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Why a Cooler Block Takes Planning worksheet preview

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Why a Cooler Block Takes Planning

Analyze how sentences and paragraphs develop an informational article about urban heat islands and tree planting.

Grade 6ELAInteractive · Printable

Aligned toRI.6.5

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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 individual sentences contribute to an informational article’s explanation.
  • Students explain how paragraphs connect causes, solutions, and limits within an article.

How to use

Have students read and annotate the article independently. Then use the paired questions to connect structural claims to specific evidence.

Curriculum

Common Core standard covered

RI.6.5

Analyze how a sentence, paragraph, chapter, or section fits the overall structure and develops the ideas.

Preview

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Name Date

Why a Cooler Block Takes Planning

Analyze how an article’s parts build an explanation.

Read the article

Notice how the article moves from an observation to an explanation and then to planning decisions.

Why a Cooler Block Takes Planning

1On a summer afternoon, a shaded sidewalk can feel different from an exposed parking lot nearby. The two places receive sunlight from the same sky, yet walking across them can feel like entering different rooms. This contrast offers a starting point for understanding an urban heat island: a developed area that is warmer than nearby, less built-up areas.

2To explain that difference, look first at what covers the ground. Roofs, roads, and parking lots absorb energy from sunlight and release heat. Buildings and pavement can continue releasing stored heat after sunset. Where vegetation has been replaced by these surfaces, less shade and less cooling from plants remain.

3Trees change how energy moves through this setting. Their leaves intercept sunlight before it reaches pavement or building walls. Water also moves from the soil through trees and escapes from leaves as vapor, a process called transpiration. Turning liquid water into vapor uses energy, helping cool leaves and nearby air. Trees therefore provide more than a comfortable patch of shade.

4However, a tree symbol on a planning map does not guarantee a cooler sidewalk next summer. A newly planted tree may have a small crown that shades very little ground. Its roots need enough usable soil, and the tree needs water while becoming established. Cooling depends partly on whether the tree survives and grows.

5These needs turn tree planting into a question of location as well as quantity. A broad planting strip may offer roots more room than a narrow opening surrounded by pavement. Planners must also consider overhead wires and the space a mature crown will occupy. Where students wait beside an exposed school entrance, a well-placed tree can eventually shade people rather than an unused corner.

6Even a carefully chosen planting site has limits. Young trees take time to grow, and some paved spaces cannot support large trees without major changes. Shade structures can provide immediate cover, while reflective roofing can reduce the energy a roof absorbs. These approaches can work alongside trees rather than compete with them.

7A useful cooling plan, then, cannot be judged only by counting saplings on planting day. It must account for the shade people need now, the space trees will need later, and the care that keeps them growing. Returning to a block over several summers can reveal whether the plan is producing the comfortable places its map promised.

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