Students synthesize information from My NASA Data maps and texts from the EPA website to determine how levels of criteria pollutants have changed from 2005 to 2021. This research will prepare them to respond to the lesson’s essential questions during a Socratic seminar.

To investigate the different rates of heating and cooling of certain materials on earth in order to understand the heating dynamics that take place in the Earth’s atmosphere.

The ocean's surface is not level, and sea levels change in response to changes in chemistry and temperature. Sophisticated satellite measurements are required for scientists to document current sea level rise.

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 construct a claim that identifies a relationship between fire-related data and air quality data.

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 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.

This activity invites students to simulate and observe the different effects on sea level from melting sea-ice.

This USGS activity leads students to an understanding of what remote sensing means and how researchers use it to study changes to the Earth’s surface, such as deforestation. 

In this 5Es lesson, students will uncover how changes in global air quality have impacted human health in cities between 2000 and 2019.

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.