The teacher can access the full video catalog using the link in the video description.
The teacher could ask students to design solutions to the urban heat-island effect and break them down by categories such as energy efficiency, natural solutions (such as trees), insulation, etc.
Students can learn more about urban heat islands and could create posters and videos to educate others.
Another recommended resource is Lights Out Day, an initiative where your school would not use lighting for the whole day to save electricity.
The video describes local initiatives for reducing the impact of urban heat in New York City. The assumption that coating the roofs with white paint can reduce the internal temperatures of a building is valid. Thus, this resource is recommended for teaching.
College, Career, and Civic Life (C3) Standards
Dimension 2: Geography
D2.Geo.4.6-8 Explain how cultural patterns and economic decisions influence environments and the daily lives of people in both nearby and distant places.
Next Generation Science Standards (NGSS)
ESS3: Earth and Human Activity
4-ESS3-2 Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.