here

Biosp

Introduction
The Big Picture

Welcome
30 m x 30 m. See Figure BIO-I-1. For
Earth’s surface is two-thirds water. The more information on remote sensing, refer
continents on which we live make up the to the Remote Sensing section of the
remainder. Until the launch of the first humans Implementation Guide.
into space, we did not fully appreciate the
beauty and diversity of our planet. We rely Phenology, the study of living organisms’
on Earth’s surface (and a little bit above response to seasonal changes in their
and below) to supply most of what we need environment, includes both plant and animal
to live. Therefore, mapping and monitoring responses. Broad-area estimates of the
this surface is critical to our wise use and lengths of growing seasons are primarily
protection of it. The Biosphere Investigation based on remotely sensed satellite data.

Introduction
deals with the mapping and monitoring of However, remote sensing estimates from
both the surface and phenological indicators. satellites are not exact because the actual
behavior of the plants must be inferred from
Remote sensing simply means learning the collective appearance of their foliage.
something about an object without making GLOBE student observations, the first global
direct contact with it. We use remote sensing network of ground-based plant phenology
every day by hearing, smelling, and seeing. observations, will help scientists validate their
Historically we have used aerial photographs estimates of global greenness values that
taken from balloons, airplanes, and more they derive using satellite data. Monitoring the
recently, digital images acquired by orbiting length of the growing season is important for
satellites, to map and monitor Earth’s society so that it can better adapt to variations
biosphere. in the length of the growing season and to

Protocols
Remote sensing from space has the great other impacts of climate change, which may
advantages of being able to cover very affect food production, economic growth, and
large areas quickly and to revisit the same human health.
area frequently. However, some of the detail Spectral resolution refers to the wavelengths
that can be seen at ground level may not of light, commonly called bands, the satellite
be detected by a remote sensing system. image sensors are capable of measuring.
Therefore, it is beneficial to collect data at Our eyes also sense different wavelengths
sample sites on the ground to accompany of light (colors), but we only see in a range
remotely sensed data about an area. It is of wavelengths known as the visible portion

Learning Activities
not possible to effectively visit every place of the electromagnetic spectrum. Landsat 8
on Earth to map the land cover. Instead, we satellite carries two instruments: Operational
rely on samples – actual ground visits – and Land Imager (OLI) and Thermal Infrared
relate these samples to what we can see Sensor (TIRS). Landsat 8 images consist
using various remote sensing systems. of 11 spectral bands. Bands 1 through 4 are
Remote sensing observations of the land visible, band 5 is near-infrared (NIR), bands 6
surface are usually presented as digital and 7 are shortwave infrared (SWIR), band 8
images. Each element of such an image is is panchromatic, band 9 is useful for detecting
a pixel or picture element. The size of the cirrus clouds (as well as other cloud types),
pixels depends on the spatial resolution of the and bands 10 and 11 are thermal infrared
remote sensing instrument. Spatial resolution (TIR). Resolution for all these bands is 30
refers to the size of the smallest object meters except for band 8, panchromatic,
or area that can be distinguished from its which is 15 meters, and bands 10 and 11
Appendix

surroundings. The Landsat Thematic Mapper which are 100 meters. More information on
(TM), utilized on earlier Landsat satellites, and Landsat 8 bands, as well as images of the
the Operational Land Imager (OLI), utilized same location using different bands, can be
on Landsat 8, has provided remotely sensed found at: [Link]
imagery useful in land cover and phenology id=5377.
monitoring since 1972. Landsat images Scientists use satellite images of remotely
have a spatial resolution, or pixel size, of sensed data as tools to help make maps

GLOBE® 2014 Introduction - 1 Biosphere

of land cover types as well as to monitor known as the growing season, and changes
vegetative health and the length of the in the length of the growing season may be
growing season. An important issue that arises an indication of global climate change. For
regarding land cover maps is, “How good are example, some scientists recently found that
land cover maps made from remotely sensed the growing season has increased in northern
data?” The way to answer this question is latitudes by eight days since the early 1980s.
to conduct an accuracy assessment of the However, their conclusion is controversial
remotely sensed map. If appropriate sample because it was based only on satellite data.
land cover sites are visited on the ground, On-the-ground observations of plant green-up
then these samples can be compared to the and green-down are needed to validate these
same areas on the map and a measure of types of satellite estimates.
map accuracy determined. In this way, we
can evaluate how good our land cover maps Why Take Phenology Measurements
are. This assessment is very useful when it Estimates based on remote sensing data from
comes to making important decisions about satellites vary because of problems such as
Earth’s land cover from these maps. Satellite interference from small and large clouds,
imagery can be used to determine growing atmospheric haze, and other atmospheric
season as well; however for the most accurate properties that affect the greenness values
data, satellite images are often combined with that satellites detect. Other problems such
ground validation data. as low sun angles at high latitudes, change
Finally, it is important that the ground samples of sun angle with seasons, poor viewing
and the remote sensing maps use the same geometry, and aging of satellite detectors can
classification system. A classification system affect scientist’s estimates of greenness as
consists of a list of labels or land cover types well. GLOBE student observations will help
and the corresponding definitions for each scientists validate their estimates of global
label. Since The GLOBE Program is a world- growing season changes that they derive
wide effort, it is important that the classification using satellite data.
system chosen be appropriate for any place
on Earth. In The GLOBE Program, we have
modified a widely accepted system developed Why Investigate Land Cover?
by UNESCO (United Nations Educational, Land cover is a general term used to describe
Scientific and Cultural Organization) to what is on the ground or covering the land.
include both natural and developed land Different land cover terms are used to describe
cover. This system is called the Modified the differences we see when we look at the
UNESCO Classification (MUC) System. land. Land cover can include where we live (in
Everyone in The GLOBE Program uses MUC houses or apartments), where we do business
to label land cover sample sites visited on the and produce goods and services (commercial
ground as well as the maps made from the and agriculture areas) and how we travel (on
remotely sensed data. Therefore, a consistent roads, trains, and from airports). It is also a
and uniform land cover map can be created term that is used to describe different natural
for the entire world and validated. habitats; desert, forest, woodland, wetland,
glaciers and water bodies, among others. All
living things depend on their habitat, their land
Why Study Phenology? cover, for survival. They find shelter there,
Each year, as conditions for plant growth they find food there, and they find protection
improve, a wave of green spreads over the there. Land cover has a direct effect on the
land surface (green-up) and then retreats as kinds of animals that will likely inhabit an area.
conditions for plant growth decline (green- Therefore, land cover is of great interest to
down). These waves are important because ecologists, who study how plants and animals
they are directly related to global carbon relate to their environment.
fixation and the amount of carbon dioxide Land cover can influence weather, soil
(CO2) in the atmosphere. The period between properties, and water chemistry. Different
green-up and green-down or senescence is land cover types are all distinct in their effects

GLOBE® 2014 Introduction - 2 Biosphere

 Figure BIO-I-1: Example Satellite Image

Satellite Image of Beverly, MA in False-Color

15 km
Beverly, MA, USA
15 km
30 m

30 m

Area of 3 pixels x 3 pixels

(equal to 90 m x 90 m)

Subset of Main Image

As you zoom in on a 15 km x 15 km satellite image, the pixels (which are 30 m x 30
m in size) become visible. In the Land Cover/Biology Investigation, students take
field measurements at sites that are 90 m x 90 m (equal to 3 pixels x 3 pixels).

GLOBE® 2014 Introduction - 3 Biosphere

on the flow of energy, water and various nutrients, water and gases in vegetation. This
chemicals between the air and surface soil. is helpful in understanding Earth systems,
Natural land cover, meaning land cover that including: nutrient cycles, the energy cycle
is not the result of human activity, is often and the hydrological cycle. Land cover
an indication of the climate of an area. For influences these cycles in a variety of ways.
instance, forests may be found on the wet One example is how solar radiation, reflected
side of a mountain while in the rain shadow by land and vegetation, affects regional and
on the other side there may be shrubland. In global climate patterns. Since land cover
a coastal region with frequent fog, the plants is a component of numerous systems,
that grow there modify the soil over time. The monitoring its characteristics will provide
land cover in such an area is a community of more information for understanding global
trees, shrubs, and other plants indicative of a ecological systems. Plants are part of nutrient
foggy coast. Large rainforests actually create cycles and hydrological cycles and they can
their own weather with daily rain showers. be used as indicators to monitor changes
In deserts, plants adapted to dry conditions in these systems. Remotely sensed data
dominate the land cover. that discriminate between various kinds of
vegetation may be used to determine health
Knowing the type of land cover in a region
and density of plants, but require ground
helps us understand the local climate. For
observations to quantify and calibrate these
scientists studying atmosphere, soil and
relationships.
hydrology, the type of land cover surrounding
measurement sites is an important piece of
information. This type of information is often Scientists Need GLOBE
referred to as metadata and helps provide a
context for evaluating data collected by the Data
scientists or students on that site. However, Scientists collect ground data to learn as
for land cover scientists, land cover data much about Earth as they can. Ideally,
provide much more than that. Earth systems scientists would like to have
Mapping information about every place on our planet.
The more ground data the better. Practically,
Data collected at land cover sample sites it is only possible to collect this information
visited on the ground help land cover for a small sample of areas. Remote sensing
scientists create and label land cover maps provides a means of relating observations
produced from satellite images and aerial and measurements on the ground to the
photographs. Additional independent ground larger regional and global views. Ground
sample sites help verify how accurate these data are needed to learn about sample areas
maps are. Data from ground sample sites and to validate (i.e., compare with) the maps
such as detailed biometric observations generated from remotely sensed data. At a
(measurements of living things) help Earth GLOBE school, students can significantly add
systems scientists improve their ability to to the limited supply of ground information. No
interpret satellite imagery. other group in the world is collecting a uniform
Monitoring dataset such as this. Therefore, GLOBE
schools are providing unique, valuable
Land cover maps are used to monitor information that will help scientists better
endangered plants, animals and habitats, understand Earth. Through participation in
economic development, land use, fire fuel the Biosphere Investigation Land Cover data
management, cropland management, wetland collection protocols and the Mapping learning
loss, effects of environmental change in activities, GLOBE students will significantly
ecosystems and other changes in land help Earth systems science while increasing
cover over time. The list of uses is long their own knowledge and understanding of
once scientists have access to accurate and the scientific process, ecological systems and
precise land cover data. their surrounding landscape.
Biometry data collected in the field assist
scientists in monitoring the amount of

GLOBE® 2014 Introduction - 4 Biosphere

Educational Objectives
Students participating in the activities
presented in this chapter should gain scientific
inquiry abilities and understanding of a number
of scientific concepts. These abilities include
the use of a variety of specific instruments
and techniques to take measurements and
analyze the resulting data along with general
approaches to inquiry. The Scientific Inquiry
Abilities listed in the grey box are based on the
assumption that the teacher has completed
the protocol including the Looking at the Data
section. If this section is not used, not all of the
Inquiry Abilities will be covered. The Science
Concepts included are outlined in the United
States National Science Education Standards
as recommended by the US National Research
Council and include those for Earth and Space
Science, Physical Science, and Life Science.
The Geography Concepts are taken from the
National Geography Standards prepared by
the National Education Standards Project.
Additional Enrichment Concepts specific to
the land cover measurements and mapping
have been included as well. The gray box at
the beginning of each protocol or learning
activity gives the key scientific concepts
and scientific inquiry abilities covered. The
following tables provide a summary indicating
which concepts and abilities are covered in
which protocols or learning activities.

GLOBE® 2014 Introduction - 5 Biosphere

 Land Cover Phenology Protocols
Protocols
National Science Education Standards Sample Biometry Green-Up & Ruby-throated Phenological Cloned & Arctic Bird Seaweed
Site Green-Down Hummingbird Gardens Common Migration Reproductive
Lilacs Phenology

GLOBE® 2014
Earth And Space Sciences
Changes in the Earth and Sky (K-4)
Weather changes from day to day over the seasons n n n n
Weather can be described by measurable quantities
Properties of Earth Materials (K-4)
Soils have properties of color, texture and composition;
they support the growth of many kinds of plants
Structure of the Earth System (5-8)
Soil consists of weathered rocks and decomposed
organic matter
Water circulates through the biosphere, lithosphere,
atmoshpere and hydrosphere (water cycle)
Energy in the Earth System (9-12)

Introduction - 6
The sun is the major source of energy at Earth’s n n n n
surface
Physical Science Concepts
Properties of Objects and Material (K-4)
Objects have observable properties n n
Position and Motion of Objects (K-4)
Position of objects can be described by locating it n
relative to another object
Life Science Concepts
The Characterization of Organisms (K-4)
Organisms have basic needs n n n n n n
Organisms can only survive in environments where n n n n n n
their needs are met

Biosphere
 Land Cover Phenology Protocols
Protocols
National Science Education Standards Sample Biometry Green-Up & Ruby-throated Phenological Cloned & Arctic Bird Seaweed
Site Green-Down Hummingbird Gardens Common Migration Reproductive
Lilacs Phenology

GLOBE® 2014
Earth has many different environments that support n n n n n n n n
different combinations of organisms
Organisms and their Environments (K-4)
Organisms’ functions relate to their environment n n n n n n
Organisms change the environment in which they live n n n n n
Humans can change natural environments
Life Cycles of Organisms (K-4)
Plants and animals have life cycles n n n n n n
Plants closely resemble their parents n n n n
Structure and Function of Living Systems (5-8)
Ecosystems demonstrate the complementary
nature of structure and function
Regulation and Behavior (5-8)

Introduction - 7
All organisms must be able to obtain and use n n n n
resources while living in a constantly changing
environment
Populations and Ecosystems (5-8)
All populations living together and the physical n n
factors with which they interact constitute an
ecosystem
The Interdependence of Organisms (9-12)
Humans can change ecosystem balance
Organisms both cooperate and compete in n n
ecosystems
The population of an ecosystem is limited by its n n
resources
Matter, Energy, and Organization in Living

Biosphere
Systems (9-12)
Energy for life derives mainly from the sun n n n n
 Land Cover Phenology Protocols
Protocols
National Science Education Standards Sample Biometry Green-Up & Ruby-throated Phenological Cloned & Arctic Bird Seaweed
Site Green-Down Hummingbird Gardens Common Migration Reproductive

GLOBE® 2014
Lilacs Phenology
Living systems require a continuous input of n n n n
energy to maintain their chemical and physical
organizations
The Behavior of Organisms (9-12)
The interaction of organisms in an ecosystem have n n
evolved together over time
Geography Concepts
How to Use Maps (real and imaginary (K-4)) n
The Physical Characteristics of Place (K-4) n n
The Characteristics and Spacial n n
Distribution of Ecosystems (K-12)
How humans modify the environment

Introduction - 8
The World in Spatial Terms (K-12)
Plants help to define the character and spatial n
distribution of ecosystems on the Earth’s surface
General Scientific Inquiry Abilities
Use appropriate tools and techniques
Construct a scientific instrument or model
Identify answerable questions n n
Design appropriate mathematics to analyze data n n
Develop descriptions and explanations using n n
evidence
Recognize and analyze alternate explanations n n
Communicate procedures and explanations n n

Biosphere
 Land Cover Phenology Protocols
Protocols
National Science Inquiry Standards Sample Biometry Green-Up & Ruby-throated Phenological Cloned & Arctic Bird Seaweed
Site Green-Down Hummingbird Gardens Common Migration Reproductive

GLOBE® 2014
Lilacs Phenology
General Scientific Inquiry Abilities
Use appropriate tools and techniques
Construct a scientific instrument or model
Identify answerable questions n n
Design appropriate mathematics to analyze data n n
Develop descriptions and explanations using n n
evidence
Recognize and analyze alternate explanations n n
Communicate procedures and explanations n n
Specific Scientific Inquiry Abilities
Use appropriate field instruments and techniques n
to gwther Land Cover sample

Introduction - 9
Make observations in order to determine the n
appropriate land cover type
Communicate the results of land cover n
classification to reach consensus
Identify biometry measurements needed for MUC n
Use vegetation field guides to identify vegetation n
and species
Interpret data to propose MUC classification n
Classify land cover and create a land cover type
map
Evaluate how accurate the land cover type map is
using accuracy assessment
Use land cover data and appropriate tools and
technology to interpret change

Biosphere
Gathering spatial data and historical data to
determine validity of change hypothesis
 Land Cover Phenology Protocols
Protocols
National Science Inquiry Standards Sample Biometry Green-Up & Ruby-throated Phenological Cloned & Arctic Bird Seaweed
Site Green-Down Hummingbird Gardens Common Migration Reproductive

GLOBE® 2014
Lilacs Phenology
Use maps, aerial photographs and other tools and
techniques in order to create a land cover map
Recognize and analyze differing viewpoints on
land cover classification and reach consensus
Integrate data from a variety of different data
sets to gain dynamic understanding of how earth
system works
Classification helps organize and understand the
natural world
A classification system is a system of labels and
rules used to sort objects
A hierarchical system has multiple levels of
increasing detail
Observe a landscape and design a model of it
Draw a landscape from various perspectives
Use different scales to view a group of objects
Identify decision criteria for a classification system,
and use it to classify birds
Collect and interpret validations data
Use numerical data in describing and comparing
the accuracy of the classification
Use the land cover type map to discuss how a
structure will affect organisms using a particular
land cover type
Analyze different scenarios that change the land
cover types of an area
Evaluate different solutions to various scenarios
Use the GLOBE website to gather, interpret and

Introduction - 10 Biosphere
Interpret data
 Land Cover Learning Activities
Manual Computer- Land Getting to Site Leaf Odyssey Bird Discovery Using
National Science Education Standards Mapping Aided Cover Know Your Seeing Classification of the Beak Area GLOBE
Mapping Change Satellite Eyes Accuracy Data

GLOBE® 2014
Imagery
Physical Science Concepts
Properties of Objects and Material (K-4)
Objects have observable properties n n
Position and Motion of Objects (K-4)
Position of objects can be described by locating it
relative to another object
Life Science Concepts
The Characterization of Organisms (K-4)
Earth has many different environments that support n n n
different combinations of organisms
Organisms and their Environments (K-4)
Organisms’ functions relate to their environment
Organisms change the environment in which they n n
live
Humans can change natural environments n n
Structure and Function of Living Systems (5-8)
Ecosystems demonstrate the complementary n
nature of structure and function
Regulation and Behavior (5-8)
All organisms must be able to obtain and use n
resources while living in a constantly changing
environment
Populations and Ecosystems (5-8)
All populations living together and the physical n n n n n
factors with which they interact constitute an
ecosystem

Introduction - 11 Biosphere
 Land Cover Learning Activities
Manual Computer- Land Getting to Site Leaf Odyssey Bird Discovery Using
National Science Education Standards Mapping Aided Cover Know Your Seeing Classification of the Beak Area GLOBE
Mapping Change Satellite Eyes Accuracy Data

GLOBE® 2014
Imagery
The Interdependence of Organisms (9-12)
Humans can change ecosystem balance n n
Geography Concepts
How to Use Maps (real and imaginary (K-4)) n n n n n
The Physical Characteristics of Place (K-4) n n n n n
The Characteristics and Spacial n n n n n n n
Distribution of Ecosystems (K-12)
How humans modify the environment n n n n n n n

Introduction - 12 Biosphere
 Land Cover Learning Activities
Manual Computer- Land Getting to Site Leaf Odyssey Bird Discovery Using
National Science Inquiry Standards Mapping Aided Cover Know Your Seeing Classification of the Beak Area GLOBE
Mapping Change Satellite Eyes Accuracy Data

GLOBE® 2014
Imagery
General Scientific Inquiry Abilities
Use appropriate tools and techniques
Construct a scientific instrument or model
Identify answerable questions n n n n n n n n n n
Design appropriate mathematics to analyze data n n n n n n n n n n
Develop descriptions and explanations using n n n n n n n n n n
evidence
Recognize and analyze alternate explanations n n n n n n n n n n
Communicate procedures and explanations n n n n n n n n n n
Specific Scientific Inquiry Abilities
Use appropriate field instruments and techniques
to gwther Land Cover sample
Make observations in order to determine the
appropriate land cover type
Communicate the results of land cover
classification to reach consensus
Identify biometry measurements needed for MUC
Use vegetation field guides to identify vegetation
and species
Interpret data to propose MUC classification
Classify land cover and create a land cover type n n
map
Evaluate the accuracy of a land cover type map n n
using accuracy assessment
Use land cover data and appropriate tools and n
technology to interpret change
Gathering spatial data and historical data to n

Introduction - 13 Biosphere
determine validity of change hypothesis
 Land Cover Learning Activities
Manual Computer- Land Getting to Site Leaf Odyssey Bird Discovery Using
National Science Inquiry Standards Mapping Aided Cover Know Your Seeing Classification of the Beak Area GLOBE
Mapping Change Satellite Eyes Accuracy Data

GLOBE® 2014
Imagery
Use maps, aerial photographs and other tools and n
techniques in order to create a land cover map
Recognize and analyze differing viewpoints on n
land cover classification and reach consensus
Integrate data from a variety of different data sets n
to gain dynamic understanding of how earth
system works
Classification helps organize and understand the n
natural world
A classification system is a system of labels and n
rules used to sort objects
A hierarchical system has multiple levels of n
increasing detail
Observe a landscape and design a model of it n
Draw a landscape from various perspectives n
Use different scales to view a group of objects n
Identify decision criteria for a classification system, n
and use it to classify birds
Collect and interpret validation data n
Use numerical data for describing and comparing n
the accuracy of the classification
Use the land cover type map to discuss how a n
structure will affect organisms using a particular
land cover type
Analyze different scenarios that change the land n
cover types of an area
Evaluate different solutions to various scenarios n
Use GLOBE website to gather, analyze and n
interpret data

Introduction - 14 Biosphere
 Phenology Learning Activities
Green- A Sneak A First A Beginning Investigating
National Science Education Standards up Preview Look at Look at Leaf
Cards of Phenology Photosynthesis Pigments
Budburst
Earth and Space Sciences
Changes in Earth and Sky (K-4)
Weather changes from day to day and over the
seasons
Seasons result from variations in solar insolation n
resulting from the tilt of the Earth’s rotation axis
Energy in the Earth System (9-12)
The sun is the major source of energy at Earth’s n
surface
Solar insolation drives atmospheric and ocean n
circulation
Earth in the Solar System (5-8)
The sun is a major source of energy for
phenomena on Earth’s surface
Geochemical Cycles (9-12)
Each element moves among different reservoirs n
(biosphere, lithosphere, atmosphere, hydrosphere)
Physical Sciences
Energy: Transfer and Conservation (5-8)
Heat energy is transfered by conduction,
convection and radiation
Heat moves from warmer to colder objects
The sun is a major source of energy for changes n n
on the Earth’s surface
Energy is conserved
Chemical Reactions (9-12)
Chemical reactions take place in every part of the n n
environment
Life Sciences
The Characteristics of Organisms (K-4)
Organisms can only survive in environments where n
their needs are met
Earth has many different environments that support n n
different combinations of organisms
Organisms and their Environments (K-4)
Organisms’ functions relate to their environment n n n n
Organisms change the environment in which they n n
live
Humans can change natural environments

GLOBE® 2014 Introduction - 15 Biosphere

 Phenology Learning Activities
Green- A Sneak A First A Beginning Investigating
National Science Education Standards up Preview Look at Look at Leaf
Cards of Phenology Photosynthesis Pigments
Budburst
Life Cycles of Organisms (K-4)
Plants and animals have life cycles n n n
Structure and Function of Living Systems (5-8)
Ecosystems demonstrate the complementary
nature of structure and function
Regulation and Behavior (5-9 & 9-12)
All organisms must be able to obtain and use n n n
resources while living in a constantly changing
environment
Populations and Ecosystems (5-8)
All populations living together and the physical
factors with which they interact constitute an
ecosystem
Populations of organisms can be categorized by n
the function they serve in the ecosystem
Sunlight is the major source of energy for n n
ecosystems
The number of animals, plants and microorganisms n n
an ecosystem can support depends on the
available resources
The Interdependence of Organisms (9-12)
Atoms and molecules cycle among the living and n
non-living componenets of the ecosystem
Energy flows through ecosystems in one direction n n
(photosynthesis-herbivores-carnivores-decomposers)
The population of an ecosystem is limited by its n
resources
Humans can change ecosystem balance
Matter, Energy, and Organization in Living
Systems (9-12)
Energy for life derives mainly from the sun n n
Living systems require a continuous input of n n n
energy to maintain their chemical and physical
organizations
The Behavior of Organisms (9-12)
The interaction of organisms in an ecosystem have n
evolved together over time

GLOBE® 2014 Introduction - 16 Biosphere

Measurement Logistics land cover type map from the satellite image.

Welcome
Ultimately, changes over time in land cover
are studied through a comparison of two co-
Overview registered satellite images of the same area
The Biosphere Investigation involves studying and the accompanying ground measurement
both the phenological observations near your data that you have collected. The images
school as well as the land cover in a much are acquired a few years apart and you can
larger area. Land cover sample sites are compare the changes that occur between the
within a much wider geographic area, since two dates.
in most cases you will visit them only once.
Phenology Where are measurements taken?
Land Cover measurements can be taken

Introduction
GLOBE offers five plant and two animal
phenology protocols: the plant phenology anywhere that consists of a large homogeneous
protocols consist of Green-up and Green- land cover type. It is not expected that you and
down (these can be implemented individually, your students will return to these sites as with
however these data are most useful when other GLOBE protocols. The exception is
collected at the beginning and end of the when the cover has changed due to fire, flood
growing season, respectively), Phenological or man-made modification. By performing the
Gardens, Cloned Lilacs, and Seaweed protocols and learning activities associated
Reproductive Phenology. The animal with this part of the investigation, you and your
phenology protocols consist of Ruby- students will become intimately familiar with
throated Hummingbird observations and this part of our global environment. Together,
Arctic Bird Migration monitoring. Phenology you can create and validate a land cover type
map of your area.

Protocols
observations, depending on which protocol(s)
you and your students select (or which are It is important that you select appropriate
applicable to your geographic location) ground validation sites for observation and
should be conducted near your school as they detailed measurements. Once completed,
should be done daily to every two to three perhaps over several years, you and your
days. The exception to this is the Seaweed students will have visited at least one land
Reproductive Phenology Protocol, which is cover sample site for every type of land
done once a month for four months in a row. cover that exists in your area. For areas
Land Cover of homogeneous land cover larger than
90 m x 90 m, locate your land cover sample

Learning Activities
Land cover sample sites must be 90 m X site near the center of the area (see Figure
90 m in size and homogeneous (contain the BIO-I-2). A sample site area of 90 m x 90 m is
same land cover type throughout). Students necessary in order to accurately locate the site
will be collecting data about the type of land on the ground and on the satellite image. This
cover present. A good place to begin is by area is equivalent to nine Landsat pixels (a
having students observe their school and square of 3 pixels by 3 pixels). See the Remote
surrounding area in an aerial photograph. Sensing section of the Implementation Guide.
After students have identified their school
and other easily identifiable locations in You may collect data from areas outside the
an aerial photograph, have them view the area displayed on a satellite image as well. For
same location in a satellite image. Can they instance, some schools make periodic visits
recognize some of the same locations as they to remote natural sites such as national parks.
did in the aerial photograph? What types of They collect data while on these field trips
and report their measurements to GLOBE.
Appendix

land cover are recognizable (airports, large

bodies of water, major roads, etc.). If your school will make repeated visits to
such a remote location, you should aquire a
For information on obtaining satellite imagery Landsat image for this site so that you can
of your location see [Link] do all aspects of the Land Cover portion of
about-globe/faq/overview/remote-sensing/ the Biosphere Investigation for this additional
no-landsat. As you build an understanding of area.
the land cover in your area, you will create a
GLOBE® 2014 Introduction - 17 Biosphere
 Figure BIO-I-2: Homogeneous Land Cover GLOBE’s land cover measurements consist
of the following:
Homogeneous Land Cover
Land Cover Sample Site: classify land cover
90 m types according to the MUC system and take
photographs in the cardinal directions
Biometry measurements: In some instances
N
additional measurements are required to
90 m
determine the classification of natural land
cover types
Fire Fuel: measure the different types of fuels
(i.e., dead branches, logs, live shrubs and
trees) for fire in land cover sample sites
The Land Cover protocols are intended to
lead into a land cover mapping activity. These
maps can either be created by hand following
the Manual Land Cover Mapping Learning
Activity or through the use of MultiSpec
software following the Computer-aided
Land Cover Mapping Learning Activity. The
What measurements are taken? culmination of the lanc cover portion of the
Biosphere Investigation involves comparing
Essential for all GLOBE data collection satellite images of the your location acquired
protocols is a precise location which includes a few years (approximately 10 years) apart
the latitude, longitude and elevation using a to study land cover change over time by
GPS (Global Positioning System) receiver or following the Land Cover Change Detection
other reliable source. Learning Activity. The final map products can
GLOBE’s phenology measurements consist be included in student research reports, shared
of the following: on the GLOBE website and shared with your
community as a valuable natural resources
Green-up: report the date of budburst and and urban planning tool. These maps are
leaf growth created to learn more about your surroundings
Green-down: report the dates of color by taking observations and measurements at
changes in leaves selected sample locations.
Ruby-throated Hummingbird: observe Upon completing the Biosphere Investigation,
seasonal migration patterns, feeding habits, you and your students will know a great deal
and nesting behavior of Ruby-throated about the environment surrounding your
Hummingbirds (applicable for students in school and you will be able to monitor change
North and Central America) as it happens. For your school, these protocols
can last anywhere from 15 minutes every other
Phenological Gardens: report the flowering day to days, weeks, months, or even years.
and leaf stages of select garden plants Please refer to the specific section on the
Lilac Phenology: record the five phenophases Mapping and Accuracy Assessment Process
of either common or cloned lilac plants for more details.
Arctic Bird Migration Monitoring: record first When are measurements taken?
arrival date and numbers of select migratory
bird species at your site until few or none Timing is everything, and the timing of
are seen when measurements within the Biosphere
Investigation is key to collecting valuable data.
Seaweed Reproductive Phenology: classify Phenological data tell a specific story of what is
and count reproductive phenological phases occuring in the environment. Therefore timing
of receptacles on select seaweed species when to begin to collect phenology data is

GLOBE® 2014 Introduction - 18 Biosphere

vital. In order to observe budburt or the first • Biometry measurements in Land Cover

Welcome
color change on a leaf it’s important to begin Sample Sites are very useful and offer
observing perhaps two weeks prior to the students a more complete view of the
anticipated occurance. In order to see the land cover assessment process. They
first arctic tern arrive at your site you need are used to decide the correct land
to begin observing perhaps two weeks prior cover class for a Land Cover Sample
to the anticipated arrival. In order to discover Site.
these dates and know when you should begin • Land Cover Sample Site observations
making observations, you may need to seek are useful and can be quickly and
out the advice and knowlege of farmers, efficiently collected in sufficient number
ecologists, and other individuals within your to validate (or assess the accuracy of)
community. your land cover type map generated

Introduction
The best time to take the measurements for from a Landsat image.
the Land Cover Sample Site and Biometry • Students benefit from practicing
protocols is during the peak of the growing biometry measurements before going
season. This is when it is best to assess the to their Land Cover Sample Sites.
land cover class of the site and the full canopy Practicing before going into the field
and ground cover. If you are going to visit a site can lessen the amount of time it takes
repeatedly and take biometry measurements to collect the observations at the site.
to monitor changes in biomass over time for • If a GPS receiver and a camera are
a period of years, you can visit the site once available, observation of a Land Cover
every year at the same time of year. Or, if Sample Site can be accomplished
you would like to track changes in biomass quickly. If they are not, you will have
throughout the year, you many choose to

Protocols
to return to the site to complete the
visit a site twice a year or more, once during observations. It would be to your
the peak of the growing season and once benefit to have these with you in the
during minimum growth (ex. dry season or field.
winter). The mapping learning activities can
be performed at any time of year. • Schools should collect as many Land
Cover Sample Sites as possible for
each land cover type present on their
Special Considerations
land cover type map because many
A number of time management, educational, and samples are needed to assess the
logistical issues should be considered in deciding how

Learning Activities
accuracy of the map. Sites collected
to present and undertake the various Biosphere in different years, by different classes,
Protocols. or even neighboring schools can all
• Plant phenology protocols (Green- be used in the accuracy assessment
up, Green-down, Phenological process.
Gardens, and Cloned Lilacs) should • Be sure to note the difference between
be conducted on plants that are not naturally vegetated sites and cultivated
artificially watered (through either sites.
irrigation or sprinkling). • Review the Glossary of Terms to
• Plants (e.g., trees) observed as a part make sure that you understand the
of Green-up or Green-down protocols terms used throughout the Biosphere
should be easily accessible. Investigation.
• Select native species of trees for
Appendix

Green-up and Green-down protocols if

possible.
• Land cover data can be collected from all
land cover classes as long as the sites are
homogeneous and at least 90 m x 90 m in size.

GLOBE® 2014 Introduction - 19 Biosphere

Getting Started learning activity or the protocols themselves,
Using the Land Cover/Biology Protocols, the Biosphere Investigation leaves it to your
you and your students can explore the land students to choose what particular part of
cover in your GLOBE Study Site and answer their environment they want to explore. If
questions that are relevant to your particular your students are hesitant about generating
area, region and/or students. Land cover their own questions or do not have an idea
map creation is just one step for scientists. where to begin, just collecting the Green-up
Once they have created this map, they can or Green-down measurements (depending on
use and modify it in order to study a specific the season) or Land Cover Sample Site data
question they are researching. For instance, and working on the land cover map is a great
scientists may be studying the habitat of a start, and may help them to come up with
certain animal or plant, the succession of their own questions. The Land Cover Change
fields to forests or the rate of growth of a Detection Learning Activity also can serve
particular village, town or city. They may also as a basis for the question: What amount of
be looking at the amount of undeveloped land, change has taken place in my GLOBE Study
how to protect water resources, or where to Site between the years of the two images?
plant certain crops during the next growing Feel free to start with as little or as much data
season. Town planners may be interested in collection as is comfortable. One Land Cover
creating a map in order to decide new school Sample Site or monitoring leaf growth forone
boundaries, where to connect recreational season is a start. Adding another land cover
trails to create one continuous system or sample site or comparing timing of budburst
how to efficiently run public transportation. or leaf growth from previous years can
These are just some possible uses of your engage students in the process. If you and
maps. By creating a base map, you and your your students are ready to explore the area
students have a powerful tool to begin to look surrounding your school, begin the Biosphere
at what your students feel is important in their Investigation!
particular area.
There are many ways to begin your
investigation of the biosphere. One of the
simplest and quickest is to use the learning
activity, Getting to Know Your Satellite Imagery.
It is an exploration of the imagery. From there,
you and your students can begin to notice the
“pattern” of land cover in your area. This may
bring up community issues that interest your
students – water bodies that need protection,
land that is being eroded, a trail system that
can be connected to other systems, etc.
Alternatively, a discussion about growing
season and whether it might be getting longer
could lead your students becoming interested
in monitoring local phenoloical markers.
Beginning with these ideas, introduce the
protocols as a way to explore these issues
further. The student introduction page for
each of the protocols offers some questions
that your students should be thinking about
to be in the correct “mindset” for that protocol.
It introduces the kind of data they will be
collecting, asks students to think about why
they are collecting that particular data, and
then asks them how they can apply it to
their own questions. By beginning with the

GLOBE® 2014 Introduction - 20 Biosphere

 Protocols at a Glance
Protocol Procedures Location Frequency Equipment
Land Cover MUC, latitude, In a 90 Once for every new MUC Field Guide or
Sample Site longitude, m x 90 m site during peak MUC System Table and
elevation, homogeneous growing season, or MUC Glossary of Terms,
photographs area more frequently in GPS, camera, compass,
sites of your choosing biometry equipment
Biometry Canopy cover, At Land Cover To determine MUC Densiometer, clinometer,
ground cover, Sample Sites or to supplement the measuring tapes,
tree, shrub observations at a site Vegetation Field Guides,
and graminoid grass clippers, MUC
height, tree Field Guide or MUC
circumference, System Table and MUC
graminoid biomass Glossary of Terms, GPS,
camera, compass
Fire Fuels Tree, shrub and Land cover Once for each new GPS, camera, compass,
herbaceous cover sample site (a site biometry equipment
and height; count 90 m x 90 m
of different sizes homogeneous
of downed woody area)
fuel types
Green-Up latitude, longitude, Phenology site Twice a week GPS, camera, compass,
elevation, near school beginning two metric ruler
photographs, weeks prior to the
dates of budburst, anticipated start of
leaf growth (mm) budburst
Green-Down latitude, longitude, Phenology site Twice a week GPS, camera, compass,
elevation, near school beginning two weeks GLOBE Plant Color
photographs, prior to anticipated Guide
dates of color color change 
change
Ruby-throated latitude, longitude, Phenology site, Spring: Daily until GPS, camera, compass,
Hummingbird elevation, near flowers or first sighting; Hummingbird feeder
photographs, feeder Autumn: Daily until and food or flowers, Bird
dates of feeding last sighting; identification guide
and nesting feeder/Flower visits:
twice a week;
Nesting behavior:
daily if possible
Phenological latitude, longitude, Phenology site Daily for each plant GPS, camera, compass,
Gardens elevation, near school variety before leaf tape measure,
photographs, growth and blooming materials for soil field
identification of starts and during the characterization and soil
phenophases, soil blooming stages. Two pH
characterization or three times a week
and soil pH in between blooms
Lilac Phenology latitude, longitude, Phenology site Daily beginning in GPS, camera,
elevation, near school Spring, to the end of compass,materials for
photographs, bloom planting
identification of
phenophases
Arctic Bird latitude, longitude, near school Every other day GPS, Compass,
Migration elevation, bird beginning 2 weeks Binoculars, Bird
Monitoring identification prior to expected identification book
arrival time until
few or none of the
selected bird species
are seen

Seaweed latitude, longitude, Beach or other Once a month for GPS, compass, seaweed
Reproductive elevation, identify access zone to four months in a row repruductive stages
Phenology reproductive ocean during low tides photos, clinometer, meter
stages sticks

GLOBE® 2014 Introduction - 21 Biosphere

Suggested Methodology inquiry. How and where are land cover types
changing? Are there differences in soil fertility
for Land Cover between the soil under a deciduous forest
and a wetland? What happens to the water
The following flow diagrams (Figure BIO-I-3,
chemistry when the surrounding land cover
Figure BIO-I-4) present the methodology
changes? These and many other questions
to conduct the Land Cover portion of the
are best answered with the help of accurate
Biosphere Investigation. This part of the
land cover maps and field measurements.
investigation focuses on determining and
mapping the land cover for a particular area, a
Biosphere Study Site surrounding your school, Data Collection
and monitoring it for changes over time. This To begin the Land Cover portion of the
flow diagram is divided into two parts. The first Biosphere Investigation you need to become
part outlines the land cover data collection familiar with your GLOBE Study Site by
methods and the second part shows the examining a Landsat satellite image as well as
land cover mapping and change detection any other maps or photos of the area that you
procedures. Italics indicate the protocols and can obtain. Along with examining the imagery,
learning activities within the flow diagram. All sites on the ground should be explored to
these measurements can be used to improve begin to understand the various types of land
our understanding of the cycling of energy, cover within the 15 km x 15 km GLOBE Study
water and chemical elements such as carbon Site. Once you gain some familiarity with the
and nitrogen. The land cover maps students GLOBE Study Site, select homogeneous
make of their Biosphere Study Site and maps areas (the same land cover type throughout)
of larger areas created by scientists can be for collecting Land Cover Sample Site data.
used for management, research, and student Before going to sites, students should have an

Figure BIO-I-3

Land Cover Data Collection Methodology

Start with your satellite image and any other maps and
photos of your GLOBE Study Site and begin to identify/label areas
on the image and/or explore the ground within your GLOBE Study
Sity to dermine different types of land cover.

Pick a homogeneous area for a Land Cover Sample Site

Perform the Land If necessary, perform Perform the

Cover Sample the appropriate biometry Biometry
Site Protocol measurements to determine Protocol
the correct MUC class

GLOBE® 2014 Introduction - 22 Biosphere

Figure BIO-I-4

Welcome
Land Cover Mapping and Change Detection Methodology

Collect enough Land Cover Sample Sites to represent

your GLOBE Study Site

Using the Manual Using the

Classify/map (label with Computer-aided
Land Cover

Introduction
Mapping Learning MUC) your Land Cover
Activity GLOBE Study Site Mapping Learning
Activity

Validate your land cover map

of the GLOBE Study Site

Analyze the amount of change that

has taken place in your GLOBE
Study Site using the Change

Protocols
Detection Learning Activity

understanding of the land cover classification Sites in each of the major types of land cover
system used in GLOBE, the MUC System, and identified within your GLOBE Study Site. You
how the biometry measurements can be used should also collect as much biometry data as
to help determine the MUC class. Also, be sure needed at each Land Cover Sample Site to
that you have all the necessary equipment to accurately classify the site using the MUC

Learning Activities
carry out the field measurements. You will System. Start with the most common types of
make a few key pieces of equipment yourself land cover, and continue to add sample sites
following directions in the Investigation until you have collected data for as many of
Instruments section of this chapter. You the land cover types as you can. Doing this
should also have enough copies of the Field investigation is made easier if your students
Guides for taking the measurements (found have a GPS receiver with them when they
in the Protocols) and the corresponding Data are at each site. This way, they do not have
Sheets (found in the Appendix). Students who to return to the site later, find the center and
practice the biometry measurements before take measurements on another trip.
field collection carry out the measurements
Biometry data should be collected at Land
more efficiently and accurately in the field.
Cover Sample Sites that are visited once in
Once a homogeneous sample site has been
order to determine the MUC class. The amount
chosen, the MUC System understood, you
of biometry data collected will vary but you
have constructed your instruments, made
Appendix

can always collect more data to supplement

the necessary copies of field guides and data
the information about the site. It is desirable to
sheets, and practiced the Biometry Protocol,
take the full set of biometry measurements at
you are ready to establish a Land Cover
one site that is representative of each forest,
Sample Site.
woodland and graminoid (grassland) MUC
It is highly desirable for you and your students class found in your area. Biometry data can
to collect data for several Land Cover Sample also be collected at sites that you visit more

GLOBE® 2014 Introduction - 23 Biosphere

frequently. Some schools choose one site dictate what land cover measurements are
which they visit every year at the same time taken.
of year to record changes in biometry over
Land Cover Sample Sites are important for
time. Other schools choose to visit a single
validating the accuracy of land cover type
site twice a year in order to track seasonal
maps, which is a key scientific objective of
changes. Often, their visits will correspond to
this investigation. It is recognized, however,
the times of peak foliage and minimum foliage
that it will take time, perhaps several
(drought or winter season). In summary, at
successive years, to accumulate a set of
a minimum, collect biometry measurements
Land Cover Sample Sites representative of
at each site to help you determine the MUC
each important type of land cover within your
class. The maximum amount of data you
GLOBE Study Site. You may want to assign
collect is your class’ decision and should
a land cover type to each of several student
be based on what kind of changes you are
teams, so that no two teams are working in
monitoring in your site. All land cover data
the same type of land cover and as many
collected accurately by GLOBE students will
data are collected as possible.
be useful. GLOBE scientists recognize that
logistics and educational concerns will usually

Figure BIO-I-5: Diagram of Accuracy Assessment Process

Step 1: Manual or Computer-aided Land Cover Mapping

The Landsat image of your GLOBE

Study Site is divided into areas of similar
land cover types manually or using
MultiSpec.

Step 2: Assign MUC Classes to Areas (Clusters)

MUC
MUC 0222
0222 MUC
MUC 0221
MUC
1121 For each area outlined by manual
811 MUC mapping or computer-aided mapping
MUC
0221 MUC 811 using MultiSpec, assign a MUC class
0222
using students’ knowledge of the area
and data collected from Land Cover
MUC
1121
Sample Sites.
MUC
811
Land Cover Sample Sites
MUC
MUC
0221
0221

GLOBE® 2014 Introduction - 24 Biosphere

Figure BIO-I-5: Diagram of Accuracy Assessment Process (continued)

Welcome
Step 3: Collect Validation Data

MUC
MUC 0222
0221 MUC MUC
Once the land cover map is made,
1121 0221 collect validation data at additional
MUC
811 MUC
Land Cover Sample Sites to assess
MUC
MUC 811 the accuracy of the classified map.
0221
0222
Over time, observe and measure as
MUC many validation sites as possible for
1121
each of the land cover types in your area.

Introduction
MUC
811 Land Cover Sample Sites
MUC
MUC
0221 Validation Land Cover Sample Sites
0221

Protocols
Step 4: Assess Map Accuracy

Learning Activities
Validation Data

MUC MUC MUC MUC Row

0221 0222 1121 811 Totals

MUC
Compile the data on the Accuracy
1 Assessment Work Sheet and
Student Map Classification

0221
use the Work Sheet to build a difference/
MUC error matrix to compare the Student
0222
1 Map Classification data to the Validation
Data from Land Cover Sample Sites.
MUC
1121 1
From the difference/error matrix,
calculate accuracy assessment
Appendix

MUC
811 1 percentages to assess how accurate
your land cover type map is.
Column
Totals 2 0 1 1 4

Overall Accuracy = 3/4 x 100 = 75%

GLOBE® 2014 Introduction - 25 Biosphere

The Mapping and Accuracy Assessment
Process
Figures BIO-I-5 show the logical steps
in producing a land cover type map and
assessing its accuracy. There are two
options for creating a map. The first is to
create it by hand from prints of a satellite
image following the Manual Land Cover
Mapping Learning Activity. The second is to
create it electronically from a digital version
of the satellite image using the MultiSpec
software and following the Computer-aided
Land Cover Mapping Learning Activity. You
are encouraged to begin collecting data for
Land Cover Sample Sites before you begin
this mapping process. Student observations
of individual sites are valuable even if your
students do not complete a land cover map of
their own because scientists and students in
future years or neighboring schools can use
your data in their own land cover type maps.
The process is as follows: (1) Collect
representative Land Cover Sample Sites of
various land cover types. Collect as many of
these as you can. Try to collect at least one
representative Sample Site for each land
cover type that you observe in your Study
Site. (2) Create a land cover type map using
the MUC System. Use either the Manual
Land Cover Mapping Learning Activity and
the hard copy prints of a Landsat imagery
or the Computer-aided Land Cover Mapping
Learning Activity with the MultiSpec image
processing software and a digital image. You
can also have your students use both of these
learning activities and make comparisons of
the two maps. Use the sites you collected
to assist you in making the map. (3) Collect
additional Land Cover Sample Sites. Collect
as many of these as you can. (4) Assess the
accuracy of your land cover type map by
comparing the map you created to the Land
Cover Sample Sites collected in your Study
Site that students have measured and not
used to create their map.

GLOBE® 2014 Introduction - 26 Biosphere

Implementation Considerations
Sequencing, Interconnections, and Interdependence of

Welcome
Learning Activities and Protocols
In order to report data for the main protocol, the Land Cover Sample Site Protocol, students
must be able to carry out the Biometry Protocol and accurately record the location of sites
(latitude, longitude and elevation) using a GPS receiver. In addition, students must be able to
use MUC to classify land cover, pace accurately, use a compass, and make and know how to
use a densiometer and clinometer correctly. It is highly recommended that you use the order
below to effectively implement the Land Cover/Biology portion of the Biosphere Investigation.
Note that Pre-Protocol Learning Activities are necessary to ensure that students are familiar
with the key concepts and skills required to carry out the protocols.
# Learning Activity or Protocol Sequencing recommendations

Introduction
1 Getting to Know Your Satellite Imagery Investigation Preparation, Strongly
and GLOBE Study Site Learning Recommended
Activity
2 Pacing and Compass Protocol Preparation
(See Investigation Instruments)
3 GPS Protocol (See GPS Chapter) Imbedded Protocol
4 Make and practice using a Clinometer Protocol Preparation
and Densiometer, learn how to use
and read a Tape Measure (See
Investigation Instruments)

Protocols
5 Site-Seeing Learning Activity Recommended
6 Biometry Protocol Imbedded Protocol
7 Leaf Classification Learning Activity Pre-Protocol, Strongly Recommended
8 Practice with the MUC System Imbedded Skill
With the above skills, students should be able to carry out the Land Cover Sample
Site Protocol.
9 Odyssey of the Eyes Learning Activity Pre-Learning Activity, Strongly
Recommended

Learning Activities
10 Manual Classification: A Tutorial for Learning Activity Prep, Strongly
Beverly, MA Image OR Introduction Recommended
to the MultiSpec Program and the
Unsupervised Clustering Tutorial
After doing at least one Land Cover Sample Site Protocol, students should carry
out either the Manual Land Cover Mapping Learning Activity or Computer-aided
Land Cover Mapping Learning Activity.
11 Collect many more Land Cover Sample Site data
12 Bird Beak Accuracy Assessment Pre-Learning Activity, Strongly
Learning Activity Recommended
13 Carry out an Accuracy Assessment on the Land Cover Type Maps
14 Change Detection Tutorial Learning Activity Prep, Strongly
Appendix

Recommended
15 Change Detection Learning Activity Culmination activity of Land Cover portion
of Biosphere Investigation
16 Discovery Area Learning Activity Follow-up Learning Activity
17 Using GLOBE Data to Analyze Land Follow-up Learning Activity
Cover Learning Activity
GLOBE® 2014 Introduction - 27 Biosphere