This activity is modified from the USDA/US Forest Services' lesson found in the Natural Inquirer newsletter. The purpose of this hands-on activity is to engage students in a similar process for monitoring forests as NASA scientists use to study the Biosphere, whereby they apply what they kn
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Examine the images to see the projected differences in land use between 1900 and 2100.
Students analyze Landsat images of Atlanta, Georgia to explore the relationship between surface temperature and vegetation.
This mini lesson engages students with answering questions on cause and effect relationships by watching a NASA video related to changing forests in the Pacific Northwest from 1984 to 2011.
Students analyze historic plant growth data (i.e., Peak Bloom dates) of Washington, D.C.’s famous cherry blossom trees, as well as atmospheric near surface temperatures as evidence for explaining the phenomena of earlier Peak Blooms in our nation’s capital.
In Earth System Science, underling factors affecting observable phenomena can be difficult to identify and describe. The Iceberg Diagram diagram uses the metaphor of an iceberg to demonstrate the idea of visible vs hidden as it relates to Earth science phenomena. This teaching strategy helps students to see beyond the obvious and to develop their awareness of the underlying causes, relationships, and/or conditions that can contribute to phenomenological events. It also provides a framework for digging deeper into phenomena-driven lessons in Earth Science.
Carbon dioxide concentration in the atmosphere is affected by many processes including fires, deforestation, and plant respiration. Students will evaluate a Landsat image to determine the rate of carbon dioxide sequestration in a particular area.
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 describe how the spread of COVID-19 is affected by population density and explain why patterns in the spread of COVID-19 are happening over time.