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Aerial Photography and Mapping Lesson Plan: Images of Katrina


This activity from NOAA Ocean Service is about using aerial photographs to assess the impact of extreme weather events such as Hurricane Katrina. The activity features aerial views of Biloxi, MS post-Katrina and enables students to see evidence of the power of extreme weather on the environment.

Activity takes about 1-2 class periods. Computer and Internet access including Google maps is ideal but can be replaced.

Learn more about Teaching Climate Literacy and Energy Awareness»

ngssSee how this Activity supports the Next Generation Science Standards»
High School: 1 Performance Expectation, 2 Disciplinary Core Ideas, 6 Cross Cutting Concepts, 5 Science and Engineering Practices

Climate Literacy
About Teaching Climate Literacy

Observations are the foundation for understanding the climate system
About Teaching Principle 5
Other materials addressing 5b
Increased extreme weather events due to climate change
About Teaching Principle 7
Other materials addressing 7c
Climate change has consequences
About Teaching Climate Literacy
Other materials addressing Climate change has consequences

Excellence in Environmental Education Guidelines

1. Questioning, Analysis and Interpretation Skills:C) Collecting information
Other materials addressing:
C) Collecting information.
2. Knowledge of Environmental Processes and Systems:2.4 Environment and Society:A) Human/environment interactions
Other materials addressing:
A) Human/environment interactions.
2. Knowledge of Environmental Processes and Systems:2.4 Environment and Society:E) Environmental Issues
Other materials addressing:
E) Environmental Issues.

Notes From Our Reviewers The CLEAN collection is hand-picked and rigorously reviewed for scientific accuracy and classroom effectiveness. Read what our review team had to say about this resource below or learn more about how CLEAN reviews teaching materials
Teaching Tips | Science | Pedagogy | Technical Details

Teaching Tips

  • Educators will need to practice doing this before working with the students.
  • The instructions for using Google maps have changed slightly. The hybrid view is now more intuitively called "satellite."
  • Extension suggestion: Build a link between the hurricane activity and climate change - potentially through this (middle school)activity: http://www.windows2universe.org/teacher_resources/hurricane_climate/teach_hurricane_climate.html
  • Activity suggests grouping students in 3-4; could also be pairs.
  • Potentially split up the activity steps amongst groups of students and use a jigsaw method or have students work on separate pieces and report back to the group.

About the Science

  • This activity from NOAA's Ocean Service offers a step-by-step analysis on how aerial photographs can be used to assess the impact of severe weather events, in this case Hurricane Katrina.
  • Focus is on measuring impacts on coastal communities rather than causes of hurricanes.
  • Good background reading to provide link to climate change: http://usgcrp.gov/usgcrp/links/hurricanes.htm
  • Comments from expert scientist: This activity enables students to access and interpret up-to-date data and information about Hurricane Katrina and generalize to other natural disasters. All the materials referenced are of the highest quality from reliable government and/or scientific sources. Extreme storms are very timely and should be of interest and importance to students.

About the Pedagogy

  • This exercise builds the student's skill in navigating a spatial browser Google Map and matching locations with aerial photographs from NOAA's National Geodetic Survey collection. Learners develop an appreciation for the impacts of extreme weather events, such as Hurricane Katrina.
  • The resource includes specific instructions on how to find features on the photographs.
  • Activity builds 21st Century Skills in students by using aerial images and Google maps to investigate extreme weather impacts.

Technical Details/Ease of Use

  • While this exercise is easy in principle -- Google maps and the aerial photographs are quite easy to use -- the actual matching of locations may be challenging for some users.
  • Designed to access websites but all maps and images can be printed for analysis if internet access is not available.

Related URLs These related sites were noted by our reviewers but have not been reviewed by CLEAN

Overview of hurricanes from US Global Change Research Program:http://usgcrp.gov/usgcrp/links/hurricanes.htm

Next Generation Science Standards See how this Activity supports:

High School

Performance Expectations: 1

HS-ESS3-1: Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.

Disciplinary Core Ideas: 2

HS-ESS3.B1:Natural hazards and other geologic events have shaped the course of human history; [they] have significantly altered the sizes of human populations and have driven human migrations.

HS-ESS3.D1:Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts.

Cross Cutting Concepts: 6

Patterns, Cause and effect, Scale, Proportion and Quantity, Stability and Change

HS-C1.1:Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena

HS-C1.5:Empirical evidence is needed to identify patterns.

HS-C2.1:Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.

HS-C3.1:The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs.

HS-C3.2: Some systems can only be studied indirectly as they are too small, too large, too fast, or too slow to observe directly.

HS-C7.2:Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible.

Science and Engineering Practices: 5

Asking Questions and Defining Problems, Planning and Carrying Out Investigations, Analyzing and Interpreting Data, Constructing Explanations and Designing Solutions, Engaging in Argument from Evidence

HS-P1.1:Ask questions that arise from careful observation of phenomena, or unexpected results, to clarify and/or seek additional information.

HS-P3.4:Select appropriate tools to collect, record, analyze, and evaluate data.

HS-P4.1:Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.

HS-P6.2:Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

HS-P7.5:Make and defend a claim based on evidence about the natural world or the effectiveness of a design solution that reflects scientific knowledge and student-generated evidence.

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