My NASA Data, NASA
Activity takes about one to two 50-minute class periods, depending on how much background material instructors decide to provide.Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Activity supports the Next Generation Science Standards»
Middle School: 1 Performance Expectation, 4 Disciplinary Core Ideas, 8 Cross Cutting Concepts, 10 Science and Engineering Practices
High School: 1 Performance Expectation, 2 Disciplinary Core Ideas, 6 Cross Cutting Concepts, 7 Science and Engineering Practices
About Teaching Climate Literacy
Other materials addressing 2b
Other materials addressing 5b
1.2 Thermal energy.
2.4 Water stores and transfers energy.
Notes From Our Reviewers
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Teaching Tips | Science | Pedagogy |
- Potentially, user could examine other hurricanes during that time frame to see if there are similar effects.
- Educator should go through this entire exercise before introducing it to their students, as a good knowledge of the material and familiarity with the LAS (Live Action Server) will be helpful when questions arise.
- Although NASA categorizes this lesson as being appropriate for grades 6-12, it would need substantial scaffolding in order to be understood in a middle school class and is most appropriate for high school students.
About the Science
- The passage of a hurricane causes a large transfer of heat between the ocean surface and the atmosphere. It also causes surface waters to diverge, bringing cooler water from deeper ocean to the surface (upwelling). These effects are so large that they can be seen by a drop in sea surface temperature (SST) in satellite data observations along the path of the storm.
- This resource does an effective job at showing students how scientists use observations to better understand the climate system and how hurricanes can affect sea surface temperatures.
- Comments from expert scientist: Students deal with real data and real scenarios. They gain practice with different kinds of representations of oceanographic data (sea surface temperature). The lesson does not address the second half of its stated purpose: “to explore how hurricanes extract heat energy from the ocean surface”. There is no information about “how”. Needs information about relevant processes.
About the Pedagogy
- Students are able to look at real NASA data and create graphs to better understand hurricanes and their influence on SST.
- Unfortunately, the teaching notes provided are not very helpful. Educators will need to independently figure out how to effectively teach this lesson, particularly because no answer key is provided.
Next Generation Science Standards See how this Activity supports:
Performance Expectations: 1
MS-ESS3-2: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Disciplinary Core Ideas: 4
MS-ESS2.C1:Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
MS-ESS2.C2:The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns.
MS-ESS2.D3:The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents.
MS-ESS3.B1:Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events.
Cross Cutting Concepts: 8
MS-C1.2: Patterns in rates of change and other numerical relationships can provide information about natural and human designed systems
MS-C1.4:Graphs, charts, and images can be used to identify patterns in data.
MS-C2.2:Cause and effect relationships may be used to predict phenomena in natural or designed systems.
MS-C3.1:Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.
MS-C4.1: Systems may interact with other systems; they may have sub-systems and be a part of larger complex systems.
MS-C5.2: Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter.
MS-C5.4:The transfer of energy can be tracked as energy flows through a designed or natural system.
MS-C7.3:Stability might be disturbed either by sudden events or gradual changes that accumulate over time.
Science and Engineering Practices: 10
MS-P1.1:Ask questions that arise from careful observation of phenomena, models, or unexpected results, to clarify and/or seek additional information.
MS-P1.3:Ask questions to determine relationships between independent and dependent variables and relationships in models.
MS-P3.2:Conduct an investigation and/or evaluate and/or revise the experimental design to produce data to serve as the basis for evidence that meet the goals of the investigation
MS-P4.1:Construct, analyze, and/or interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships.
MS-P4.2:Use graphical displays (e.g., maps, charts, graphs, and/or tables) of large data sets to identify temporal and spatial relationships.
MS-P4.3: Distinguish between causal and correlational relationships in data.
MS-P5.1: Use digital tools (e.g., computers) to analyze very large data sets for patterns and trends.
MS-P6.1:Construct an explanation that includes qualitative or quantitative relationships between variables that predict(s) and/or describe(s) phenomena.
MS-P6.3:Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.
MS-P6.4:Apply scientific ideas, principles, and/or evidence to construct, revise and/or use an explanation for real- world phenomena, examples, or events.
Performance Expectations: 1
HS-ESS2-2: Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.
Disciplinary Core Ideas: 2
HS-ESS2.A1:Earth’s systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes.
HS-ESS2.C1:The abundance of liquid water on Earth’s surface and its unique combination of physical and chemical properties are central to the planet’s dynamics. These properties include water’s exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks.
Cross Cutting Concepts: 6
HS-C1.5:Empirical evidence is needed to identify patterns.
HS-C2.1:Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
HS-C3.2: Some systems can only be studied indirectly as they are too small, too large, too fast, or too slow to observe directly.
HS-C5.2:Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.
HS-C5.4: Energy drives the cycling of matter within and between systems.
HS-C7.1:Much of science deals with constructing explanations of how things change and how they remain stable.
Science and Engineering Practices: 7
HS-P1.1:Ask questions that arise from careful observation of phenomena, or unexpected results, to clarify and/or seek additional information.
HS-P1.3:ask questions to determine relationships, including quantitative relationships, between independent and dependent variables
HS-P3.4:Select appropriate tools to collect, record, analyze, and evaluate data.
HS-P3.5:Make directional hypotheses that specify what happens to a dependent variable when an independent variable is manipulated.
HS-P4.1:Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.
HS-P5.2:Use mathematical, computational, and/or algorithmic representations of phenomena or design solutions to describe and/or support claims and/or explanations.
HS-P6.2:Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.