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use infrared thermometer to measure cold spots in the building and locate where heat is escaping

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Hi! So I am not a teacher, I am a program manager for an environmental education program called Branches! After reviewing the lessons I think that Suburban v. Rural activity 3 would be great for my students. We are located in Baltimore, Maryland and we have the interesting opportunity where students live both inside the city and in the suburbs. It would be a great activity for students to be able to tell the differences between the two.

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Christopher and Emilia

Amy Egbert

Lourdes

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My school is located on an island in Lake Michigan so it will be interesting to talk about Lesson 4 Microclimates within our area around school and traveling to other parts of the island, or their homes. Lesson 8 on Plant influence in cooling seems like a nice way to work with quantitative data collected from spaces where trees are around our school.

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We all are really interested in the lesson about IR pictures. We discussed how looking at the thermal signature is a good way for students to understand the connection between heat and light and EM Spectrum at all levels. This can be scaled up or down to meet the needs of your students.

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*Comparing the recess temperature of the tennis/basketball courts versus the treeless field. Where best to play each season.

*Comparing the morning and afternoon temperatures of the the school, east side vs west side over the seasons. Which side warms/cools fastest/slowest & why.

*Comparing AC-less classrooms east side vs west side, also comparing it all to the underground AC-less classrooms.

*Comparing the area temp. of the indoor garden to the classroom as well as the outside classroom.

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I choose"Identifying Neighborhood Hotspots". I Will adapt it with Los Angeles data and pictures and they will be able to see the impact of the fires.

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I have wanted to do more with the Detroit Urban Heat Maps https://detroitography.com/2021/04/26/map-detroit-urban-heat-islands-2020/

and I think that using Lesson 1 & 2 with this additional information could be very powerful. We did a practice run today collecting surface temperatures with handheld devices while a group was using the TerraRover- our hope is to have stations with multiple activities throughout the year so that we have data points from each month on temperatures and atmospheric conditions. During our cold months we plan to have very quick outdoor data collection with observations through the windows by our pool.

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FireShot Capture 164 - Map_ Detroit Urban Heat Islands 2020 - DETROITography - [detroitography.com]

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We discussed ways that lessons 8 and 13 can be modified for high school students. These lessons incorporate the Engineering Design Process and enable students to truly make real world connections between vegetation density and air temperature.

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I was interested in the Urban Vs Suburban/Rural Lesson. Even though I live in a fairly rural area, Jackson, MS is a really big heat island in this state. Using the link to NASA's ClimateKids link can help break down the concept. Since our science center is fairly rural, we are a good spot to show the difference between natural and man made materials since we have concrete and asphalt right next to grass.

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I teach a unit on plants. This lesson(the whole lesson, not just the photo I chose) would be a very interesting addition and a great opportunity to collect data

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Lesson 8 provides good insight into simple activities that can be utilized to further expand knowledge about heat and connections to cooling effect of greenery.

The lesson fits well in our current education programming revolved around green infrastructure and stormwater management. We do currently make make connections to heat but it can be improved with more connections and activities. It gives a good handson experience that the youth can take ownership and responsibility, while feeling proud and excited about their observations and experiment.

This activity brings excitement to me because it will allow me to bring to my team new pathways to connect to heat, climate change, and more with some simple yet very effective ways.

One concern I have is if and when youth need to use other devices to access some features digitally and/or online. We sometimes have the challenge of having sufficient devices for youth as we need to limit use of personal mobile devices. This can lead to easy distractions at times when on personal devices. So, a challenge will be to see how to workaround this potential concern, especially when needing or wanting to do this offsite and in the field.

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The microclimates lesson is also something I could use. We have a turf field that our students use for recess; it's rough in hot weather. We also have grassy areas and dirt areas across the street that can be used for recreation. It would be interesting for the kids to compare and talk about how these environments could be improved