause of patterns as much as possible Listen carefully to the other team member and take notes on the patterns found

Part 3: Exploring Relationships Between Two Variables Goal: Observe images from two variables, looking for possible relationships that are occurring throughout the year. Procedure: 1.Groups are to come together in the following pairs: Group One with Group Two (Insolation and Temperature) Group Three and Group Four (Clouds and Precipitation) Group Five and Group Six (Aerosols and Biosphere)

Part 3 Procedure – Continued (20 – 30 min.) 2.Arrange images in chronological order starting with Jan. (one data set on top of the other) 3.Identify, record and prepare to share the relationships and associations between the variables. Use the following guiding questions: a)Do the relationships appear to be directly or inversely proportional? (do both variables increase/decrease during the same months or are they opposite, are the extremes the same?) b)Prove your statement in 3a by: In pairs, made up of one member of each team, create a graph that represents your relationship clearly. Estimate the values for that location on all 6 maps from both data sets and display the information in a line graph. (Draw one line graph with two lines)

Part 4: Presentation 1. Share the relationships you have identified with the class as well as the methods used to identify these relationships. – Make sure your graph has proper titles and labels – Use the document camera to share your graph – Take notes on the relationships described by each team. 2. Turn all work and notes in for assessment.

Assessment – 20 points possible You will be assessed on this activity based on the following learning targets: 1.How well you were able to find patterns and connections between and among maps containing different environmental data 2.How well you developed descriptions and explanations using evidence 3.How effectively you communicated your observations and explanations 4.How well you worked in a cooperative group