Heat affects everyone. Heat islands are urbanized areas that experience higher temperatures than outlying areas. Structures such as buildings, roads, and other infrastructure absorb and re-emit the sun’s heat more than natural landscapes such as forests and water bodies. Urban areas, where these structures are highly concentrated and greenery is limited, become “islands” of higher temperatures relative to outlying areas. Some areas within a city are often hotter than others. These neighborhood-level hotspots are caused by the uneven, inequitable spread of land covers in the urban landscape, leading to more heat-absorbing buildings and pavements and fewer cool spaces with trees and greenery. (From EPA Heat Island Effect https://www.epa.gov/heatislands)

Issue:  Why are some areas of the city hotter than others, and what can we do about it?

Collecting data on their own schoolyard, students investigate the effect surface materials have on temperature. Exploring the concept of the Urban Heat Island, students look at how data from their schoolyard compares with different areas of the city. They synthesize their evidence to draw conclusions regarding how the lack of, or presence of, green infrastructure relates to the issue under investigation. Students design a plan in response to their Heat Island analysis to lessen the negative effects in their schoolyard.

What is a MWEE?

MWEE most commonly stands for a Meaning Watershed Educational Experience, a learner-centered educational framework used in K-12 schools. It is an active, hands-on framework that teaches students about local environmental and watershed issues. It is endorsed by the Pennsylvania Department Education as part of a rigorous, high-quality implementation of the STEELS.

There are Four Essential Elements:

• • Issue Definition: Students research and define a local environmental or watershed problem.
  • Outdoor Field Experiences: Students go outside to collect data and make real-world observations.
  • Synthesis and Conclusions: Students analyze data, reflect, and draw scientific conclusions.
  • Environmental Action Projects: Students take direct, student-led action to address the issue in their community (such as cleanup or public outreach)

MWEEs should reflect an issue that is meaningful and important to your students. You can learn more about MWEEs by visiting this webpage. You can also use the Bay Backpack website for examples, case studies and other tools to help you when designing one with students.