Students identify and classify kinds of land cover (such as vegetation, urban areas, water, and bare soil) in Landsat satellite images of Phoenix, Arizona taken in 1984 and 2018.
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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.
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.
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 watch a visualization video and answer questions on the potential of increasing megadroughts in the southwest and central United States from 1950-2095 using models created by soil moisture data.
Students analyze the data and details of a complicated graph by identifying components and data patterns.
Students will make a claim about whether changing albedo contributes to changes in Arctic habitats.