1. Divide the class into 3 groups and assign each group a feature: Mudpots, Hot Springs, or Hot Spring Terraces. From these large groups, make smaller learning groups within each feature. You may end up with 2-3 Mudpot groups, 2-3 Hot Spring groups, or 2-3 Hot Spring Terraces groups.

2. Each learner will receive their own image set according to their feature name. For example: each person in the Mudpot group will get a complete Image Set 2 which contains Mudpot 1, Mudpot 2, and Mudpot 3.

3. Each learner will also receive Section VI. Worksheets - Observation Log C. To continue on with the prior day's sample scenario, they are still explorers and need to report back on interesting geothermal features they discover! They will again be comparing and contrasting the visible light and infrared images of features as they did with Day 2's Infrared Old Faithful activity.

Section VI. Worksheets: (MS word version | pdf version)

4. Jigsaw Activity:

Jigsaw-like activities fall into the category of cooperative learning. Each individual is responsible for their own small piece of knowledge during the beginning of the activity. Then they work together with other learners who are also responsible for that same piece of knowledge to better understand their piece. Once a good understanding is established, these topic specific groups are redistributed so that new groups are formed. In these new groups, each learner holds a different piece of knowledge that must be shared and communicated to the entire group. Jigsaw activities employ cooperative learning and peer teaching strategies. There is individual and group accountability. If you would like more information on this innovative technique, please see the Jigsaw Classroom website: http://www.jigsaw.org. If your learners have not yet been in the jigsaw activity Learning environment, you may need to take some extra steps to alleviate anxiety and increase their understanding of individual and group responsibility.

• STEP 1: In the small learning groups you have assembled, students are to complete Section VI. Worksheets - Observation Log C individually. Explain that they will have a chance to collaborate with others who share the same feature after they make their own observations.
  
• STEP 2: After individual observations have been made, have the individuals in each small group share their observations with their peers. This is the time that they will collaborate and enhance each others understandings. Explain to your learners that they need to be thorough in their final observations (small group sharing) and will each be presenting what they have observed about the object to their classmates.
  
• STEP 3: When you feel the small group observations are complete it is time to break up the groups. You will redistribute your learners into new small groups by distributing the features. Each new small group will have at least one of each feature represented. If needed, you can send learners off in pairs to their new groups. This may help some learners feel comfortable in the new group, to which they will be presenting their work. As an example, a newly distributed group may have 2 Mudpot observers, 2 Hot Springs observers, and 2 Hot Spring Terraces observers. Note: A true jigsaw activity would have only 1 of each observer, however, if you have a large classroom you may want to double up to save time.
  
• STEP 4: The new task is for the explorers to confer with their colleagues about the feature they observed. Each feature will take a turn and show the others the results of their compare and contrast. After each presentation, the group members should add to the observations to form a more complete observation. Encourage groups to discuss each feature ask questions.

5. To conclude this activity, hold an all-class discussion similar to how Day 2's Infrared Old Faithful activity ended.

The below sample observations are some of the main observations of the images and are not all of the observations one could make.

Sample Observation statements on Image Set 2: Mudpots (Section VII,B)

• Mudpot 1 - you can see the puddle of mud is warmer than the surrounding ground/area
  
• Mudpot 1 - the mudpot is not an even temperature, it has different temperatures within it
  
• Mudpot 1 - the mud is warmest near the lower to mid right section and it gets cooler spreading away from that area
  
• Mudpot 1 - even though it looks smooth, you can see that different temperature mud areas swirl and mix around each other
  
• Mudpot 2 - you can somewhat see bubbly areas in the visible image, but it still looks fairly smooth
  
• Mudpot 2 - in the infrared image, you can definitely see the bubbly structure of the mud! You can also see (between both images) that the center of the bubble is hotter than the rest of a "bubble area".
  
• Mudpot 2 - the ground here isn't much cooler than the larger mud area that the hotter bubble areas are in
  
• Mudpot 3 - you can't really see much detail in the visible image
  
• Mudpot 3 - in the infrared image you can tell that there is hot mud and hot bubble areas

Sample Observation statements on Image Set 3: Hot springs (Section VII,C)

• Hot springs 1 - in the visible image you can determine that there is an area filled with water, but you cannot tell if it is cold or hot. It has a greenish color to it and rocky area is rust colored.
  
• Hot springs 1 - The infrared image reveals that the water is very warm and is mostly an even temperature, though you can tell there are slightly cooler (orange) areas.
  
• Hot springs 1 - the area on the outside of the spring is cooler than the water, but warmer than the surrounding ground.
  
• Hot springs 2 - in the visible image you can see water bubbling in the middle and this corresponds to a much warmer area in the infrared image
  
• Hot springs 2 - the surrounding ground is much cooler than the water, but the rock in the middle of the spring isn't the same temperature as the surrounding ground. It's warmer than the ground, but cooler than the water. Is the rock being heated by the water?
  
• Hot springs 2 - like Hot springs 1, the infrared image shows that the water is much warmer towards the center of the spring, and cools off near the edges. Or, the immediate ground next to the water is being slightly heated by the much warmer water.
  
• Hot springs 3 - there is a lot going on in the visible image! Where is the water? It's easy to find in the infrared image because it is the hot pink color. You can see a smaller area of water right in the middle of the image, but you can't see the water there in the visible image! Wow!

Sample Observation statements on Image Set 4: Hot Spring Terraces (Section VII,D)

• Hot Spring Terraces 1 - the visible image just looks like a landscape with rocky areas, trees without leaves, and it may look like snow on the ground?
  
• Hot Spring Terraces 1 - the infrared image reveals much more about this area. There are warmer/hotter areas in the background. These must be areas of hot water?
  
• Hot Spring Terraces 1 - the trees, which we assumed would be black in color, are green in the infrared image. Are they being heated by the hot springs terrace?
  
• Hot Spring Terraces 2 - after seeing the difference in the visible image and infrared image, we are glad we have the infrared image to look at! One might accidentally try to walk across this land and be burned by the hot water!
  
• Hot Spring Terraces 2 - the hot areas of the terrace are not even. The infrared image shows that there are warmer and cooler areas. Do the hotter areas have more hot water? Is the entire area covered in water or are they like small waterfalls?
  
• Hot Spring Terraces 3 - in the visible light image you can't tell at all where the hot water and areas are. The infrared image shows where the hot areas area. Is this hot water spilling over the edge or hot rock?