Examine (daytime) surface temperature and solar radiation received at locations found near similar latitudes using NASA Data.

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

Learners will build a 2D model of the Magnetospheric Multiscale (MMS) Spacecraft model. 

Students analyze historic plant growth data (i.e., Peak Bloom dates) of Washington, D.C.’s famous cherry blossom trees, as well as atmospheric near surface temperatures as evidence for explaining the phenomena of earlier Peak Blooms in our nation’s capital.

Students can interact with NASA data to build a custom visualizations of local, regional, or global plant growth patterns over time, using the Earth System Data Explorer to generate plots of satellite data as they develop models of this phenomenon.

Students learn how to estimate the "energy efficiency" of photosynthesis, or the amount of energy that plants absorb for any given location on Earth. This is the ratio of the amount of energy stored to the amount of light energy absorbed and is used to evaluate and model photosynthesis efficiency.

Students model Earth's tectonic plate movement and explore the relationship between these movements and different types of volcanoes.

Students observe monthly images of changing vegetation patterns, looking for seasonal changes occurring throughout 2017. These data can be used by students to develop their own models of change.

In this activity, students will use sea-level rise data to create models and compare short-term trends to long-term trends. They will then determine whether sea-level rise is occurring based on the data.

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.