Alejandro Mundo's Portfolio Page

🙌 About Me

Hey! I'm Alejandro Mundo and graduated from the California State Polytechnic University, Pomona with a degree in geophysics and a minor in science, technology and society. Then, I moved to New York City where I studied my master's in Earth sciences at the American Museum of Natural History.

I have had a positive impact on students and colleagues at a title-1public school in the Bronx, New York. Serving as both as an Earth and space science educator and the head of the science department, I have diligently worked to create new opportunities for my international (newcomer) students.

I enjoy hiking, biking, camping, and stargazing, as well as traveling to new places and spending time with friends and family doing various activities like going to the beach, visiting parks, or simply being outdoors.

✅ My topic and Purpose

This mini course is designed to engage students in the study of climate change through the use of remote sensing technology, focusing specifically on Urban Surface Temperatures and the Urban Heat Island (UHI) effect. Climate change impacts individuals, societies, communities, and industries across the globe. It is now recognized as a ‘Code Red’ threat (UN, 2021), challenging Earth’s natural ecosystems, global communities, and life on Earth, with anticipated long-term consequences “occurring at rates much faster than anticipated” (Intergovernmental Panel on Climate Change [IPCC], 2023, p. 14).

Throughout the course, learners will explore how environments are experiencing rising temperatures due to the UHI phenomenon and how this trend is linked to larger climate change issues. Using remote sensing technology, attendants will analyze satellite data to observe changes in land surface temperatures over time and evaluate the impact of these changes on urban areas. The course aims to equip educators with the skills to help their students investigate how climate is transforming in urban settings and to propose mitigation strategies to address environmental concerns in cities.

By the end of this mini course, learners will have developed a deeper understanding of the Urban Heat Island effect and its implications for cities worldwide, both in the present and in the future. They will also gain valuable insights into how remote sensing can be used as a tool for teaching climate-related issues, such as tracking land surface temperatures.

🎯 Needs Assessment

Educational problem or opportunity

• The educational opportunity for this mini-course is to prepare participants with the tools to teach climate change using remote sensing, such as satellite data, through the online platform KNILT. Engaging students with climate satellite data is crucial because it allows them to analyze real-world information and understand the global impacts of climate change firsthand.

Learners/participants

• This module is intended for any students in the 9-12 grades

Analysis of gaps

What Students Know:

1. Climate change is impacting global weather patterns, ecosystems, and human activities.
2. Cities often feel warmer than rural areas, especially during hot days.
3. Basic understanding of satellite images and that they can be used to observe Earth’s surface.
4. Temperature measurements can vary depending on location and environmental factors.

What Students Need to Know:

1. How to analyze data and identify patterns.
2. How climate has been changing over the years.
3. How to use technology such as computer models, simulations and imagery.

Existing efforts to address this gap

• In 2024, the New York State Education Department updated the NYS Science Learning Standards for Earth and Space Sciences to officially integrate climate and climate change. This update is crucial because it ensures students receive accurate and up-to-date information about climate issues, a topic that has often been underrepresented in education.
• Addressing the gap in climate change education is essential to prepare students to understand and tackle the environmental challenges of the future.

Intent statement

• This mini-course will help participants better understand climate data and its real-world applications in urban heat island effects. This is highly relevant, as it equips educators with tools to teach climate change effectively and prepares students to analyze local environmental issues through cutting-edge technology.

📚 Analysis of the Learner and Context

This course is designed for high school students in grades 9-12, regardless of whether they have taken a physical science class, though it's not required. The mini course can be integrated into a science class like Earth and space science, environmental science, or any other physical science course, and it can also be offered as an elective or as part of an extracurricular club.

Students don’t need to be experts on climate change before starting the course, but they should come with some background knowledge, such as what they've heard in their communities or how climate change has impacted their local area. International students may bring valuable perspectives about the effects of climate change in their countries, enriching class discussions.

While students aren't expected to be highly skilled in technology, they should know how to run simulations, analyze data visualizations, and study satellite imagery using claims, reasoning, and evidence. This mini-course can be conducted in any classroom or informal setting, but it is recommended to have internet access and computers available for using satellite data tools. The course can be taught as a full unit or adapted into shorter sessions based on the instructor's preferences.

🌆 Performance-Based Objectives

After completing this mini-course, learners will be able to:

• Identify the evidence for climate change
• Explain the Urban Heat Island phenomenon and its effects
• Describe why Urban Heat Islands are a Problem
• List different types of ways how satellites can help to study climate and climate change
• Identify how green roofs and other types of roofs contribute to the Urban Heat Island
• Apply the knowledge and skills gained from the course to promote climate action

📚Task and Content Analysis

Before taking this course, the learner should have:

1. Basic Understanding of Climate SystemsThe learner should have foundational knowledge of Earth's climate system, including concepts like the greenhouse effect, carbon cycle, and factors influencing climate change, such as human activities.
2. Basic Geographic and Mapping Skills Competency in reading maps and understanding geographic coordinate systems for spatial data analysis.
3. Scientific Data Interpretation Ability to read and interpret graphs, charts, and datasets related to environmental and climate phenomena, such as temperature trends or satellite imagery.
4. Be actively seeking to learn more about climate change and remote sensing as a training technique

Curriculum Outline

📍Curriculum Map

This is the curriculum map for this unit:

References and Resources

IPCC, 2023: Climate Change 2023: Synthesis Report. Contribution of Working Groups I, II and III to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change [Core Writing Team, H. Lee and J. Romero (eds.)]. IPCC, Geneva, Switzerland, pp. 35-115, doi: 10.59327/IPCC/AR6-9789291691647.

UN. (2021). Secretary-General Calls Latest IPCC Climate Report ‘Code Red for Humanity’, https://press.un.org/en/2021/sgsm20847.doc.htm#:~:text=Today%27s%20IPCC%20Working%20Group%201,of%20people%20at%20immediate%20risk

ETAP 623 Fall 2024 | Course Homepage