Although 75% of the planet is a relatively unchanging ocean of blue, the remaining 25% of Earth's surface is a dynamic green. Data from the NASA/NOAA Suomi NPP satellite is able to show these subtle differences in greenness using the Visible-Infrared Imager/Radiometer Suite (VIIRS) instrument on board the satellite. This dataset highlights our ever-changing planet in real-time, using a highly detailed vegetation index data from the satellite, developed by scientists at NOAA.
The darkest green areas are the lushest in vegetation and absorb the most visible sunlight, while the pale colors are sparse in vegetation cover either due to snow, drought, rock, or urban areas. VIIRS detects changes in the reflection of visible light, producing images that measure changes to vegetation over time. There is one image from the satellite data for every week in the last year for this animations.
The VIIRS measures vegetation at four times the resolution compared to earlier satellite instruments, resulting in greater clarity and definition of the final imagery. This vegetation data will be incorporated into many NDVI-based products and services, including weather and environmental prediction models, and the U.S. Drought Monitor. Additionally, NOAA's vegetation data are used by other organizations and federal agencies, including the U.S. Department of Agriculture and U.S. Geological Survey for agricultural predictions and assessments.
C1 Patterns. Students identify similarities and differences in order to sort and classify natural objects and designed products. They identify patterns related to time, including simple rates of change and cycles, and to use these patterns to make predictions.
C2 Cause and Effect. Students routinely identify and test causal relationships and use these relationships to explain change. They understand events that occur together with regularity might or might not signify a cause and effect relationship
C3 Scale Proportion and Quantity. Students recognize natural objects and observable phenomena exist from the very small to the immensely large. They use standard units to measure and describe physical quantities such as weight, time, temperature, and volume.
C4 Systems and System Models. Students understand that a system is a group of related parts that make up a whole and can carry out functions its individual parts cannot. They can also describe a system in terms of its components and their interactions.
C7 Stability and Change. Students measure change in terms of differences over time, and observe that change may occur at different rates. Students learn some systems appear stable, but over long periods of time they will eventually change.
C1 Patterns. Students recognize that macroscopic patterns are related to the nature of microscopic and atomic-level structure. They identify patterns in rates of change and other numerical relationships that provide information about natural and human designed systems. They use patterns to identify cause and effect relationships, and use graphs and charts to identify patterns in data.
C2 Cause and Effect. Students classify relationships as causal or correlational, and recognize that correlation does not necessarily imply causation. They use cause and effect relationships to predict phenomena in natural or designed systems. They also understand that phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.
C5 Energy and Matter. Students learn matter is conserved because atoms are conserved in physical and chemical processes. They also learn within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter. Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion). The transfer of energy can be tracked as energy flows through a designed or natural system.
C7 Stability and Change. Students explain stability and change in natural or designed systems by examining changes over time, and considering forces at different scales, including the atomic scale. Students learn changes in one part of a system might cause large changes in another part, systems in dynamic equilibrium are stable due to a balance of feedback mechanisms, and stability might be disturbed by either sudden events or gradual changes that accumulate over time
C1 Patterns. Students observe patterns in systems at different scales and cite patterns as empirical evidence for causality in supporting their explanations of phenomena. They recognize classifications or explanations used at one scale may not be useful or need revision using a different scale; thus requiring improved investigations and experiments. They use mathematical representations to identify certain patterns and analyze patterns of performance in order to re-engineer and improve a designed system.
C2 Cause and Effect. Students understand that empirical evidence is required to differentiate between cause and correlation and to make claims about specific causes and effects. They suggest cause and effect relationships to explain and predict behaviors in complex natural and designed systems. They also propose causal relationships by examining what is known about smaller scale mechanisms within the system. They recognize changes in systems may have various causes that may not have equal effects.
C5 Energy and Matter. Students learn that the total amount of energy and matter in closed systems is conserved. They can describe changes of energy and matter in a system in terms of energy and matter flows into, out of, and within that system. They also learn that energy cannot be created or destroyed. It only moves between one place and another place, between objects and/or fields, or between systems. Energy drives the cycling of matter within and between systems. In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved.
C7 Stability and Change. Students understand much of science deals with constructing explanations of how things change and how they remain stable. They quantify and model changes in systems over very short or very long periods of time. They see some changes are irreversible, and negative feedback can stabilize a system, while positive feedback can destabilize it. They recognize systems can be designed for greater or lesser stability
ESS1.B Earth and the Solar System. The Earth’s orbit and rotation, and the orbit of the moon around the Earth cause observable patterns.
ESS2.A Earth Materials and Systems. Four major Earth systems interact. Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice, wind, organisms, and gravity break rocks, soils, and sediments into smaller pieces and move them around
ESS2.C The Roles of Water in Earth's Processes. Most of Earth’s water is in the ocean and much of the Earth’s fresh water is in glaciers or underground.
ESS2.D Weather & Climate. Climate describes patterns of typical weather conditions over different scales and variations. Historical weather patterns can be analyzed so that they can make predictions about what kind of weather might happen next.
ESS2.E Biogeology. Living things can affect the physical characteristics of their environment.
LS1.C Organization for Energy Flow and Matter in Organisms. Food provides animals with the materials and energy they need for body repair, growth, warmth, and motion. Plants acquire material for growth chiefly from air, water, and process matter and obtain energy from sunlight, which is used to maintain conditions necessary for survival.
LS2.B Cycles of Matter and Energy Transfer in Ecosystems. Matter cycles between the air and soil and among organisms as they live and die.
PS3.D Energy in Chemical Process and Everyday Life. Energy can be “produced,” “used,” or “released” by converting stored energy. Plants capture energy from sunlight, which can later be used as fuel or food.
ESS2.A Earth Materials and Systems. Energy flows and matter cycles within and among Earth’s systems, including the sun and Earth’s interior as primary energy sources. Plate tectonics is one result of these processes.
ESS2.C The Roles of Water in Earth's Processes. Water cycles among land, ocean, and atmosphere, and is propelled by sunlight and gravity. Density variations of sea water drive interconnected ocean currents. Water movement causes weathering and erosion, changing landscape features.
ESS2.D Weather & Climate. Complex interactions determine local weather patterns and influence climate, including the role of the ocean.
LS1.C Organization for Energy Flow and Matter in Organisms. Plants use the energy from light to make sugars through photosynthesis. Within individual organisms, food is broken down through a series of chemical reactions that rearrange molecules and release energy.
LS2.B Cycles of Matter and Energy Transfer in Ecosystems. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem. Food webs model how matter and energy are transferred among producers, consumers, and decomposers as the three groups interact within an ecosystem.
PS3.D Energy in Chemical Process and Everyday Life. Sunlight is captured by plants and used in a reaction to produce sugar molecules, which can be reversed by burning those molecules to release energy
ESS2.A Earth Materials and Systems. Feedback effects exist within and among Earth’s systems.The geological record shows that changes to global and regional climate can be caused by interactions among changes in the sun’s energy output or Earth’s orbit, tectonic events, ocean circulation, volcanic activity, glaciers, vegetation, and human activities.
ESS2.C The Roles of Water in Earth's Processes. The planet’s dynamics are greatly influenced by water’s unique chemical and physical properties.
ESS2.D Weather & Climate. The role of radiation from the sun and its interactions with the atmosphere, ocean, and land are the foundation for the global climate system. Global climate models are used to predict future changes, including changes influenced by human behavior and natural factors
LS1.C Organization for Energy Flow and Matter in Organisms. The hydrocarbon backbones of sugars produced through photosynthesis are used to make amino acids and other molecules that can be assembled into proteins or DNA. Through cellular respiration, matter and energy flow through different organizational levels of an organism as elements are recombined to form different products and transfer energy.
LS2.B Cycles of Matter and Energy Transfer in Ecosystems. Photosynthesis and cellular respiration provide most of the energy for life processes. Only a fraction of matter consumed at the lower level of a food web is transferred up, resulting in fewer organisms at higher levels. At each link in an ecosystem elements are combined in different ways and matter and energy are conserved. Photosynthesis and cellular respiration are key components of the global carbon cycle.
PS3.D Energy in Chemical Process and Everyday Life. Photosynthesis is the primary biological means of capturing radiation from the sun; energy cannot be destroyed, it can be converted to less useful forms.