Last Name _______________________________
First Name _______________________________
Date_______________________Period________
Biomes & Cycles: Part 1
Using satellites to observe relationships & changes
NASA Interactive Satellite Tool:
http://climate.nasa.gov/Eyes/eyes.html
NASA Earth Observing System (EOS) Program has many different satellites in place, monitoring the land, oceans, and
atmosphere of our planet. These satellites allow scientists to see the “big picture.” Using satellites we can observe
several variables (such as vegetation cover, temperature, and water vapor) to see how they relate to each other. We can
also observe how these variables change over time.
Land: Terra Satellite (MODIS instrument) : Look at the global vegetation time series and record your observations of the
different biomes you have learned about.
1. In which biomes did you see changes in vegetation change over the year?
2. In which biomes did the vegetation stay the same regardless of season?
3. Why does the vegetation change in some biomes and not others?
Atmosphere: Aqua Satellite (AIRS instrument) :
Which 2 climate variables determine the biome? Write those into the boxes labeled (b & c).
We will choose 3 biomes to examine and write their names in the boxes labeled (1, 2 & 3).
From your observations of climate variables, fill in the table below with (High, Medium, or Low).
Biome:
a. Vegetation Cover
(High, Medium, Low)
b.
c.
1.
2.
3.
4. Does this make sense based on what we’ve already learned about biomes and cycles? Explain.
Relating global observations to our local environment:
We live in a coastal (semi)desert. The native plants garden here at CCMS is a good representation of the type of biome
that naturally exists here in Southern California. However, much of the campus does not look the way we would expect
this biome to look. The CCMS campus includes many plants that do not normally grow in a desert biome.
Let’s take a walk to the native plants garden. Make some observations with your group so that you can fill in the data
table and answer the questions below when we return. Remember that observations are not just what you see with your
eyes, and things like rough/smooth, hot/ cold, or moist/ dry are also good things to observe and record. Each group will
need a thermometer, a notebook, and a pencil or pen.
Land Surface
A. Temperature (measure on ground)
B. Moisture (of soil or ground)
1. Native Plant Garden
2. Grass Field
3. Asphalt
5. Which surface was the hottest?
6. What are some characteristics of the plants that are native to our natural biome?
7. What do we have to add in order for the non-native plants to grow here?
8. Can you draw any conclusions about how vegetation cover is related to temperature and moisture?
9. As a group, come up with two or three sentences to relate the global observations you made from viewing satellite data
to the local observations that you made on campus. Consider the two abiotic factors that we talked about and measured.
Your group will report what you have learned to the class.
Last Name _______________________________
First Name _______________________________
Date_______________________Period________
Biomes & Cycles: Part 2
Anthropogenic (human caused) Impacts: We observed seasonal changes in vegetation, and how they are related to
changes in temperature and water vapor. We also observed how changes we have made to the surface of our own biome
can impact the temperature and moisture. Scientists can also use satellites to observe changes due to human activities
over time. After you observe the satellite images, Pair/Share with your partner to answer the questions below.
1. What are three examples of human activities that impact to the surface of the earth?
2. What is an example of evidence that the earth’s climate has been impacted?
.
3. Name one thing that humans can do to lessen these impacts:
Applications
The bottom line is that we are going to alter our environment, and changes that we make to our biomes do have impacts
on natural cycles. Human (anthropogenic) alterations to our biome include things like adding water and nutrients to
grow plants that could not normally exist in this climate and paving surfaces so that no plants or animals can exist.
These actions do impact the water, nutrient, and carbon cycles as we have observed both at the global and local level.
But, we can use what we know about science to become more aware of and take steps to minimize these impacts. Some
strategies that communities are using include things like: zero-scape, permeable pavement, green roofs, and rain
harvesting.
Activity (2 options)
A. Individually: Draw a picture of what your school would look like if the biome had not been altered.
B. In groups: Design a park that has minimal impacts on the environment. City planners often have to balance
costs of users with environmental costs. This can be tricky, as you will soon learn: Imagine that your group is a
City Council and that a section of land has been donated to your city to build a park. People in your community
enjoy: sports, nature walks, gardening, etc… and you would like to please as many as possible.
You have a dollar budget dollars and a water budget. Using the options and the associated costs provided in the
list, design your park and present it to the voters (class), describing what your park will offer the public and how
your park will impact the environment.