Скачать с ютуб Urban Heat Island Effect | City Microclimate в хорошем качестве

Urban Heat Island Effect | City Microclimate

An Urban Heat Island is a phenomenon that is best described as a city microclimate; when a city experiences significantly warmer temperatures than nearby rural areas, but how does this happen? SUBSCRIBE    / @madgardenscience   IN THIS EPISODE: -Climate & Microclimate -Global Heat Transfer -How do plants affect urban heat islands? -Urban Surface Materials -Why are urban heat islands a problem? NEED RESOURCES TO HELP YOU TEACH THIS TOPIC? FREE Guided Notes Download: https://www.teacherspayteachers.com/P... LINKS TO ITEMS SEEN IN EPISODE - (when available, we use affiliate links & may earn a commission) *Infrared Thermometer https://amzn.to/3JXdKIi (Amazon) *Science Shirt https://amzn.to/44ENXOM (Amazon) Let’s Connect on Instagram: https://instagram.com/madgardenscienc... Follow Me on TPT: https://www.teacherspayteachers.com/S... Images and Data for Atlanta, Georgia found here: https://mynasadata.larc.nasa.gov/mini... SCIENCE STANDARDS: NGSS 5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. MS-ESS3-5 Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures. MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land). HS-ESS3-4 Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. Examples of data on the impacts of human activities could include the quantities and types of pollutants released, changes to biomass and species diversity, or areal changes in land surface use (such as for urban development, agriculture and livestock, or surface mining). Examples for limiting future impacts could range from local efforts (such as reducing, reusing, and recycling resources) to large-scale geoengineering design solutions (such as altering global temperatures by making large changes to the atmosphere or ocean). TEKS SCI.5.9.C Organisms and environments. The student knows that there are relationships, systems, and cycles within environments. The student is expected to: predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways SCI.7.8.A Earth and space. The student knows that natural events and human activity can impact Earth systems. The student is expected to: predict and describe how catastrophic events such as floods, hurricanes, or tornadoes impact ecosystems #urbanheatisland #humanimpact #microclimate #earthscience #environmentalscience #scienceteacher #education #elementaryscience #homeschoolscience #middleschoolscience #grade5 #grade6 #grade7 #ngss #grade8 #teks #science #scienceeducation