Using MODIS Active Fire Data

MODIS Active Fire Data (from NASA’s FIRMS – Fire Information for Resource Management System) offers rich, real-time geospatial datasets that can be used in the classroom to engage students in authentic, inquiry-based learning about wildfires, climate, land use, and satellite data interpretation. Here are classroom-ready ideas organized by educational goals and subject focus:

🔥 Ideas for Using MODIS Active Fire Data (FIRMS) with Students

1. Mapping and Visualizing Active Fires

Objective: Teach spatial data literacy and map interpretation.

• Activity: Students use the FIRMS web viewer to explore current global fire locations.

• Task: Ask students to identify fire hotspots and describe their locations using geographical terms (e.g., continent, country, biome).

• Extension: Compare current fires with vegetation maps to assess fire-prone areas.

Tools: FIRMS Web Viewer, Google Earth, GIS software (like ArcGIS Online)

2. Time Series Analysis: Fire Trends Over Time

Objective: Develop data interpretation and graphing skills.

• Activity: Download MODIS fire data (e.g., for the Amazon, Africa, or Australia) for several years.

• Task: Plot the number of fire detections per month or year.

• Questions to Explore:

  • Are fires seasonal?

  • Has the number of fires increased or decreased over time?

  • What might explain trends (e.g., droughts, deforestation, policy changes)?

Tools: Excel, Google Sheets, Python (for older students), or ArcGIS Dashboards.

3. Wildfires and Climate Zones

Objective: Explore the relationship between climate and fire frequency.

• Activity: Overlay FIRMS data with Köppen climate zones.

• Task: Identify which climate zones are most affected by fire.

• Discussion: Why do more fires occur in some climates (e.g., savannas, Mediterranean)?

Tools: FIRMS + climate zone layers in a GIS viewer or QGIS.

4. Case Study Investigation: “What Happened Here?”

Objective: Foster critical thinking and investigative inquiry.

• Activity: Select a major wildfire event (e.g., California 2020, Australia 2019-2020).

• Task: Students analyze fire patterns before, during, and after the event using FIRMS.

• Discussion: What were the causes and impacts of the fire? Could it have been predicted?

Data to Use: Combine FIRMS with satellite imagery (Sentinel-2, Landsat), land use maps, population density, etc.

5. Comparing Global Fire Activity

Objective: Develop comparative and analytical thinking.

• Activity: Assign groups different continents or countries (e.g., Brazil, Indonesia, Canada).

• Task: Each group analyses fire frequency and discusses possible causes (agriculture, peat fires, lightning, etc.).

• Presentation: Students present maps, charts, and interpretations.

6. Fire and Deforestation: Cause or Effect?

Objective: Link fire data with land use change.

• Activity: Use FIRMS data with forest cover change maps (e.g., Global Forest Watch).

• Task: Determine whether fire is leading to deforestation or if cleared land is being burned.

• Extension: Discuss the environmental consequences (carbon emissions, biodiversity).

7. Design a Fire Alert System

Objective: Apply systems thinking and problem-solving.

• Activity: Based on FIRMS data, students design an early warning system for a region.

• Task: Consider what data would be needed (e.g., temperature, dryness, wind), how alerts are issued, and how communities can respond.

• Extension: Integrate with coding or app development for older students.

8. Create a Story Map or Journal

Objective: Combine science with communication and storytelling.

• Activity: Students create a digital story map or multimedia journal documenting fire patterns and consequences in a region.

• Content: Include FIRMS fire maps, interviews, data analysis, and satellite imagery.

• Tools: ArcGIS StoryMaps, Google Earth Projects.

🔧 Tips for Teachers

• Use FIRMS Lite Viewer for younger students – it’s simpler.

• Pre-select data regions and timeframes to avoid overwhelming students.

• Combine with climate change, sustainability, or SDGs topics for cross-curricular integration.

• Encourage students to ask their own questions and test hypotheses using real data.