Students interpret AQI maps and charts to compare today’s AQI with the past five days. Using the EPA’s air quality activity guides, students create a social media post for residents of their region providing key information related to today’s AQI.

The Great Smoky Mountains have a unique climate and weather pattern. Students will review a Landsat image and read about the history of the area and why Native Americans called the area “Shaconage.” Then they will answer the questions about what caused the unusual “blue smoke.”

NASA makes observations and collects data about ozone in the Great Lakes region. Read about the research and analyze related data.

Students visit a NASA Website called "Eyes on the Earth" to view satellite missions in 3D circling the Earth and learn to navigate to specific satellites to learn about their capability of analyzing our changing planet and air quality.

In this 5E’s lesson, students observe maps that show smoke and AOD levels surrounding Fresno, California at the time when the 2020 Creek Fire was burning.

Students will engage in a collaborative learning routine as they explore slides that show how the development of public transportation infrastructure changed the land in Woodlawn, Maryland. They will make observations of a satellite image and a photo from the ground as well as read background information on the impact of urbanization. 

Students use albedo values of common surfaces along with photographic images of Earth taken from the International Space Station to make an argument about specific anthropogenic activities that impact Earth’s albedo.

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 watch videos and/or review articles related to particulate matter and how this pollutant is monitored and measured, then provide their understanding individually or in groups.

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.