Students analyze a graph that illustrates the change in global surface temperature relative to 1951-1980 average temperatures.
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Students observe the map image, individually, looking for changes in surface air temperatures (using data displayed, unit of measure, range of values, etc.) and noticeable patterns.
This video addresses the following question: "As you think about exploring the data that you have collected, what are the approaches that you use to organize your data and/or process your data before you make meaning from the data?"
This video addresses the following question: "As you look at a data set(s) that has been collected, could you help us understand how you use data visualizations to shape new questions to explore further in the data set(s)?"
This video addresses the following question: "As you think about how you use data visualization(s) to communicate your findings with others, can you describe how you refine the visualization(s) that you present to better support the story that you are sharing with the data visualization?"
This video addresses the following question: "We know that science is very much an iterative process. Can you describe for us your process for developing your follow-up questions after you have interpreted a set of data?"
Students observe how air quality changes over time, for a selected location, using data from the United States Environmental Protection Agency (EPA).
Students watch videos and review articles related to ozone as a pollutant at ground level, and how ozone impacts environment, then provide their understanding in groups.
My NASA Data has recently released several new resources, story maps, for use in educational settings.