1. Students will use the scientific process to learn that when various surfaces are exposed to similar environmental conditions, surface temperatures may vary. This variation may be due to differences in thermal properties among the surface types.
2. Students will learn the relationship between surface and surrounding-air temperatures.
3. Students will learn that the use of light colored roofs and ground surfaces may help reduce urban heat island effects.
4. Students will understand that large areas of dark-colored, surfaces increases the temperature of the surrounding air and drives the development of "urban heat islands."
5. Students will understand that the "urban heat island" phenomenon increases energy consumption.

1. Heat-spy instrument to measure surface temperatures
2. Inside/outside combination thermometers
3. Two houses, one with a white roof and the other with a black roof (both single-membrane roofing materials that are commonly used on large flat roofs)
4. Overhead of "heat island sketch"
5. Overhead of reasons to reduce the heat island effects
6. Overhead of Cool Communities strategies
7. Data sheets for temperature measurements

1. Surface color:
1. Dark colors absorb solar radiation.
2. Light colors reflect solar radiation.
2. Vegetative surfaces:
1. Vegetated areas are cooler than non-vegetated areas.
2. Rooftop gardens are cooler than dark-colored roofs.
3. Areas shaded by plants may be cooler than areas shaded by buildings.
3. Surface permeability:
1. Impervious surfaces prohibit water penetration e.g., asphalt and concrete surfaces and roofs.
2. Pervious surfaces allow water penetration e.g., gravel, soil, grass, and other plant cover.
4. Relationship between surface temperature and surrounding air temperature:
1. Surface temperatures affect surrounding air temperature
2. Hot surface temperatures increase surrounding air temperature
3. Cool surface temperatures decrease surrounding air temperature
5. Reduction of urban heat island effects:

1. Review the scientific process of formulating a question (hypothesis), collecting data through experimentation and observation, and finally explaining the results of the test. Show the houses with the two different types of roofing materials provided in the Kool Kids box. Ask the students to write down a hypothesis as to whether there may be differences in temperature between the two surfaces when exposed to similar environmental conditions. Also ask whether there may be an effect of the materials on the temperature of the roof, or the inside and outside area of the houses.
2. Assist the students in setting up the experiments to test their hypotheses. Students may want to work in small groups or pairs to do this set of experiments. Take the houses outside and place them in direct sun about five feet apart. Put a thermometer near each house and place the attached thermal lead inside the house. Cover the actual thermometer so it is not exposed to direct sun. Allow the houses to remain in direct sun for at least 10 minutes, then have students record (on copies of the sheet provided) the following temperatures: roof surface (taken from the Heat Spy Gun), inside the houses (taken from the thermometer leads [switched to "outside"]), and outside the houses (taken from the thermometer [switched to "inside"]). Repeat the experiments above, however, expose the houses to full shade (e.g., behind a building) or dappled light (e.g., under tree with a fairly open canopy). Encourage students to come up with other variables that can be tested (e.g., amount of time in sun or shade).
3. As a class, interpret and discuss the data collected. Discuss how the differences in temperature between the two houses may affect energy use for air conditioning.
4. Show overheads in the Lesson Two packet. Discuss the urban heat island effect, why we want to reduce heat island effects, and how to cool our communities. Have students discuss whether surface types found in their neighborhoods contribute to a local heat island effect.
5. If time permits, show the thermal image in the Lesson One packet that shows urban elements labeled on the map. Discuss the surface types used for the roofs of the Delta Center (white) and the Matheson Courthouse (black). Compare the thermal images of both. 

1. Summarize the experiment.
2. Identify and discuss other experiments they could set up to explore more about the urban heat island topic.
   

Title of Experiment: