The purpose of this resource is to familiarize students with the importance of perspective and various scales of remotely sensed data. Students create a 3-D model of an area and develop a classification system for the landforms in their model. The maps can then be used to answer certain questions about the environment. Educational levels: Primary elementary, Intermediate elementary

The GLOBE Program, University Corporation for Atmospheric Research (UCAR)

English

Digital Library for Earth System Education

GLOBE® 2005 Odyssey of the Eyes: Beginning Learning Activity - 1 Land Cover/Biology
A
ppendix
W
elcom
e
Introduction
Protocols
Learning A
ctivities
!
?Odyssey of the Eyes  
Beginning Level
Purpose
To familiarize students with the importance of per-
spective and introduce students to various scales 
of remotely sensed data. 
Overview
Students create a 3-D model of an area and develop 
a classification system for the landforms in their 
model. They use their eyes as remote sensors and 
view the model from a variety of heights and per-
spectives. Students then create maps of the objects 
they see. The maps can be used to answer certain 
questions about the environment.
Student Outcomes
Science Content
Physical Science
Symbols are alternative ways of representing 
data.
Science as Inquiry
Draw pictures that correctly portray at least 
some of the features of the thing being 
described.
Geography
Primary
How to describe the student’s own region 
from different perspectives
How to display spatial information on maps 
and other geographic representations
The spatial concepts of location, distance, 
direction, and scale
Middle
Physical characteristics of places
How to make and use maps and to analyze 
spatial distributions and patterns
Enrichment 
A map is a symbolic representation of a 
certain area.
Maps of the same area can be represented 
with different scales.
Field of view is how large an area you can 
perceive. 
The field of view increases as the distance 
from the ground or object increases. 
Remote sensing is collecting data about 
something from a distance.
Scientific Inquiry Abilities
Observe a landscape and design a model 
of it. 
Draw a landscape from various 
perspectives.
Use different scales to view a group of 
objects.
Level
Primary
Time
Three to four class periods
Materials and Tools 
Paper towel or toilet paper tubes
A variety of materials (boxes, cardboard, 
paper, paint, glue, tape, etc.) to make the 
models
Ruler
Writing materials
Odyssey of the Eyes Registration Form
Odyssey of the Eyes Observations of the Model
Odyssey of the Eyes Symbolic Map Data Sheet
Preparation
Gather all materials prior to the building of the 
model. 
Using a common road map, review the basic 
components of maps and models such as map 
keys and symbols.
Prerequisites
None
Note: This activity presents concepts similar to 
those in Relative and Absolute Directions Learning 
Activity in the GPS Investigation.
GLOBE® 2005 Odyssey of the Eyes: Beginning Learning Activity - 2 Land Cover/Biology
Background
In the Manual Interpretation and Unsupervised 
Clustering Mapping Protocols, students create a land 
cover type map of the 15 km x 15 km GLOBE 
Study Site. The image you receive has been ac-
quired from a satellite. Your students will classify 
the land cover types manually or with the use of 
a computer. They will also collect data, using the 
Land Cover Sample Site Protocol, to verify the ac-
curacy of their resulting map. It is important to 
understand the concepts of modeling and remote 
sensing to have a clear understanding of where 
this information comes from and the significance 
of it.
Maps are very common models for representing 
the Earth’s surface. When we create a map, we 
often use remote sensing to obtain the information 
needed to make the map. Satellite images are one 
type of remotely sensed information or data. 
We may think of remote sensing as work that is 
only done by satellites, yet there are many in-
struments, including ourselves, that are used to 
remotely sense objects. Although students may 
not know it, they have a great deal of experience 
with remote sensing. Anytime they observe and 
learn about something (using their senses) without 
touching it; they are remotely sensing the object. 
Also, using a camera and a microscope are other 
forms of remote sensing. Cameras and micro-
scopes give us information that we would not be 
able to access if we attempted to observe an object 
with our own limited senses.
Scientists who study land cover use a variety of 
aerial photography and satellite images depending 
on the purpose of their study. GLOBE scientists 
are interested in analyzing the satellite images to 
determine land cover types and land use changes 
over time.
Satellite images are made up of tiny squares called 
pixels. Look very closely at the satellite image of 
your GLOBE Study Site and you will be able to see 
this. Each square/pixel contains information about 
the dominant characteristics of a certain land cover 
area. Some images have pixels that represent a 
large area on the ground and others have pixels 
that represent smaller areas. The size of the area 
covered in a pixel is known as the resolution of 
the satellite image. The smaller the pixels’ size, the 
better the resolution. 
Resources (Optional)
Looking Down. Jenkins, Steve. NY: Hutton Hough-
ton Mifflin, 1995. ISBN 0-395-72665-4
View from the Air. Lindberg, R. NY: Viking, 1995. 
ISBN 0-670-84660-0
Mouse Views. McMillan, B. NY: Holiday House, 
1995. ISBN 0-8234-1132-x
What To Do and How To Do It
Part 1: Building and Viewing the Model
1.  Students form groups and write a plan 
for building a model of an area, real or 
imagined. The schoolyard is a popular 
choice; however, the design of the model 
should be student generated. Students 
should list materials necessary and draw 
a proposed picture of their model on the 
Odyssey of the Eyes Registration Form. 
2.  Students will need two to three class 
periods to build their models. 
3.  Students will now use their eyes to view 
the model through a paper towel tube 
from four different views. This will give 
students an opportunity to view a change 
in resolution and a change in field of view. 
Have students record their observations on 
the Odyssey of the Eyes Observations of the 
Model Work Sheet.
 a. Mouse View — Observe the model  
 from the side. Draw a map of the  
 model and label it. 
 b. Bee’s View — Observe from 10 cm  
 above the model. Draw a map of the  
 model and label it.
 c. Bird’s Eye View — With the model on  
 the floor, observe from desk level.  
 Draw a map of the model and label it. 
 d. Satellite View — Observe from a  
 second story window or stairwell. Draw  
 a map of the model and label it. 
GLOBE® 2005 Odyssey of the Eyes: Beginning Learning Activity - 3 Land Cover/Biology
A
ppendix
W
elcom
e
Introduction
Protocols
Learning A
ctivities
Discussion Questions
1.  Are there any visual differences between 
the Bee’s View and the Mouse’s View? What 
are they?
 Note: Young elementary school children 
often have more difficulty with the concept 
of “top view.” Some extra time may be 
needed here. See resource list for suggested 
resources.
2.  Compare your four drawings. Which view 
would be the most useful if you were:
 a. An eagle looking for a mouse?
 b. Deciding where to build a mall?
 c. Looking for animal tracks?
 d. Studying the extent of deforestation or  
 reforestation?
 e. Finding a lost child in the woods?
 f. Seeing how much of the forest in your  
 area has been damaged by pollution?
 g. Looking for a lost pin?
3.  What are the advantages of using 
satellites to view the Earth? Are there any 
disadvantages?
Part 2: Making a Symbolic Map of the 
Model
1. Have students pick a symbol to represent 
each land cover type in their model (roads, 
rocks, playground equipment, pond, river, 
grass, houses, etc.). List the land cover 
items and symbols in the Odyssey of the 
Eyes Symbolic Map Data Sheet.
2. Use the symbols to create a map of the area 
on another sheet of paper.
3.  Have student groups exchange symbolic 
maps, decipher the maps, and write a 
fictional story about an event that could 
occur within the depicted environment. 
Note: If you plan on doing Odyssey of the Eyes In-
termediate Level, please save the maps and models 
for comparison.
Discussion 
1. If you were asked to make a map of your 
neighborhood, would you prefer to draw 
a true to life map or a map using symbols? 
Why? 
2. Which distance (mouse, bee, bird, or 
satellite) would give you the best field of 
view for observing the area in your GLOBE 
Study Site? Why?
Extension
Collect a few different types of maps or ask stu-
dents to research different types of maps. Discuss 
the purpose of each map. Explore the maps’ differ-
ent scales and fields of view in the discussion.
GLOBE® 2005 Odyssey of the Eyes: Beginning Learning Activity - 4 Land Cover/Biology
Odyssey of the Eyes
Registration Form
Name: _____________________________________Date: ________________________________________  
 Write a short description of the model you are going to create in the space below.
________________________________________________________________________________  
________________________________________________________________________________  
________________________________________________________________________________  
________________________________________________________________________________  
________________________________________________________________________________  
________________________________________________________________________________  
________________________________________________________________________________  
________________________________________________________________________________  
________________________________________________________________________________  
________________________________________________________________________________
   Materials Needed: Provided By:
________________________________________________________________________________  
________________________________________________________________________________  
________________________________________________________________________________  
________________________________________________________________________________  
________________________________________________________________________________  
________________________________________________________________________________  
________________________________________________________________________________  
________________________________________________________________________________  
________________________________________________________________________________  
 On the back of this page, draw a diagram of the model you are going to create.
GLOBE® 2005 Odyssey of the Eyes: Beginning Learning Activity - 5 Land Cover/Biology
Odyssey of the Eyes
 Observations of the Model-1
Name: _____________________________________Date: ________________________________________  
Mouse View
Bee’s View
GLOBE® 2005 Odyssey of the Eyes: Beginning Learning Activity - 6 Land Cover/Biology
Odyssey of the Eyes
Observations of the Model-2
Name: _____________________________________Date: ________________________________________  
Bird’s Eye View
Satellite View
GLOBE® 2005 Odyssey of the Eyes: Beginning Learning Activity - 7 Land Cover/Biology
Odyssey of the Eyes
Symbolic Map Data Sheet
Name: _____________________________________Date: ________________________________________  
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Land Cover Type
Example: Road
Use the back of this paper to draw your symbolic map. Include the dimensions of the map 
in centimeters (length and width).
Example: Tree
Land Cover Key
Symbol


Odyssey of the Eyes Beginning Level

http://www.globe.gov/tctg/land_la_eyesbeg.pdf?sectionId=221

Odyssey of the Eyes Beginning Level

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