Investigating climate change and remote sensing (iccars) propose this innovative project that creates experiences to capture the interest of learners and involve them in relevant NASA stem content…

Investigating climate change and remote sensing (iccars) propose this innovative project that creates experiences to capture the interest of learners and involve them in relevant NASA stem content applications. Project investigating climate change and remote sensing (iccars) develops and provides instructional experiences and activities that support middle and high school level (8-11) learning in NASA related stem content, engaging students in the investigation and assessment of the indicators and impacts of global climate change (GCC). This multi-year project utilizes in situ field measurements and data collection, classroom laboratory analysis, and online reporting and includes participation in global learning and observations to benefit the environment globe. Technology is embedded throughout the program. Teachers and students gain experience with protocols and procedures for studying the relationship between land use, land cover and climate change at local, regional and global scales. The processing and analyzing of remotely sensed imagery aids students in understanding how such data are used to study GCC and other earth systems phenomena. Students and teachers employ remotely sensed satellite and aerial imagery, in situ collected data with an online GIS data management system and image processing software. Students collect their own remotely sensed data using agricultural and environmental research observation kites and tethered systems (aerokats), a twin camera remote sensor developed by NASA engineer at NASA gsfc WFF aero science center. Globe protocols are, where appropriate, used in the collection and processing of data. Participating teachers receive extensive, systemic professional development in the use of unit design for project-based learning experiences, standards-based curriculum development and best practices and the integrated use of appropriate technologies to facilitate collaborative, inter- and intra-classroom projects. Teachers are trained in the use of NASA data products and tools to study the effects of climate change using various tools (e.g., aster, landsat MSS, TM and ETM, NOAA/avhrr, and modis imagery). Participating teachers collaborate with one another, using various social networking and collaboration tools, during their learning experiences and the implementation of iccars. The experienced research team at EMU and software application developers at igre, combined with wcmsc consultants, design project-based classroom learning experiences in which students, guided by trained teachers, conduct inquiry-based investigations into the relationships between the human and natural aspects of land-use/land-cover and global climate change. Students develop basic photogrammetric interpretation skills, employ digital image processing techniques with remotely sensed NASA datasets, and engage in ground-based observations. Students make predictive models that detail potential impacts of resource utilization and preservation and contribute their findings to a web-based peer community. Online collaboration and reporting with remote school districts is an integral component of iccars. The pilot schools in this program range from small rural to large urban schools such as those in the . They are rich in cultural diversity and largely mirror the nation as a whole. The team is dedicated to creating a replicable process by which other schools can engage in this technology-rich, inquiry, project-based approach to understanding the local contributions to this global problem.