Jointly managed by NASA and the USGS, Landsat is the longest running spaceborne earth imaging and observation program in history. Landsat Collection 2 Level-2 science products, imagery from 1982 to present, are made publicly available by the USGS. The continuity in this scientific record allows for critical and reliable observation and analysis of Earth processes and changes over time. This imagery layer provides global Landsat 4, 5, 7, 8, and 9 imagery. The layer is time-enabled and includes a number of predefined processing templates for visualization and analysis. Key PropertiesGeographic Coverage: Global landmassesTemporal Coverage: August 22, 1982 to presentSpatial Resolution: 30-meterRevisit Time: ~8-daysProduct Level: Collection 2 Level-2 Science Products (Surface Reflectance and Surface Temperature)Source Data Coordinate System: Universal Transverse Mercator (UTM) WGS84Service Coordinate System: Web Mercator Auxiliary Sphere WGS84 (EPSG:3857)Analysis: Optimized for analysisMultispectral Bands:BandDescriptionWavelength* (µm)Spatial Resolution (m)1Coastal aerosol**0.43 - 0.45302Blue0.45 - 0.52303Green0.52 - 0.60304Red0.63 - 0.69305NIR0.76 - 0.90306SWIR 11.55 - 1.75307SWIR 22.08 - 2.35308Pixel QANA309Surface Temperature (Kelvin)10.4-12.5 30***10Surface Temperature QANA30*This is the max range for each band based on the combined missions. For reference to the distinct ranges for each mission see this document.**Coastal Aerosol is only available from Landsat 8 and 9. For Landsat 4, 5, and 7 this band is simply a place holder and does not contain data.***The thermal band is acquired at 100 or 120 meter resolution and resampled to 30 meters.Learn more about the Quality Assessment (QA) Bands Usage Information and Best PracticesProcessing TemplatesThis layer includes a number of preconfigured processing templates (raster function templates) to provide on-the-fly data rendering and calculations for visualization and analysis. Each processing template includes labels and descriptions to characterize the intended usage. This may include for visualization, for analysis, or for both visualization and analysis. VisualizationThe default rendering on this layer is Natural Color (bands 4,3,2) for Visualization.There are a number of on-the-fly renderings/processing templates designed specifically for data visualization.By default, the most recent and most cloud free scenes from the Landsat archive are prioritized and dynamically fused into a single mosaicked image layer. To discover and isolate specific images for visualization in Map Viewer, try using the Image Collection Explorer. AnalysisIn order to leverage the optimization for analysis, the capability must be enabled by your ArcGIS organization administrator. More information on enabling this feature can be found in the ‘Regional data hosting’ section of this help doc.Optimized for analysis means this layer does not have size constraints for analysis and it is recommended for multisource analysis with other layers optimized for analysis. See this group for a complete list of imagery layers optimized for analysis.Using the "None" processing template option as input to analysis provides all bands with raw pixel values and is recommended for many use cases. Otherwise, only processing templates that include a "for analysis" designation should be used as input to analysis.The appropriate scale and offset, as recommended by USGS, is dynamically applied to the imagery in this layer, providing scientific floating point Surface Reflectance and Surface Temperature pixel values.Prior to running analysis, users should always provide some form of data selection with either a layer filter (e.g. for a specific date range, cloud cover percent, mission, etc.) or by selecting specific images. To discover and isolate specific images for analysis in Map Viewer, try using the Image Collection Explorer. GeneralIf you are new to Landsat imagery, the Landsat Explorer provides a good introductory user experience for working with this imagery layer. For more information, see this Quick Start Guide or this Detailed Tutorial. Data Source Landsat imagery is credited to the United States Geological Survey (USGS) and the National Aeronautics and Space Administration (NASA). The imagery in this layer is sourced from the Microsoft Planetary Computer Open Data Catalog.

The Copernicus Sentinel-2 mission provides optical imagery for a wide range of applications including land, water and atmospheric monitoring. Beginning in 2015, the mission is based on a constellation of identical satellites working in tandem to cover Earth’s land and coastal waters every five days. Each satellite carries a multispectral sensor that generates optical images in the visible, near-infrared and shortwave-infrared part of the electromagnetic spectrum at spatial resolutions of 10, 20, and 60-meters.This imagery layer provides the full archive of Sentinel-2 Level-2A imagery. It is time enabled and includes a number of predefined processing templates for visualization and analysis. Key Properties Geographic Coverage: Global Landmasses - More...Temporal Coverage: 2015 – PresentSpatial Resolution: 10, 20, and 60-meter (see Multispectral Bands table for more information)Revisit Time*: ~5-daysProduct Level: Level-2A Surface ReflectanceSource Data Coordinate System: Universal Transverse Mercator (UTM) WGS84Service Coordinate System: Web Mercator Auxiliary Sphere WGS84 (EPSG:3857)Analysis: Optimized for analysisMultispectal Bands: BandDescriptionWavelength (µm)Spatial Resolution (m)1B1_Aerosols0.433 - 0.453602B2_Blue0.458 - 0.523103B3_Green0.543 - 0.578104B4_Red0.650 - 0.680105B5_RedEdge0.698 - 0.713206B6_RedEdge0.733 - 0.748207B7_RedEdge0.773 - 0.793208B8_NearInfraRed0.785 - 0.900109B8A_NarrowNIR0.855 - 0.8752010B9_WaterVapour0.935 - 0.9556011B11_ShortWaveInfraRed1.565 - 1.6552012B12_ShortWaveInfraRed2.100 - 2.2802013B13_AOTMapNA1014B14_WVPMapNA2015B15_SCLNA20 Usage Information and Best PracticesProcessing TemplatesThis layer includes a number of preconfigured processing templates (raster function templates) to provide on-the-fly data rendering and calculations for visualization and analysis. Each processing template includes labels and descriptions to characterize the intended usage. This may include for visualization, for analysis, or for both visualization and analysis. VisualizationThe default rendering on this layer is Natural Color for Visualization (bands 4,3,2).There are a number of on-the-fly renderings/processing templates designed specifically for data visualization.By default, the most recent and most cloud free scenes from the Landsat archive are prioritized and dynamically fused into a single mosaicked image layer. To discover and isolate specific images for visualization in Map Viewer, try using the Image Collection Explorer. AnalysisIn order to leverage the optimization for analysis, the capability must be enabled by your ArcGIS organization administrator. More information on enabling this feature can be found in the ‘Regional data hosting’ section of this help doc.Optimized for analysis means this layer does not have size constraints for analysis and it is recommended for multisource analysis with other layers optimized for analysis. See this group for a complete list of imagery layers optimized for analysis.Using the "None" processing template option as input to analysis provides all bands with raw pixel values and is recommended for many use cases. Otherwise, only processing templates that include a "for analysis" designation should be used as input to analysis.The appropriate scale factors are dynamically applied to the imagery in this layer, providing scientific floating point Surface Reflectance pixel values.Prior to running analysis, users should always provide some form of data selection with either a layer filter (e.g. for a specific date range, cloud cover percent, mission, etc.) or by selecting specific images. To discover and isolate specific images for analysis in Map Viewer, try using the Image Collection Explorer. GeneralIf you are new to Sentinel-2 imagery, the Sentinel-2 Explorer provides a good introductory user experience for working with this imagery layer. For more information, see this Quick Start Guide or this Detailed Tutorial. Data SourceSentinel-2 imagery is credited to the European Space Agency (ESA) and the European Commission. The imagery in this layer is sourced from the Microsoft Planetary Computer Open Data Catalog.

This layer displays a global map of land use/land cover (LULC) derived from ESA Sentinel-2 imagery at 10m resolution. Each year is generated with Impact Observatory’s deep learning AI land classification model, trained using billions of human-labeled image pixels from the National Geographic Society. The global maps are produced by applying this model to the Sentinel-2 Level-2A image collection on Microsoft’s Planetary Computer, processing over 400,000 Earth observations per year.The algorithm generates LULC predictions for nine classes, described in detail below. The year 2017 has a land cover class assigned for every pixel, but its class is based upon fewer images than the other years. The years 2018-2024 are based upon a more complete set of imagery. For this reason, the year 2017 may have less accurate land cover class assignments than the years 2018-2024. Key Properties Variable mapped: Land use/land cover in 2017, 2018, 2019, 2020, 2021, 2022, 2023, 2024Source Data Coordinate System: Universal Transverse Mercator (UTM) WGS84Service Coordinate System: Web Mercator Auxiliary Sphere WGS84 (EPSG:3857)Extent: GlobalSource imagery: Sentinel-2 L2ACell Size: 10-metersType: ThematicAttribution: Esri, Impact ObservatoryAnalysis: Optimized for analysisClass Definitions: ValueNameDescription1WaterAreas where water was predominantly present throughout the year; may not cover areas with sporadic or ephemeral water; contains little to no sparse vegetation, no rock outcrop nor built up features like docks; examples: rivers, ponds, lakes, oceans, flooded salt plains.2TreesAny significant clustering of tall (~15 feet or higher) dense vegetation, typically with a closed or dense canopy; examples: wooded vegetation, clusters of dense tall vegetation within savannas, plantations, swamp or mangroves (dense/tall vegetation with ephemeral water or canopy too thick to detect water underneath).4Flooded vegetationAreas of any type of vegetation with obvious intermixing of water throughout a majority of the year; seasonally flooded area that is a mix of grass/shrub/trees/bare ground; examples: flooded mangroves, emergent vegetation, rice paddies and other heavily irrigated and inundated agriculture.5CropsHuman planted/plotted cereals, grasses, and crops not at tree height; examples: corn, wheat, soy, fallow plots of structured land.7Built AreaHuman made structures; major road and rail networks; large homogenous impervious surfaces including parking structures, office buildings and residential housing; examples: houses, dense villages / towns / cities, paved roads, asphalt.8Bare groundAreas of rock or soil with very sparse to no vegetation for the entire year; large areas of sand and deserts with no to little vegetation; examples: exposed rock or soil, desert and sand dunes, dry salt flats/pans, dried lake beds, mines.9Snow/IceLarge homogenous areas of permanent snow or ice, typically only in mountain areas or highest latitudes; examples: glaciers, permanent snowpack, snow fields.10CloudsNo land cover information due to persistent cloud cover.11RangelandOpen areas covered in homogenous grasses with little to no taller vegetation; wild cereals and grasses with no obvious human plotting (i.e., not a plotted field); examples: natural meadows and fields with sparse to no tree cover, open savanna with few to no trees, parks/golf courses/lawns, pastures. Mix of small clusters of plants or single plants dispersed on a landscape that shows exposed soil or rock; scrub-filled clearings within dense forests that are clearly not taller than trees; examples: moderate to sparse cover of bushes, shrubs and tufts of grass, savannas with very sparse grasses, trees or other plants.NOTE: Land use focus does not provide the spatial detail of a land cover map. As such, for the built area classification, yards, parks, and groves will appear as built area rather than trees or rangeland classes.Usage Information and Best PracticesProcessing TemplatesThis layer includes a number of preconfigured processing templates (raster function templates) to provide on-the-fly data rendering and class isolation for visualization and analysis. Each processing template includes labels and descriptions to characterize the intended usage. This may include for visualization, for analysis, or for both visualization and analysis. VisualizationThe default rendering on this layer displays all classes.There are a number of on-the-fly renderings/processing templates designed specifically for data visualization.By default, the most recent year is displayed. To discover and isolate specific years for visualization in Map Viewer, try using the Image Collection Explorer. AnalysisIn order to leverage the optimization for analysis, the capability must be enabled by your ArcGIS organization administrator. More information on enabling this feature can be found in the ‘Regional data hosting’ section of this help doc.Optimized for analysis means this layer does not have size constraints for analysis and it is recommended for multisource analysis with other layers optimized for analysis. See this group for a complete list of imagery layers optimized for analysis.Prior to running analysis, users should always provide some form of data selection with either a layer filter (e.g. for a specific date range, cloud cover percent, mission, etc.) or by selecting specific images. To discover and isolate specific images for analysis in Map Viewer, try using the Image Collection Explorer.Zonal Statistics is a common tool used for understanding the composition of a specified area by reporting the total estimates for each of the classes. GeneralIf you are new to Sentinel-2 LULC, the Sentinel-2 Land Cover Explorer provides a good introductory user experience for working with this imagery layer. For more information, see this Quick Start Guide.Global land use/land cover maps provide information on conservation planning, food security, and hydrologic modeling, among other things. This dataset can be used to visualize land use/land cover anywhere on Earth. Classification ProcessThese maps include Version 003 of the global Sentinel-2 land use/land cover data product. It is produced by a deep learning model trained using over five billion hand-labeled Sentinel-2 pixels, sampled from over 20,000 sites distributed across all major biomes of the world.The underlying deep learning model uses 6-bands of Sentinel-2 L2A surface reflectance data: visible blue, green, red, near infrared, and two shortwave infrared bands. To create the final map, the model is run on multiple dates of imagery throughout the year, and the outputs are composited into a final representative map for each year.The input Sentinel-2 L2A data was accessed via Microsoft’s Planetary Computer and scaled using Microsoft Azure Batch. CitationKarra, Kontgis, et al. “Global land use/land cover with Sentinel-2 and deep learning.” IGARSS 2021-2021 IEEE International Geoscience and Remote Sensing Symposium. IEEE, 2021.AcknowledgementsTraining data for this project makes use of the National Geographic Society Dynamic World training dataset, produced for the Dynamic World Project by National Geographic Society in partnership with Google and the World Resources Institute.

Polygon features that represent the political boundaries of Metropolitan Planning Organizations (MPO) that exist in Maryland and for which the Maryland Department of Transportation (MDOT) is a member. In several instances, these MPO boundaries extend beyond Maryland’s borders into neighboring states as well as the District of Columbia. MPO Boundaries’ data includes information on each boundary's name, geographic location, and the total size / extent of each area. MPO Boundaries data was intended to be used for planning purposes within governments at the National and State level. Maryland's MPO Boundaries data is a sub-set of the U.S. Department of Transportation (USDOT) Office of the Assistant Secretary for Research and Technology's Bureau of Transportation Statistics (BTS) National Transportation Atlas Database (NTAD). A metropolitan planning organization (MPO) is a federally-mandated and federally-funded transportation policy-making organization that is made up of representatives from local governments and governmental transportation authorities. Federal law requires the formation of an MPO for any urbanized area (UZA) with a population greater than 50,000. Federal funding for transportation projects and programs are channeled through this planning process. Congress created MPOs to ensure that existing and future expenditures of federal funds for transportation projects and programs are based on a continuing, cooperative, and comprehensive (“3‑C”) planning process. MPOs are charged with developing a 20-year long-range transportation plan (LRTP) and a short-term (usually 2-6 years) program called the transportation improvement program (TIP) for each of their respective regions. The seven MPOs of which Maryland jurisdictions and agencies are members are listed below. The Maryland member jurisdictions are listed under each MPO (note that some MPOs cover multi-State regions). The Maryland Department of Transportation is a member of each of the MPOs listed. Each of the listed member jurisdictions has a different level of involvement with its MPO.Maryland's MPOs are as follows: National Capital Region Transportation Planning Board (TPB)https://www.mwcog.org/tpb/- Charles County, Maryland- Frederick County, Maryland- Montgomery County, Maryland- Prince George's County, Maryland- City of Bowie, Maryland- City of College Park, Maryland- City of Frederick, Maryland- City of Gaithersburg, Maryland- City of Greenbelt, Maryland- City of Laurel, Maryland- City of Rockville, Maryland- City of Takoma Park, Maryland- Maryland Department of Transportation (MDOT)Baltimore Regional Transportation Board (BRTB)https://baltometro.org/- Anne Arundel County, Maryland- Baltimore County, Maryland- Carroll County, Maryland- Harford County, Maryland- Howard County, Maryland- Queen Anne's County, Maryland- City of Annapolis, Maryland- City of Baltimore, Maryland- Maryland Department of Transportation (MDOT)Cumberland Area Metropolitan Planning Organization (CAMPO)https://alleganygov.org/473/Metropolitan-Planning-Organization- Allegany County, Maryland- City of Cumberland, Maryland- City of Frostburg, Maryland- Maryland Department of Transportation (MDOT)Hagerstown / Eastern Panhandle Metropolitan Planning Organization (HEPMPO)https://www.hepmpo.net/- Washington County, Maryland- City of Hagerstown, Maryland- Maryland Department of Transportation (MDOT)Wilmington Area Planning Council (WILMAPCO)https://www.wilmapco.org/- Cecil County, Maryland- Maryland Department of Transportation (MDOT)Salisbury / Wicomico Metropolitan Planning Organization (S / WMPO)https://www.swmpo.org/- Wicomico County, Maryland- City of Fruitland, Maryland- City of Salisbury, Maryland- Town of Delmar, Maryland- Maryland Department of Transportation (MDOT)Calvert-St. Mary’s Metropolitan Planning Organization (C - SMMPO)https://www.calvert-stmarysmpo.com/- Calvert County, Maryland- St. Mary's County, Maryland- Maryland Department of Transportation (MDOT)Maryland's MPO Boundaries data is owned and maintained by the Transportation Secretary's Office (TSO) of the Maryland Department of Transportation (MDOT). Being a subset of the USDOT's NTAD, an annual update of Maryland's MPO Boundaries data is performed by TSO in close coordination with each MPO, the Maryland Department of Transportation State Highway Administration (MDOT SHA) and the Federal Highway Administration (FHWA). MPO Boundaries data is a strategic resource for the USDOT, FHWA, MDOT, as well as many other Federal, State, and local government agencies. Maryland's MPO Boundaries data is updated on an annual basis. For additional MPO information, contact MDOT's Office of Planning and Capital Programming:MDOTGIS@mdot.state.md.usFor additional data information, contact the MDOT SHA Geospatial Technologies Team:GIS@sha.state.md.usFor additional information related to the Maryland Department of Transportation (MDOT):https://www.mdot.maryland.gov/For additional information related to the Maryland Department of Transportation State Highway Administration (MDOT SHA):https://www.roads.maryland.gov/This is a MD iMAP hosted service. Find more information at https://imap.maryland.gov.Feature Service Link:https://mdgeodata.md.gov/imap/rest/services/BusinessEconomy/MD_IncentiveZones/FeatureServer/13

Investigate the use of hexagons for analyzing distributionEducational standards addressed:APHG: I:C1. Analyze the human organization of space and reasons... APHG: VII.B. Apply Christaller’s central place theory.

Bosnia and Herzegovina Administrative Unit Layers (GAUL) Level 2, The source is from the Food and Agriculture Organization (FAO) Global Administrative Unit Layers

Summary: An introduction to ArcGIS Online for K-12 studentsStorymap metadata page: URL forthcoming Possible K-12 Next Generation Science standards addressed:Grade level(s) 1: Standard 1-PS4-2 - Waves and their Applications in Technologies for Information Transfer - Make observations to construct an evidence-based account that objects can be seen only when illuminatedGrade level(s) 1: Standard 1-LS1-2 - From Molecules to Organisms: Structures and Processes - Read texts and use media to determine patterns in behavior of parents and offspring that help offspring surviveGrade level(s) 2: Standard 2-PS1-1 - Matter and its Interactions - Plan and conduct an investigation to describe and classify different kinds of materials by their observable propertiesGrade level(s) 2: Standard 2-PS1-2 - Matter and its Interactions - Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purposeGrade level(s) 4: Standard 4-PS4-3 - Waves and their Applications in Technologies for Information Transfer - Generate and compare multiple solutions that use patterns to transfer informationGrade level(s) 6-8: Standard MS-PS4-3 - Waves and Their Applications in Technologies for Information Transfer - Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signalsGrade level(s) 9-12: Standard HS-PS3-5 - Energy - Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.Grade level(s) 9-12: Standard HS-PS4-4 - Waves and Their Applications in Technologies for Information Transfer - Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.Most frequently used words:tutorialtextvideoApproximate Flesch-Kincaid reading grade level: 10.2. The FK reading grade level should be considered carefully against the grade level(s) in the NGSS content standards above.

Summary: How to configure Esri Collector for ArcGIS with a Bad Elf GPS Receiver for High-Accuracy Field Data Collection Storymap metadata page: URL forthcoming Possible K-12 Next Generation Science standards addressed:Grade level(s) 1: Standard 1-LS3-1 - Heredity: Inheritance and Variation of Traits - Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parentsGrade level(s) 4: Standard 4-ESS2-2 - Earth’s Systems - Analyze and interpret data from maps to describe patterns of Earth’s featuresGrade level(s) 5: Standard 5-ESS1-2 - Earth’s Place in the Universe - Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night skyGrade level(s) 6-8: Standard MS-LS4-5 - Biological Evolution: Unity and Diversity - Gather and synthesize information about technologies that have changed the way humans influence the inheritance of desired traits in organisms.Grade level(s) 6-8: Standard MS-LS4-6 - Biological Evolution: Unity and Diversity - Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over timeGrade level(s) 6-8: Standard MS-ESS1-3 - Earth’s Place in the Universe - Analyze and interpret data to determine scale properties of objects in the solar systemGrade level(s) 6-8: Standard MS-ESS2-2 - Earth’s Systems - Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scalesGrade level(s) 9-12: Standard HS-LS4-4 - Biological Evolution: Unity and Diversity - Construct an explanation based on evidence for how natural selection leads to adaptation of populationsGrade level(s) 9-12: Standard HS-ESS2-1 - Earth’s Systems - Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.Most frequently used words:featurebadelfselectgpsApproximate Flesch-Kincaid reading grade level: 9.9. The FK reading grade level should be considered carefully against the grade level(s) in the NGSS content standards above.

Summary: Creating the world’s first open-source, high-resolution, land cover map of the worldStorymap metadata page: URL forthcoming Possible K-12 Next Generation Science standards addressed:Grade level(s) K: Standard K-ESS3-1 - Earth and Human Activity - Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they liveGrade level(s) K: Standard K-ESS3-3 - Earth and Human Activity - Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environmentGrade level(s) 2: Standard 2-ESS2-1 - Earth’s Systems - Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the landGrade level(s) 2: Standard 2-ESS2-2 - Earth’s Systems - Develop a model to represent the shapes and kinds of land and bodies of water in an areaGrade level(s) 3: Standard 3-LS4-1 - Biological Evolution: Unity and Diversity - Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.Grade level(s) 3: Standard 3-LS4-1 - Biological Evolution: Unity and Diversity - Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.Grade level(s) 3: Standard 3-LS4-4 - Biological Evolution: Unity and Diversity - Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may changeGrade level(s) 4: Standard 4-ESS1-1 - Earth’s Place in the Universe - Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over timeGrade level(s) 4: Standard 4-ESS2-2 - Earth’s Systems - Analyze and interpret data from maps to describe patterns of Earth’s featuresGrade level(s) 5: Standard 5-ESS2-1 - Earth’s Systems - Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.Grade level(s) 6-8: Standard MS-ESS2-2 - Earth’s Systems - Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scalesGrade level(s) 6-8: Standard MS-ESS2-6 - Earth’s Systems - Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.Grade level(s) 6-8: Standard MS-ESS3-3 - Earth and Human Activity - Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.Grade level(s) 9-12: Standard HS-ESS2-1 - Earth’s Systems - Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.Grade level(s) 9-12: Standard HS-ESS2-7 - Earth’s Systems - Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on EarthGrade level(s) 9-12: Standard HS-ESS3-4 - Earth and Human Activity - Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.Grade level(s) 9-12: Standard HS-ESS3-6 - Earth and Human Activity - Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activityMost frequently used words:areaslandclassesApproximate Flesch-Kincaid reading grade level: 9.7. The FK reading grade level should be considered carefully against the grade level(s) in the NGSS content standards above.

Summary: On An Island | Unit TwoStorymap metadata page: URL forthcoming Possible K-12 Next Generation Science standards addressed:Grade level(s) 1: Standard 1-LS1-1 - From Molecules to Organisms: Structures and Processes - Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needsGrade level(s) 1: Standard 1-LS1-2 - From Molecules to Organisms: Structures and Processes - Read texts and use media to determine patterns in behavior of parents and offspring that help offspring surviveGrade level(s) K-2: Standard K-2-ETS1-2 - Engineering Design - Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.Grade level(s) 3: Standard 3-LS2-1 - Ecosystems: Interactions, Energy, and Dynamics - Construct an argument that some animals form groups that help members surviveGrade level(s) 3: Standard 3-ESS2-2 - Earth’s Systems - Obtain and combine information to describe climates in different regions of the worldGrade level(s) 6-8: Standard MS-ESS2-5 - Earth’s Systems - Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditionsGrade level(s) 6-8: Standard MS-ESS2-6 - Earth’s Systems - Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.Grade level(s) 6-8: Standard MS-ESS3-2 - Earth and Human Activity - Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effectsGrade level(s) 6-8: Standard MS-ESS3-5 - Earth and Human Activity - Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past centuryGrade level(s) 9-12: Standard HS-ESS3-1 - Earth and Human Activity - Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activityGrade level(s) 9-12: Standard HS-ESS3-5 - Earth and Human Activity - Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth’s systems.Most frequently used words:caribbeanislandislandsregionhelpApproximate Flesch-Kincaid reading grade level: 9.6. The FK reading grade level should be considered carefully against the grade level(s) in the NGSS content standards above.

On March 10, 2023, the Johns Hopkins Coronavirus Resource Center ceased collecting and reporting of global COVID-19 data. For updated cases, deaths, and vaccine data please visit the following sources:Global: World Health Organization (WHO)U.S.: U.S. Centers for Disease Control and Prevention (CDC)For more information, visit the Johns Hopkins Coronavirus Resource Center.This feature layer contains the most up-to-date COVID-19 cases and latest trend plot. It covers China, Canada, Australia (at province/state level), and the rest of the world (at country level, represented by either the country centroids or their capitals)and the US at county-level. Data sources: WHO, CDC, ECDC, NHC, DXY, 1point3acres, Worldometers.info, BNO, state and national government health departments, and local media reports. . The China data is automatically updating at least once per hour, and non-China data is updating hourly. This layer is created and maintained by the Center for Systems Science and Engineering (CSSE) at the Johns Hopkins University. This feature layer is supported by Esri Living Atlas team and JHU Data Services. This layer is opened to the public and free to share. Contact us.

Summary: This StoryMap illustrates the most vulnerable neighborhoods in Portland, OR, based on socio-economic and geophysical characteristics. Storymap metadata page: URL forthcoming Possible K-12 Next Generation Science standards addressed:Grade level(s) 2: Standard 2-ESS1-1 - Earth’s Place in the Universe - Use information from several sources to provide evidence that Earth events can occur quickly or slowlyGrade level(s) 4: Standard 4-ESS2-2 - Earth’s Systems - Analyze and interpret data from maps to describe patterns of Earth’s featuresGrade level(s) 4: Standard 4-ESS3-2 - Earth and Human Activity - Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humansGrade level(s) 6-8: Standard MS-ESS2-2 - Earth’s Systems - Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scalesGrade level(s) 6-8: Standard MS-ESS3-2 - Earth and Human Activity - Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effectsGrade level(s) 9-12: Standard HS-ESS3-1 - Earth and Human Activity - Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activityMost frequently used words:portlandvulnerableearthquakeneighbourhoodsbuildingsApproximate Flesch-Kincaid reading grade level: 10.0. The FK reading grade level should be considered carefully against the grade level(s) in the NGSS content standards above.

Summary: A Predictive Habitat Model and Foraging GuideStorymap metadata page: URL forthcoming Possible K-12 Next Generation Science standards addressed:Grade level(s) K: Standard K-ESS2-2 - Earth's Systems - Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needsGrade level(s) K: Standard K-ESS3-1 - Earth and Human Activity - Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they liveGrade level(s) K: Standard K-ESS3-3 - Earth and Human Activity - Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environmentGrade level(s) 2: Standard 2-LS4-1 - Biological Evolution: Unity and Diversity - Make observations of plants and animals to compare the diversity of life in different habitatsGrade level(s) 2: Standard 2-ESS2-1 - Earth’s Systems - Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the landGrade level(s) 3: Standard 3-LS4-1 - Biological Evolution: Unity and Diversity - Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.Grade level(s) 3: Standard 3-LS4-3 - Biological Evolution: Unity and Diversity - Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at alGrade level(s) 4: Standard 4-ESS3-1 - Earth and Human Activity - Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environmentGrade level(s) 9-12: Standard HS-ESS2-7 - Earth’s Systems - Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on EarthMost frequently used words:habitatchanterellesareaschanterelletreeApproximate Flesch-Kincaid reading grade level: 9.8. The FK reading grade level should be considered carefully against the grade level(s) in the NGSS content standards above.

Summary: Mapping Epidemics with Mrs. SinclairStorymap metadata page: URL forthcoming Possible K-12 Next Generation Science standards addressed:Grade level(s) 1: Standard 1-PS4-2 - Waves and their Applications in Technologies for Information Transfer - Make observations to construct an evidence-based account that objects can be seen only when illuminatedGrade level(s) 9-12: Standard HS-PS4-4 - Waves and Their Applications in Technologies for Information Transfer - Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.Grade level(s) 9-12: Standard HS-PS4-4 - Waves and Their Applications in Technologies for Information Transfer - Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.Most frequently used words:videowatchvideoshistory:Approximate Flesch-Kincaid reading grade level: 9.5. The FK reading grade level should be considered carefully against the grade level(s) in the NGSS content standards above.

Summary: How Esri Technology and Deep Learning can help Utilize and Protect an Ancient Irrigation System Storymap metadata page: URL forthcoming Possible K-12 Next Generation Science standards addressed:Grade level(s) K: Standard K-ESS3-1 - Earth and Human Activity - Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they liveGrade level(s) 2: Standard 2-LS2-2 - Ecosystems: Interactions, Energy, and Dynamics - Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.Grade level(s) 2: Standard 2-ESS2-2 - Earth’s Systems - Develop a model to represent the shapes and kinds of land and bodies of water in an areaGrade level(s) K-2: Standard K-2-ETS1-2 - Engineering Design - Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.Grade level(s) 3: Standard 3-LS1-1 - From Molecules to Organisms: Structures and Processes - Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.Grade level(s) 4: Standard 4-PS4-1 - Waves and their Applications in Technologies for Information Transfer - Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to moveGrade level(s) 4: Standard 4-PS4-2 - Waves and their Applications in Technologies for Information Transfer - Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seenGrade level(s) 4: Standard 4-LS1-2 - From Molecules to Organisms: Structures and Processes - Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different waysGrade level(s) 5: Standard 5-PS1-1 - Matter and Its Interactions - Develop a model to describe that matter is made of particles too small to be seenGrade level(s) 5: Standard 5-PS3-1 - Energy - Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sunGrade level(s) 5: Standard 5-LS2-1 - Ecosystems: Interactions, Energy, and Dynamics - Develop a model to describe the movement of matter among plants, animals, decomposers, and the environmentGrade level(s) 5: Standard 5-ESS2-1 - Earth’s Systems - Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.Grade level(s) 5: Standard 3-5-ETS1-3 - Engineering Design - Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improvedGrade level(s) 6-8: Standard MS-PS1-1 - Matter and Its Interactions - Develop models to describe the atomic composition of simple molecules and extended structuresGrade level(s) 6-8: Standard MS-PS1-4 - Matter and Its Interactions - Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conservedGrade level(s) 6-8: Standard MS-PS3-2 - Energy - Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the systemGrade level(s) 6-8: Standard MS-PS4-1 - Waves and Their Applications in Technologies for Information Transfer - Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a waveGrade level(s) 6-8: Standard MS-PS4-2 - Waves and Their Applications in Technologies for Information Transfer - Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materialsGrade level(s) 6-8: Standard MS-LS1-7 - From Molecules to Organisms: Structures and Processes - Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organismGrade level(s) 6-8: Standard MS-LS2-3 - Ecosystems: Interactions, Energy, and Dynamics - Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.Grade level(s) 6-8: Standard MS-LS3-1 - Heredity: Inheritance and Variation of Traits - Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organismGrade level(s) 6-8: Standard MS-LS3-2 - Heredity: Inheritance and Variation of Traits - Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variationGrade level(s) 6-8: Standard MS-LS4-6 - Biological Evolution: Unity and Diversity - Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over timeGrade level(s) 6-8: Standard MS-ESS1-1 - Earth’s Place in the Universe - Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasonsGrade level(s) 6-8: Standard MS-ESS1-2 - Earth’s Place in the Universe - Develop and use a model to describe the role of gravity in the motions within galaxies and the solar systemGrade level(s) 6-8: Standard MS-ESS1-3 - Earth’s Place in the Universe - Analyze and interpret data to determine scale properties of objects in the solar systemGrade level(s) 6-8: Standard MS-ESS2-1 - Earth’s Systems - Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this processGrade level(s) 6-8: Standard MS-ESS2-4 - Earth’s Systems - Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravityGrade level(s) 6-8: Standard MS-ESS2-6 - Earth’s Systems - Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.Grade level(s) 6-8: Standard MS-ETS1-4 - Engineering Design - Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.Grade level(s) 9-12: Standard HS-PS1-1 - Matter and Its Interactions - Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atomsGrade level(s) 9-12: Standard HS-PS1-4 - Matter and Its Interactions - Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy. [Grade level(s) 9-12: Standard HS-PS1-8 - Matter and Its Interactions - Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.Grade level(s) 9-12: Standard HS-PS3-1 - Energy - Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are knownGrade level(s) 9-12: Standard HS-PS3-2 - Energy - Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motion of particles (objects) and energy associated with the relative position of particles (objects).Grade level(s) 9-12: Standard HS-PS3-5 - Energy - Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.Grade level(s) 9-12: Standard HS-PS4-3 - Waves and Their Applications in Technologies for Information Transfer - Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.Grade level(s) 9-12: Standard HS-LS1-2 - From Molecules to Organisms: Structures and Processes - Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organismsGrade level(s) 9-12: Standard HS-LS1-4 - From Molecules to Organisms: Structures and Processes - Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.Grade level(s) 9-12: Standard HS-LS1-5 - From Molecules to Organisms: Structures and Processes - Use a model to illustrate how photosynthesis transforms light energy into stored chemical energyGrade level(s) 9-12: Standard HS-LS1-6 - From Molecules to Organisms: Structures and Processes - Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.Grade level(s) 9-12: Standard HS-LS1-7 - From Molecules to Organisms: Structures and Processes - Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed, resulting in a net transfer of energy.Grade level(s) 9-12: Standard HS-LS2-4 - Ecosystems: Interactions, Energy, and Dynamics - Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.Grade level(s) 9-12: Standard HS-LS2-5 - Ecosystems: Interactions, Energy, and Dynamics -

Summary: Mini Lesson MapStorymap metadata page: URL forthcoming Possible K-12 Next Generation Science standards addressed:Grade level(s) 1: Standard 1-PS4-2 - Waves and their Applications in Technologies for Information Transfer - Make observations to construct an evidence-based account that objects can be seen only when illuminatedGrade level(s) 9-12: Standard HS-PS4-4 - Waves and Their Applications in Technologies for Information Transfer - Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.Most frequently used words:greatdepressionvideoApproximate Flesch-Kincaid reading grade level: 10.2. The FK reading grade level should be considered carefully against the grade level(s) in the NGSS content standards above.

Summary: Mini Lesson MapStorymap metadata page: URL forthcoming Possible K-12 Next Generation Science standards addressed:Grade level(s) 6-8: Standard MS-LS4-4 - Biological Evolution: Unity and Diversity - Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environmenGrade level(s) 6-8: Standard MS-LS4-6 - Biological Evolution: Unity and Diversity - Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over timeGrade level(s) 6-8: Standard MS-ESS1-2 - Earth’s Place in the Universe - Develop and use a model to describe the role of gravity in the motions within galaxies and the solar systemGrade level(s) 6-8: Standard MS-ESS2-4 - Earth’s Systems - Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravityGrade level(s) 9-12: Standard HS-PS1-2 - Matter and Its Interactions - Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical propertiesMost frequently used words:austinstateApproximate Flesch-Kincaid reading grade level: 10.0. The FK reading grade level should be considered carefully against the grade level(s) in the NGSS content standards above.

Summary: Mini Lesson MapStorymap metadata page: URL forthcoming Possible K-12 Next Generation Science standards addressed:Grade level(s) 1: Standard 1-PS4-2 - Waves and their Applications in Technologies for Information Transfer - Make observations to construct an evidence-based account that objects can be seen only when illuminatedGrade level(s) 9-12: Standard HS-PS4-4 - Waves and Their Applications in Technologies for Information Transfer - Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.Most frequently used words:declarationrightsindependencevideoApproximate Flesch-Kincaid reading grade level: 10.0. The FK reading grade level should be considered carefully against the grade level(s) in the NGSS content standards above.

Summary: Around the world, volcanoes threaten nearly half a billion people. Scientists are working to better forecast when eruptions will occur.Storymap metadata page: URL forthcoming Possible K-12 Next Generation Science standards addressed:Grade level(s) 4: Standard 4-ESS2-2 - Earth’s Systems - Analyze and interpret data from maps to describe patterns of Earth’s featuresGrade level(s) 5: Standard 5-ESS3-1 - Earth and Human Activity - Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.Grade level(s) 6-8: Standard MS-ESS1-4 - Earth’s Place in the Universe - Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old historyGrade level(s) 6-8: Standard MS-ESS2-2 - Earth’s Systems - Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scalesGrade level(s) 6-8: Standard MS-ESS3-2 - Earth and Human Activity - Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effectsGrade level(s) 9-12: Standard HS-LS2-6 - Ecosystems: Interactions, Energy, and Dynamics - Evaluate claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. [Grade level(s) 9-12: Standard HS-ESS2-4 - Earth’s Systems - Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climateGrade level(s) 9-12: Standard HS-ESS3-1 - Earth and Human Activity - Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activityMost frequently used words:volcanodomesresearcheruptioncommunitiesApproximate Flesch-Kincaid reading grade level: 9.6. The FK reading grade level should be considered carefully against the grade level(s) in the NGSS content standards above.

Goal 4Ensure inclusive and equitable quality education and promote lifelong learning opportunities for allTarget 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomesIndicator 4.1.1: Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sexSE_TOT_PRFL: Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)Indicator 4.1.2: Completion rate (primary education, lower secondary education, upper secondary education)SE_TOT_CPLR: Completion rate, by sex, location, wealth quintile and education level (%)Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary educationIndicator 4.2.1: Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sexiSE_DEV_ONTRK: Proportion of children aged 36−59 months who are developmentally on track in at least three of the following domains: literacy-numeracy, physical development, social-emotional development, and learning (% of children aged 36-59 months)Indicator 4.2.2: Participation rate in organized learning (one year before the official primary entry age), by sexSE_PRE_PARTN: Participation rate in organized learning (one year before the official primary entry age), by sex (%)Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including universityIndicator 4.3.1: Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sexSE_ADT_EDUCTRN: Participation rate in formal and non-formal education and training, by sex (%)Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurshipIndicator 4.4.1: Proportion of youth and adults with information and communications technology (ICT) skills, by type of skillSE_ADT_ACTS: Proportion of youth and adults with information and communications technology (ICT) skills, by sex and type of skill (%)Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situationsIndicator 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregatedSE_GPI_PTNPRE: Gender parity index for participation rate in organized learning (one year before the official primary entry age), (ratio)SE_GPI_TCAQ: Gender parity index of trained teachers, by education level (ratio)SE_GPI_PART: Gender parity index for participation rate in formal and non-formal education and training (ratio)SE_GPI_ICTS: Gender parity index for youth/adults with information and communications technology (ICT) skills, by type of skill (ratio)SE_IMP_FPOF: Immigration status parity index for achieving at least a fixed level of proficiency in functional skills, by numeracy/literacy skills (ratio)SE_NAP_ACHI: Native parity index for achievement (ratio)SE_LGP_ACHI: Language test parity index for achievement (ratio)SE_TOT_GPI: Gender parity index for achievement (ratio)SE_TOT_SESPI: Low to high socio-economic parity status index for achievement (ratio)SE_TOT_RUPI: Rural to urban parity index for achievement (ratio)SE_ALP_CPLR: Adjusted location parity index for completion rate, by sex, location, wealth quintile and education levelSE_AWP_CPRA: Adjusted wealth parity index for completion rate, by sex, location, wealth quintile and education levelSE_AGP_CPRA: Adjusted gender parity index for completion rate, by sex, location, wealth quintile and education levelTarget 4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracyIndicator 4.6.1: Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sexSE_ADT_FUNS: Proportion of population achieving at least a fixed level of proficiency in functional skills, by sex, age and type of skill (%)Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable developmentIndicator 4.7.1: Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessmentTarget 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for allIndicator 4.a.1: Proportion of schools offering basic services, by type of serviceSE_ACS_CMPTR: Schools with access to computers for pedagogical purposes, by education level (%)SE_ACS_H2O: Schools with access to basic drinking water, by education level (%)SE_ACS_ELECT: Schools with access to electricity, by education level (%)SE_ACC_HNDWSH: Schools with basic handwashing facilities, by education level (%)SE_ACS_INTNT: Schools with access to the internet for pedagogical purposes, by education level (%)SE_ACS_SANIT: Schools with access to access to single-sex basic sanitation, by education level (%)SE_INF_DSBL: Proportion of schools with access to adapted infrastructure and materials for students with disabilities, by education level (%)Target 4.b: By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countriesIndicator 4.b.1: Volume of official development assistance flows for scholarships by sector and type of studyDC_TOF_SCHIPSL: Total official flows for scholarships, by recipient countries (millions of constant 2018 United States dollars)Target 4.c: By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing StatesIndicator 4.c.1: Proportion of teachers with the minimum required qualifications, by education leveliSE_TRA_GRDL: Proportion of teachers who have received at least the minimum organized teacher training (e.g. pedagogical training) pre-service or in-service required for teaching at the relevant level in a given country, by sex and education level (%)