Several heat domes have occurred over the last few summers and around the world. This lesson provides one example from 2021 in Portland, Oregon, with temperature and ozone data.
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Students will analyze images and data from a variety of NASA sensors and satellites depicting the wildfires of northern Canada to understand the state of the atmosphere at the time. Then they will answer a series of questions.
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.
Students will analyze nitrogen dioxide concentration in the atmosphere at different spatial and temporal scales, and describe the stability of nitrogen dioxide as it relates to changes in human behavior.
Students will identify and describe the relationship between land cover classification and surface temperature as they relate to the urban heat island effect. Students will also describe patterns between population density and the locations of urban heat islands.
Students will analyze how surface (skin) temperatures vary across a community and determine what factors contribute to this variation. Students will describe how human activity can affect the local environment.
The Urban Heat Island Implementation Sequence provides a series of lessons and activities for students to learn about the processes that create differences in surface temperatures, as well as how human activities have led to the creation of urban heat islands.
Students analyze the data and details of a complicated graph by identifying components and data patterns.
Students watch videos and/or review articles related to particulate matter and how this pollutant is monitored and measured, then provide their understanding individually or in groups.