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Grade Level: 6-8, 9-12

Students will analyze and interpret maps of the average net atmospheric radiation to compare the flow of energy from the Sun toward Earth in different months and for cloudy versus clear days. Students will draw conclusions and support them with evidence.


Grade Level: 6-8, 9-12

Students watch a short video to gather information about sources of methane emissions and then extend their understanding of these sources to evaluate monthly trends in the Alaska region, ultimately making connections to Earth’s energy budget.


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Grade Level: 3-5, 6-8

Compare images from two volcanic eruptions in the Kuril Islands which occurred ten years apart and complete a graphic organizer for impacts on different Earth spheres. 


Grade Level: 6-8, 9-12

This mini lesson engages students in watching a NASA video related to accumulated dust that makes the trans-Atlantic journey from the Sahara Desert to the Amazon rainforest using NASA's CALIPSO satellite. Students will examine a model and answer questions related to dust transport and the introduction of phosphorus to the soils of the Amazon.


Grade Level: 3-5, 6-8, 9-12

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.


Grade Level: 6-8, 9-12

Students construct explanations about Earth’s energy budget by connecting a model with observations from side-by-side animations of the monthly mapped data showing incoming and outgoing shortwave radiation from Earth’s surface.


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Grade Level: 6-8, 9-12

Students will examine a 2014-2015 El Niño Southern Oscillation (ENSO) event to identify relationships among sea surface height, sea surface temperature, precipitation, and wind vectors.




Grade Level: 6-8

In this lesson, students will investigate the drivers of climate change, including adding carbon dioxide and other greenhouse gases to the atmosphere, sea level rise, and the effect of decreasing sea ice on temperatures.


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