Infrared Zoo Lesson 1 A Trip to the Infrared Zoo

GENERAL INFORMATION

Title: A Trip to the Infrared Zoo

Brief Description: Using infrared and visible light images of animals, learners will sort and categorize animals into broad categories based upon the learner's own reasoning and observations of the images. Further explorations reveal that warm and cold-blooded animals can be identified and characterized using infrared images.

Primary Goal: Use these activities to introduce learners to infrared imaging technology and the information that such images contain. Observation, compare and contrast, and reasoning skills are emphasized.

Activity Description: The first exploration helps students understand infrared images and the information that is contained in such images. Then, learners explore the animal kingdom using infrared images and sort the animals into categories they define as a part of the exploration activity. Visible light images of the animals are then presented for them to modify their categories. Through a class discussion learners will explain their reasoning and work as a class to define better (content correct) categories of warm-blooded (feathered vs. furred) and cold-blooded (reptiles/amphibians vs. insects) species. This activity can be extended into deeper explorations of warm-blooded and cold-blooded animals. Learners can investigate the differences and similarities of feathered, furred, and bare skin areas of warm-blooded animals and the accompanying heat loss or conservation using infrared images. Learners can also investigate the differences and similarities between infrared images of cold-blooded creatures in varying temperature environments.

Learning Goals: Provided here are general learning goals for this entire lesson. You may have additional learning goals for your particular classroom and curriculum as these activities can be easily tailored to your own needs.

At the conclusion of this lesson set, your learners will be able to:

• Explain the differences between an infrared image and visible light image of the same object/scene.
• Explain that infrared light can be used to measure the temperature of an object. Furthermore, that this measurement is transferred to color codes when recorded by an infrared camera.
• Determine the warmer and cooler areas of an infrared image using a false-color map and a temperature scale.
• Demonstrate a few ways in which warm blooded and cold blooded animals differ when photographed with an infrared camera.

Target Audience: Grades 5-8

Teacher Preparation Time: 2-3 hours the first time, ½ hour after initial use

Estimated Activity Time:

Day 1:
      - Engage Your Learners: 5-10 minutes
      - Explore Infrared Image Technology: 25-45 minutes

Day 2:
      - Engage Your Learners: 5-10 minutes
      - Sorting Activity: 40-50 minutes
      - Help Your Learners Explain: 30-45 minutes

Day 3:
      - Extend and Apply Understandings: time varies

Materials/Instructor Skills Needed:

• Ability to download large files off the internet
  
• Ability to open, view, and print PDF files
  
• Ability to print in color (Resolution is at 72 dpi. PDF files are print-ready for any professional printing establishment (e.g., Kinko's or OfficeMax))
  
• Ability to laminate or otherwise protect printed images
  
• Large learning space for groups of students to work comfortably and not disturb each other
  
• Optional: Internet ready classroom with projection unit
  
• Optional: PowerPoint presentation capabilities and projection unit
  
• Optional: Chalkboard or wall
  
• Optional: Overhead projector w/ erasable transparencies and pens
  
• Optional: Large newprint, markers, and masking tape

Authors and Idea Makers

The ideas presented in this lesson are the collaborative effort of the teachers in the Invisible Universe Online course during the Spring 2003 semester. This particular lesson has been organized and written by Adrienne Gauthier (Instructional Technology Specialist, University of Arizona) with the help of Doris Daou (SSC/Caltech) and Linda Hermans-Killam (SSC/Caltech). This lesson has been evaluated by the Origins Education Forum at the Space Telescope Science Institute.

National Science Education Standards (NSES):

Changing Emphases (...More Emphasis On...)

The NSES envision change through out the system. Below are descriptions of how this lesson supports the changing emphases:

• Understanding scientific concepts and developing abilities of inquiry.
  
• Learning subject matter disciplines in the context of inquiry, technology, science in personal and social perspectives, and history and nature of science.
  
• Implementing inquiry as instructional strategies, abilities, and ideas to be learned.

Changing emphases to promote inquiry:

• Investigations over extended periods of time.
  
• Communicating science explanations.
  
• Doing more investigations in order to develop understanding, ability, values of inquiry and knowledge of science content.
  
• Public communication of student ideas and work to classmates.

Content Standard A: Science as Inquiry

5-8 UNDERSTANDINGS ABOUT SCIENTIFIC INQUIRY :

• Different kinds of questions suggest different kinds of scientific investigations. Some investigations involve observing and describing objects, organisms, or events; some involve collecting specimens; some involve experiments; some involve seeking more information; some involve discovery of new objects and phenomena; and some involve making models.
  
• Technology used to gather data enhances accuracy and allows scientists to analyze and quantify results of investigations.