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Cooling a City, One Canopy at a Time worksheet preview

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Cooling a City, One Canopy at a Time

Analyze how an article develops ideas about urban heat islands and trees through explanations, examples, and practical limits.

Grade 6ELAInteractive · Printable

Aligned toRI.6.3

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What’s included

  • Single worksheet
  • Auto-graded online
  • 1 Common Core standard
  • Printable answer key
  • 14 questions
  • Classroom-ready

Details

Format
Interactive · Printable
Grade
Grade 6
Subject
ELA
Question types
Multiple choice, Matching, Circle the answer, Short answer

About this worksheet

What students practice

  • Students analyze how an article introduces and develops the idea of urban heat islands.
  • Students explain how examples and scientific explanations illustrate the cooling effects of trees.
  • Students connect supporting details to stages in an informational article's development.

How to use

Have students read the article independently and complete each analysis-and-evidence pair. Discuss how the final paragraphs make the initial idea more complex.

Curriculum

Common Core standard covered

RI.6.3

Analyze how a key person, event, or idea is introduced, illustrated, and developed, such as through examples or anecdotes.

Preview

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Name Date

Cooling a City, One Canopy at a Time

Trace how an informational article introduces, illustrates, and develops an idea.

Introducing the Problem

Read the article. For each analysis question, choose the best answer, then identify the evidence requested.

Where the Heat Stays

1Imagine walking from a tree-lined sidewalk into an open parking lot on a summer afternoon. Both places receive sunlight, yet the parking lot may feel much hotter. This familiar contrast offers a small-scale glimpse of an urban heat island, an urban area that is warmer than nearby outlying areas. The difference involves more than the day's weather.

2Roads, roofs, and other built surfaces absorb energy from sunlight. Many of these surfaces store heat and release it slowly after sunset, keeping urban neighborhoods warm into the evening. Buildings can also limit airflow, while vehicles and air conditioners release additional heat. Together, these features help explain why a city may remain warm even after the sun disappears.

3Trees change this energy story in two important ways. Their leaves intercept sunlight, shading surfaces that would otherwise absorb it. Trees also release water vapor through tiny openings in their leaves, and the evaporation of water uses heat, helping cool the surrounding air. Shade and this water-moving process work differently, but both can reduce heat near trees.

4Consider a hypothetical school courtyard with a bench beside a young tree. During the tree's first summer, its small crown shades only part of the seat. Years later, a wider crown may shade the bench and some surrounding pavement, reducing the area exposed to direct sunlight. Counting the tree tells us it is present; examining its canopy tells us more about the shade it provides.

5However, a dot on a planting map does not guarantee a broad canopy. A young tree needs suitable soil, enough room for roots, and care while it becomes established. Where soil is tightly packed or water is scarce, growth may be limited and a tree may struggle to survive. Planning for trees therefore includes the space and care they will need, not just the planting day.

6Location matters as much as survival. A healthy tree beside an empty field may provide shade, but it does little for people waiting at an unshaded bus stop several blocks away. Comparing tree cover with places where people walk or wait can reveal gaps that a citywide tree count misses. Such comparisons help planners connect cooling efforts to daily routines.

7Trees cannot replace every other response to urban heat. Reflective roofs and shaded shelters, for example, can contribute alongside them. Still, the article's opening walk could feel different after trees have grown where shade was missing. Reaching that future requires decisions about placement, growing conditions, and long-term care.

1.
How does paragraph 1 introduce the idea of an urban heat island?
  • A. It presents a disagreement about how cities should measure heat.
  • B. It connects an imagined everyday experience to a larger pattern.
  • C. It describes a historical event that changed a city's climate.
  • D. It gives a scientific explanation before describing a familiar place.
2.
Underline the sentence from paragraph 1 that explicitly links the imagined experience to the larger pattern identified in question 1.

Imagine walking from a tree-lined sidewalk into an open parking lot on a summer afternoon.Both places receive sunlight, yet the parking lot may feel much hotter.This familiar contrast offers a small-scale glimpse of an urban heat island, an urban area that is warmer than nearby outlying areas.The difference involves more than the day's weather.

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