Using hourly graphs of PM 2.5 data and HYSPLIT model trajectories, students will collect evidence for the effects of fireworks on air quality.
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This lesson uses the National Park Service Story Map which displays national parks around the contiguous United States and their standard exceedance ozone concentrations from 2016-2021. Students will explore ozone levels and answer questions.
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.
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 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.
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.
In this mini lesson, students analyze a bar graph showing the relative forcings from natural and human factors that affect Earth's climate. They use information from this graph to assess the relative importance of these factors.
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 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.