The radar measurements made by NASA's Soil Moisture Active Passive (SMAP) observatory are sensitive to whether land surfaces are frozen or thawed. Students analyze two maps of SMAP data to make inferences about changes to the Arctic's Geosphere showing spring thaw.
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Students analyze data from graphs for sea ice extent (area) in both polar regions (Arctic and Antarctic) to learn about seasonal variations and over a 30-year period to learn about longer-term trends.
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NGSS Disciplinary Core Ideas
NGSS Science and Engineering Practices
NGSS Crosscutting Concepts
Supported NGSS Performance Expectations
- 4-ESS2-2: Analyze and interpret data from maps to describe patterns of Earth’s features.
- 4-PS3-2: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
- 5-ESS1-2: Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
- 5-ESS2-1: Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
- ESS2A: Earth Materials and Systems
- HS-ESS2-1: Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.
- HS-ESS2-2: Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.
- (-) HS-ESS2-4: Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.
- HS-ESS2-4: Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.
- HS-ESS2-5: Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
- HS-ESS3-1: Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
- HS-ESS3-3: Create a computational simulation to illustrate the relationships among the management of natural resources, the sustainability of human populations, and biodiversity.
- HS-ESS3-5: Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth's systems.
- HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmenta
- HS-LS2-3: Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
- HS-PS4-5: Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.
- MS-ESS2-1: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
- MS-ESS2-1: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
- MS-ESS2-2: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
- MS-ESS2-6: Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
- MS-ESS3-3: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
- MS-ESS3-4: Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
- MS-LS2-3: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
- MS-PS4-2: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
Supported Common Core Math
- CC.6.SP.2 Develop understanding of statistical variability. Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.
- CC.6.SP.3 Develop understanding of statistical variability. Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.
- CC.6.SP.4 Summarize and describe distributions. Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
- CC.9-12.S.ID.3 Summarize, represent, and interpret data on a single count or measurement variable. Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).*