Interpret the map, or model, to find patterns in the occurrence of tropical cyclones from 1842 through 2018.
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The purpose of this activity is to have students use an Earth Systems perspective to identify the various causes associated with changes to Earth's forests as they review Landsat imagery of site locations from around the world.
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
This lesson is taken from NASA's Phytopia: Discovery of the Marine Ecosystem written in partnership with Bigelow Laboratory for Ocean Science with funding from the National Science Foundation.
In this activity, students explore the Urban Heat Island Effect phenomenon by collecting temperatures of different materials with respect to their locations. This activity was modified from The NASA PUMAS Collection's "What makes
Learn about volcanic ash and watch a visualization of the Calbuco volcano to see how ash travels around the world.
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.
Students observe seasonal images of Monthly Normalized Difference Vegetation, looking for any changes in vegetation that are occurring throughout the year. They put the images in order based on what they know about seasonal changes.
Students will analyze and interpret graphs to compare the flow of (shortwave) energy from the Sun toward China over the course of a year on cloudy versus clear days. Students will draw a conclusion and support it with evidence.
Students will analyze and interpret maps of the average net atmospheric radiation to compare the flow of energy from the Sun toward Earth in different months and for cloudy versus clear days. Students will draw conclusions and support them with evidence.