Students review this video showing a global view of the top-of-atmosphere longwave radiation from January 26 and 27, 2012. They review the supporting text and analyze the data in the visualization to answer questions.
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Students review a video showing a global view of the top-of-atmosphere shortwave radiation from January 26 and 27, 2012 and answer the questions that follow.
This activity was developed by NASA's Global Precipitation Measurement (GPM) team as an introductory experience to a series of lessons about water resources on Earth.
In Part A of this lab, students will examine a variety of images and maps of the whole Earth in order to identify the major components of the Earth system at a global scale.
Students play the role of nitrogen atoms traveling through the nitrogen cycle to gain an understanding of the varied pathways through the cycle and the relevance of nitrogen to living things.
Students can interact with NASA data to build a custom visualizations of of local, regional, or global plant growth patterns over time. Use the Earth System Data Explorer to generate plots of satellite data as you develop models of this phenomenon.
See the following datasets in the Earth System Data Explorer:
The activities in this guide will help students understand variations in environmental parameters by examining connections among different phenomena measured on local, regional and global scales.
Students will observe monthly satellite data of the North Atlantic to identify relationships among key science variables that include sea surface salinity (SS), air temperature at the ocean surface (AT), sea surface temperature (ST), evaporation (EV), precipitation (PT), and evaporation minus pre
Students review Earth System phenomena that are affected by soil moisture. They analyze and evaluate maps of seasonal global surface air temperature and soil moisture data from NASA satellites.
Conduct this EO Kids mini-lesson with your students to explore the phenomenon of Urban Heat Island Effect.
Why do you think grass feels cooler than pavement? And how are materials in a city different from those you find in rural and wild areas? The answer is that the materials in our neighborhoods retain, absorb, and radiate heat differently.