Students will analyze and interpret graphs to compare the flow of (shortwave) energy from the Sun toward China over the course of a year on cloudy versus clear days. Students will draw a conclusion and support it with evidence.
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This activity is modified from the USDA/US Forest Services' lesson found in the Natural Inquirer newsletter. The purpose of this hands-on activity is to engage students in a similar process for monitoring forests as NASA scientists use to study the Biosphere, whereby they apply what they kn
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.
Through guided inquiry, students will identify interactions of the four major scientific spheres on Earth: biosphere, atmosphere, hydrosphere and geosphere. They will then identify how these systems are represented and interact in their classroom aquarium.
Interpret the map, or model, to find patterns in the occurrence of tropical cyclones from 1842 through 2018.
Using hourly graphs of PM 2.5 data and HYSPLIT model trajectories, students will collect evidence for the effects of fireworks on air quality.
In this NASA-JPL lesson, students create a model of a volcano, produce and record lava flows, and interpret geologic history through volcano formation and excavation.
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.
Students will analyze the monthly seasonal chlorophyll concentration images in our global oceans for the four different months of 2017, and then answer the following questions.
Students use scale to determine the area of volcanic deposits following the March 3, 2015 eruption of Chile's Mount Villarrica stratovolcano, one of the country's most active volcanoes.