• In this activity, students analyze and interpret NASA data of daytime land surface skin temperature in the Great Lakes region to explore the urban heat island effect.
• Students learn about why urban heat islands form, focusing on the interactions of land surface type, presence or absence of water, radiant heat energy, and temperature.

Positives

• The presentation script includes talking points, questions, and answers for the teacher to use in facilitating discussion.

• The color gradient maps allow students to visualize the heat island effect.

Additional Prerequisites

• Students should know the difference between atmospheric and surface skin temperature. This is explained in the teacher's notes.
• Students should also know how radiant energy is absorbed or reflected by dark and light colors.

• All materials necessary to complete the activity are provided including a student sheet, Google Slides, and teacher materials.

Differentiation

• The lesson allows for more open-ended discussion of what actions can be taken to manage and reduce the occurrence of urban heat islands. A discussion of public health and policy is applicable.

• Students can interpret the data independently or with a group. Younger students may benefit from group work, whereas older students can be challenged to analyze the data independently.

• Teachers can expand on this topic with students by using the related models and lessons that are linked.

This resource addresses the listed standards. To fully meet standards, search for more related resources.