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One City, Different Kinds of Heat worksheet preview

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One City, Different Kinds of Heat

Analyze an original article's connections among urban heat, temperature measurements, tree cooling, and neighborhood conditions.

Grade 8ELAInteractive · Printable

Aligned toRI.8.3

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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 8
Subject
ELA
Question types
Multiple choice, Matching, Circle the answer, Sorting, Short answer

About this worksheet

What students practice

  • Students analyze how comparisons distinguish surface temperature, air temperature, and people's heat exposure.
  • Students explain connections among tree cooling, local conditions, and changes over time.

How to use

Have students read the article independently, then trace each comparison back to its evidence. Use the final responses to discuss why related measurements can answer different questions.

Curriculum

Common Core standard covered

RI.8.3

Analyze how a text connects and distinguishes people, ideas, or events, such as through comparisons, analogies, or categories.

Preview

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One City, Different Kinds of Heat

Analyze how comparisons and categories explain urban heat and the role of trees.

Read and trace connections

Read the article. For each question, examine how the author connects or distinguishes ideas, not just which facts appear.

One City, Different Kinds of Heat

1On a sunny afternoon, a sidewalk beneath a tree can feel different from an exposed parking lot nearby. Both places belong to the same city and receive the same general weather forecast. Yet buildings, pavement, vegetation, and shade help create smaller patterns within that forecast. Across a larger area, developed places are often warmer than nearby less-developed surroundings, a pattern called an urban heat island. The term describes a temperature pattern, not a literal island or a claim that every city block is equally hot.

2To compare places, researchers must first identify what they are measuring. An infrared instrument measures the temperature of a surface, such as asphalt. A properly shielded air thermometer measures the surrounding air instead. A hot pavement reading does not mean the air above it has that same temperature. Surface measurements help reveal where materials heat strongly; air measurements answer a related but different question about local conditions.

3Trees also influence heat through more than one process. Their leaves and branches intercept sunlight, reducing the energy reaching shaded pavement and people. In another process, roots take up water, and leaves release water vapor through transpiration. Water changing into vapor uses energy and can contribute to cooling. Shade changes how much sunlight reaches a place, whereas transpiration involves water moving through the tree into the air. The two processes can occur together, but their effects depend on conditions, including available water.

4Time adds another distinction. Pavement and buildings can store energy during the day and release heat after sunset. A comparison made only at noon may therefore miss differences that appear later. Likewise, a newly planted tree and an established tree represent different stages, not interchangeable cooling tools. A young tree usually casts a smaller shadow than a mature tree with a broad crown. Counting new plantings records an action; examining surviving trees and growing crowns reveals how that action develops.

5Temperature patterns also connect with people's routines. Consider two equally warm blocks: one contains a shaded waiting area, while the other has an exposed stop where passengers wait for a bus. Similar air temperatures can accompany different exposure to direct sunlight. A neighborhood's average temperature cannot show every resident's experience. The location and timing of shade matter alongside the amount of tree cover.

6These distinctions change how a tree project can be evaluated. Surface readings beneath crowns can help investigate shade's effect on pavement. Shielded air readings can examine surrounding air conditions, while observations of waiting areas can show whether shade reaches people when needed. Later visits can track tree survival and crown growth. Taken together, these records connect a physical change with its location, its development, and its usefulness without treating one measurement as a complete account.

1.
How does the author use the comparison between the sidewalk and parking lot in paragraph 1?
  • A. To introduce local differences within a shared regional weather pattern.
  • B. To establish that parking lots determine the temperature of nearby sidewalks.
  • C. To separate ordinary weather forecasts from measurements made outside cities.
  • D. To present developed areas as places with matching temperature conditions.
2.
In paragraph 1, underline the sentence that identifies features responsible for smaller temperature patterns within the general forecast.

On a sunny afternoon, a sidewalk beneath a tree can feel different from an exposed parking lot nearby.Both places belong to the same city and receive the same general weather forecast.Yet buildings, pavement, vegetation, and shade help create smaller patterns within that forecast.Across a larger area, developed places are often warmer than nearby less-developed surroundings, a pattern called an urban heat island.The term describes a temperature pattern, not a literal island or a claim that every city block is equally hot.

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