In the United States, the federal government manages lands in significant parts of the country. These lands include 193 million acres managed by the US Forest Service in the nation's 154 National Forests and 20 National Grasslands, Bureau of Land Management lands that cover 247 million acres in Alaska and the Western United States, 150 million acres managed for wildlife conservation by the US Fish and Wildlife Service, 84 million acres of National Parks and other lands managed by the National Park Service and over 30 million acres managed by the Department of Defense. The Bureau of Reclamation manages a much smaller land base than the other agencies included in this layer but plays a critical role in managing the country's water resources.The agencies included in this layer are:Bureau of Land ManagementBureau of ReclamationDepartment of DefenseNational Park ServiceUS Fish and Wildlife ServiceUS Forest ServiceDataset SummaryPhenomenon Mapped: United States lands managed by six federal agencies Coordinate System: Web Mercator Auxiliary SphereExtent: 50 United States plus Puerto Rico, US Virgin Islands, Guam, American Samoa, and Northern Mariana Islands. The layer also includes National Monuments and Wildlife Refuges in the Pacific Ocean, Atlantic Ocean, and the Caribbean Sea.Visible Scale: The data is visible at all scales but draws best at scales greater than 1:2,000,000Source: BLM, DoD, USFS, USFWS, NPS, PADUS 2.1Publication Date: Various - Esri compiled and published this layer in May 2022. See individual agency views for data vintage.There are six layer views available that were created from this service. Each layer uses a filter to extract an individual agency from the service. For more information about the layer views or how to use them in your own project, follow these links:USA Bureau of Land Management LandsUSA Bureau of Reclamation LandsUSA Department of Defense LandsUSA National Park Service LandsUSA Fish and Wildlife Service LandsUSA Forest Service LandsWhat can you do with this Layer?This layer is suitable for both visualization and analysis across the ArcGIS system. This layer can be combined with your data and other layers from the ArcGIS Living Atlas of the World in ArcGIS Online and ArcGIS Pro to create powerful web maps that can be used alone or in a story map or other application.Because this layer is part of the ArcGIS Living Atlas of the World it is easy to add to your map:In ArcGIS Online, you can add this layer to a map by selecting Add then Browse Living Atlas Layers. A window will open. Type "federal lands" in the search box and browse to the layer. Select the layer then click Add to Map.In ArcGIS Pro, open a map and select Add Data from the Map Tab. Select Data at the top of the drop down menu. The Add Data dialog box will open on the left side of the box, expand Portal if necessary, then select Living Atlas. Type "federal lands" in the search box, browse to the layer then click OK.In both ArcGIS Online and Pro you can change the layer's symbology and view its attribute table. You can filter the layer to show subsets of the data using the filter button in Online or a definition query in Pro.The data can be exported to a file geodatabase, a shapefile or other format and downloaded using the Export Data button on the top right of this webpage.This layer can be used as an analytic input in both Online and Pro through the Perform Analysis window Online or as an input to a geoprocessing tool, model, or Python script in Pro.The ArcGIS Living Atlas of the World provides an easy way to explore many other beautiful and authoritative maps on hundreds of topics like this one.

In the United States, the federal government manages approximately 28% of the land in the United States. Most federal lands are west of the Mississippi River, where almost half of the land by area is managed by the federal government. Federal lands include 193 million acres managed by the US Forest Service in 154 National Forests and 20 National Grasslands, Bureau of Land Management lands that cover 247 million acres in Alaska and the Western United States, 150 million acres managed for wildlife conservation by the US Fish and Wildlife Service, 84 million acres of National Parks and other lands managed by the National Park Service, and over 30 million acres managed by the Department of Defense. The Bureau of Reclamation manages a much smaller land base than the other agencies included in this layer but plays a critical role in managing the country's water resources. The agencies included in this layer are:Bureau of Land ManagementDepartment of DefenseNational Park ServiceUS Fish and Wildlife ServiceUS Forest ServiceDataset SummaryPhenomenon Mapped: United States federal lands managed by six federal agenciesGeographic Extent: 50 United States and the District of Columbia, Puerto Rico, US Virgin Islands, Guam, American Samoa, and Northern Mariana Islands. The layer also includes National Monuments and Wildlife Refuges in the Pacific Ocean, Atlantic Ocean, and the Caribbean Sea.Data Coordinate System: WGS 1984Visible Scale: The data is visible at all scales but draws best at scales greater than 1:2,000,000Source: BLM, DOD, USFS, USFWS, NPS, PADUS 3.0Publication Date: Various - Esri compiled and published this layer in May 2025. See individual agency views for data vintage.There are six layer views available that were created from this service. Each layer uses a filter to extract an individual agency from the service. For more information about the layer views or how to use them in your own project, follow these links:USA Bureau of Land Management LandsUSA Department of Defense LandsUSA National Park Service LandsUSA Fish and Wildlife Service LandsUSA Forest Service LandsWhat can you do with this Layer?This layer is suitable for both visualization and analysis across the ArcGIS system. This layer can be combined with your data and other layers from the ArcGIS Living Atlas of the World in ArcGIS Online and ArcGIS Pro to create powerful web maps that can be used alone or in a story map or other application.Because this layer is part of the ArcGIS Living Atlas of the World it is easy to add to your map:In ArcGIS Online, you can add this layer to a map by selecting Add then Browse Living Atlas Layers. A window will open. Type "federal lands" in the search box and browse to the layer. Select the layer then click Add to Map.In ArcGIS Pro, open a map and select Add Data from the Map Tab. Select Data at the top of the drop down menu. The Add Data dialog box will open on the left side of the box, expand Portal if necessary, then select Living Atlas. Type "federal lands" in the search box, browse to the layer then click OK.In both ArcGIS Online and Pro you can change the layer's symbology and view its attribute table. You can filter the layer to show subsets of the data using the filter button in Online or a definition query in Pro.The data can be exported to a file geodatabase, a shapefile or other format and downloaded using the Export Data button on the top right of this webpage.This layer can be used as an analytic input in both Online and Pro through the Perform Analysis window Online or as an input to a geoprocessing tool, model, or Python script in Pro.The ArcGIS Living Atlas of the World provides an easy way to explore many other beautiful and authoritative maps on hundreds of topics like this one.Questions?Please leave a comment below if you have a question about this layer, and we will get back to you as soon as possible.

Catholic Carbon Footprint Story Map Map:DataBurhans, Molly A., Cheney, David M., Gerlt, R.. . “PerCapita_CO2_Footprint_InDioceses_FULL”. Scale not given. Version 1.0. MO and CT, USA: GoodLands Inc., Environmental Systems Research Institute, Inc., 2019.Map Development: Molly BurhansMethodologyThis is the first global Carbon footprint of the Catholic population. We will continue to improve and develop these data with our research partners over the coming years. While it is helpful, it should also be viewed and used as a "beta" prototype that we and our research partners will build from and improve. The years of carbon data are (2010) and (2015 - SHOWN). The year of Catholic data is 2018. The year of population data is 2016. Care should be taken during future developments to harmonize the years used for catholic, population, and CO2 data.1. Zonal Statistics: Esri Population Data and Dioceses --> Population per dioceses, non Vatican based numbers2. Zonal Statistics: FFDAS and Dioceses and Population dataset --> Mean CO2 per Diocese3. Field Calculation: Population per Diocese and Mean CO2 per diocese --> CO2 per Capita4. Field Calculation: CO2 per Capita * Catholic Population --> Catholic Carbon FootprintAssumption: PerCapita CO2Deriving per-capita CO2 from mean CO2 in a geography assumes that people's footprint accounts for their personal lifestyle and involvement in local business and industries that are contribute CO2. Catholic CO2Assumes that Catholics and non-Catholic have similar CO2 footprints from their lifestyles.Derived from:A multiyear, global gridded fossil fuel CO2 emission data product: Evaluation and analysis of resultshttp://ffdas.rc.nau.edu/About.htmlRayner et al., JGR, 2010 - The is the first FFDAS paper describing the version 1.0 methods and results published in the Journal of Geophysical Research.Asefi et al., 2014 - This is the paper describing the methods and results of the FFDAS version 2.0 published in the Journal of Geophysical Research.Readme version 2.2 - A simple readme file to assist in using the 10 km x 10 km, hourly gridded Vulcan version 2.2 results.Liu et al., 2017 - A paper exploring the carbon cycle response to the 2015-2016 El Nino through the use of carbon cycle data assimilation with FFDAS as the boundary condition for FFCO2."S. Asefi‐Najafabady P. J. Rayner K. R. Gurney A. McRobert Y. Song K. Coltin J. Huang C. Elvidge K. BaughFirst published: 10 September 2014 https://doi.org/10.1002/2013JD021296 Cited by: 30Link to FFDAS data retrieval and visualization: http://hpcg.purdue.edu/FFDAS/index.phpAbstractHigh‐resolution, global quantification of fossil fuel CO2 emissions is emerging as a critical need in carbon cycle science and climate policy. We build upon a previously developed fossil fuel data assimilation system (FFDAS) for estimating global high‐resolution fossil fuel CO2 emissions. We have improved the underlying observationally based data sources, expanded the approach through treatment of separate emitting sectors including a new pointwise database of global power plants, and extended the results to cover a 1997 to 2010 time series at a spatial resolution of 0.1°. Long‐term trend analysis of the resulting global emissions shows subnational spatial structure in large active economies such as the United States, China, and India. These three countries, in particular, show different long‐term trends and exploration of the trends in nighttime lights, and population reveal a decoupling of population and emissions at the subnational level. Analysis of shorter‐term variations reveals the impact of the 2008–2009 global financial crisis with widespread negative emission anomalies across the U.S. and Europe. We have used a center of mass (CM) calculation as a compact metric to express the time evolution of spatial patterns in fossil fuel CO2 emissions. The global emission CM has moved toward the east and somewhat south between 1997 and 2010, driven by the increase in emissions in China and South Asia over this time period. Analysis at the level of individual countries reveals per capita CO2 emission migration in both Russia and India. The per capita emission CM holds potential as a way to succinctly analyze subnational shifts in carbon intensity over time. Uncertainties are generally lower than the previous version of FFDAS due mainly to an improved nightlight data set."Global Diocesan Boundaries:Burhans, M., Bell, J., Burhans, D., Carmichael, R., Cheney, D., Deaton, M., Emge, T. Gerlt, B., Grayson, J., Herries, J., Keegan, H., Skinner, A., Smith, M., Sousa, C., Trubetskoy, S. “Diocesean Boundaries of the Catholic Church” [Feature Layer]. Scale not given. Version 1.2. Redlands, CA, USA: GoodLands Inc., Environmental Systems Research Institute, Inc., 2016.Using: ArcGIS. 10.4. Version 10.0. Redlands, CA: Environmental Systems Research Institute, Inc., 2016.Boundary ProvenanceStatistics and Leadership DataCheney, D.M. “Catholic Hierarchy of the World” [Database]. Date Updated: August 2019. Catholic Hierarchy. Using: Paradox. Retrieved from Original Source.Catholic HierarchyAnnuario Pontificio per l’Anno .. Città del Vaticano :Tipografia Poliglotta Vaticana, Multiple Years.The data for these maps was extracted from the gold standard of Church data, the Annuario Pontificio, published yearly by the Vatican. The collection and data development of the Vatican Statistics Office are unknown. GoodLands is not responsible for errors within this data. We encourage people to document and report errant information to us at data@good-lands.org or directly to the Vatican.Additional information about regular changes in bishops and sees comes from a variety of public diocesan and news announcements.GoodLands’ polygon data layers, version 2.0 for global ecclesiastical boundaries of the Roman Catholic Church:Although care has been taken to ensure the accuracy, completeness and reliability of the information provided, due to this being the first developed dataset of global ecclesiastical boundaries curated from many sources it may have a higher margin of error than established geopolitical administrative boundary maps. Boundaries need to be verified with appropriate Ecclesiastical Leadership. The current information is subject to change without notice. No parties involved with the creation of this data are liable for indirect, special or incidental damage resulting from, arising out of or in connection with the use of the information. We referenced 1960 sources to build our global datasets of ecclesiastical jurisdictions. Often, they were isolated images of dioceses, historical documents and information about parishes that were cross checked. These sources can be viewed here:https://docs.google.com/spreadsheets/d/11ANlH1S_aYJOyz4TtG0HHgz0OLxnOvXLHMt4FVOS85Q/edit#gid=0To learn more or contact us please visit: https://good-lands.org/Esri Gridded Population Data 2016DescriptionThis layer is a global estimate of human population for 2016. Esri created this estimate by modeling a footprint of where people live as a dasymetric settlement likelihood surface, and then assigned 2016 population estimates stored on polygons of the finest level of geography available onto the settlement surface. Where people live means where their homes are, as in where people sleep most of the time, and this is opposed to where they work. Another way to think of this estimate is a night-time estimate, as opposed to a day-time estimate.Knowledge of population distribution helps us understand how humans affect the natural world and how natural events such as storms and earthquakes, and other phenomena affect humans. This layer represents the footprint of where people live, and how many people live there.Dataset SummaryEach cell in this layer has an integer value with the estimated number of people likely to live in the geographic region represented by that cell. Esri additionally produced several additional layers World Population Estimate Confidence 2016: the confidence level (1-5) per cell for the probability of people being located and estimated correctly. World Population Density Estimate 2016: this layer is represented as population density in units of persons per square kilometer.World Settlement Score 2016: the dasymetric likelihood surface used to create this layer by apportioning population from census polygons to the settlement score raster.To use this layer in analysis, there are several properties or geoprocessing environment settings that should be used:Coordinate system: WGS_1984. This service and its underlying data are WGS_1984. We do this because projecting population count data actually will change the populations due to resampling and either collapsing or splitting cells to fit into another coordinate system. Cell Size: 0.0013474728 degrees (approximately 150-meters) at the equator. No Data: -1Bit Depth: 32-bit signedThis layer has query, identify, pixel, and export image functions enabled, and is restricted to a maximum analysis size of 30,000 x 30,000 pixels - an area about the size of Africa.Frye, C. et al., (2018). Using Classified and Unclassified Land Cover Data to Estimate the Footprint of Human Settlement. Data Science Journal. 17, p.20. DOI: http://doi.org/10.5334/dsj-2018-020.What can you do with this layer?This layer is unsuitable for mapping or cartographic use, and thus it does not include a convenient legend. Instead, this layer is useful for analysis, particularly for estimating counts of people living within watersheds, coastal areas, and other areas that do not have standard boundaries. Esri recommends using the Zonal Statistics tool or the Zonal Statistics to Table tool where you provide input zones as either polygons, or raster data, and the tool will summarize the count of population within those zones. https://www.esri.com/arcgis-blog/products/arcgis-living-atlas/data-management/2016-world-population-estimate-services-are-now-available/

Hydric soils are soils that form under conditions of saturation, flooding, or ponding long enough during the growing season to develop anaerobic conditions in the upper part of the soil. Hydric soils are poorly or very poorly drained and under natural conditions, these soils are either saturated or inundated long enough during the growing season to support the growth and reproduction of wetland vegetation. Hydric soils are part of the legal definition for wetlands in the United States and are used to identify wetland areas that require a permit issued by the Army Corps of Engineers under Section 404 of the Clean Water Act prior to any ground disturbing activities. For more information on hydric soils see the Natural Resources Conservation Service’s publication Field Indicators of Hydric Soils in the United States. Dataset SummaryPhenomenon Mapped: Hydric soilsGeographic Extent: Contiguous United States, Alaska, Hawaii, Puerto Rico, Guam, US Virgin Islands, Northern Mariana Islands, Republic of Palau, Republic of the Marshall Islands, Federated States of Micronesia, and American Samoa.Projection: Web Mercator Auxiliary SphereData Coordinate System: WKID 5070 USA Contiguous Albers Equal Area Conic USGS version (contiguous US, Puerto Rico, US Virgin Islands), WKID 3338 WGS 1984 Albers (Alaska), WKID 4326 WGS 1984 Decimal Degrees (Guam, Republic of the Marshall Islands, Northern Mariana Islands, Republic of Palau, Federated States of Micronesia, American Samoa, and Hawaii).Units: PercentCell Size: 30 metersSource Type: DiscretePixel Type: Unsigned integerSource: Natural Resources Conservation ServiceUpdate Frequency: AnnualPublication Date: December 2024 Data from the gNATSGO database was used to create the layer. This layer is derived from the 30m rasters produced by the Natural Resources Conservation Service (NRCS). The value for hydric class is derived from the gSSURGO map unit aggregated attribute table field Hydric Classification - Presence (hydclprs). What can you do with this layer?This layer is suitable for both visualization and analysis acrossthe ArcGIS system. This layer can be combined with your data and other layers from the ArcGIS Living Atlas of the World in ArcGIS Online and ArcGIS Pro to create powerful web maps that can be used alone or in a story map or other application. Because this layer is part of the ArcGIS Living Atlas of the World it is easy to add to your map:In ArcGIS Online, you can add this layer to a map by selecting Add then Browse Living Atlas Layers. A window will open. Type "hydric" in the search box and browse to the layer. Select the layer then click Add to Map.In ArcGIS Pro, open a map and select Add Data from the Map Tab. Select Data at the top of the drop down menu. The Add Data dialog box will open on the left side of the box, expand Portal if necessary, then select Living Atlas. Type "hydric" in the search box, browse to the layer then click OK. In ArcGIS Pro you can use the built-in raster functions or create your own to create custom extracts of the data. Imagery layers provide fast, powerful inputs to geoprocessing tools, models, or Python scripts in Pro. Online you can filter the layer to show subsets of the data using the filter button and the layer"s built-in raster functions. The ArcGIS Living Atlas of the World provides an easy way to explore many otherbeautiful and authoritative maps on hundreds of topics like this one. Questions?Please leave a comment below if you have a question about this layer, and we will get back to you as soon as possible.

The OCS GE (large-scale land cover) repository is a vector database describing land cover and land use for the entire metropolitan area and the overseas departments and regions (DROM). Its model has two dimensions: it separates land use from land use (see precise nomenclature). The geometric accuracy of the OCSGE is metric and is based on the RGE®. Its information comes mainly from aerial photographs updated every three years, and it therefore has a temporal consistency with them. Successive vintages make it possible to quantify and qualify changes in the soil surface. By 2025, the new generation GE SCO – financed by the Directorate-General for Planning, Housing and Nature (DGALN) of the Ministry of Ecological Transition and Territorial Cohesion – will offer complete coverage of the national territory in at least two vintages. It is a core data layer, which can be enriched if necessary at refined thematic levels to take into account local specificities and respond to specific needs. As part of the artificialization observatory, IGN is carrying out work that optimizes the current production chain in order to achieve the greatest possible automation. The aim is to meet two objectives: • a significant reduction in costs, minimising the share of human photo-interpretation, • and a significant reduction in production times making it possible to produce 1/3 of France every year under cruising conditions. This is done by using artificial intelligence (AI) processes such as ‘deep learning’. The GE SCO production chain is based on an infrastructure with significant computing capacities and storage space to host and process large data. This database will be crucial for monitoring artificialisation and achieving net zero artificialisation by 2050, as set out in the ‘Climate and Resilience’ law of 22 August 2021. Further information is available on the Artificialisation Portal. The BD OCS GE N-G is based on the national nomenclature recommended by the National Geographical Information Council (CNIG), developed by the Centre d’études et d’expertise sur les risques, l’environnement, la mobilité et l’aménagement (CEREMA), under the supervision of the Ministry for Ecology, Sustainable Development and Energy (MEDDE.DGALN). The BD OCS GE complies with the national production recommendations that accompany the national nomenclature. It is based on an intermediate data layer, the national reference system for the main networks constituting the ‘National Ossature’. It has four main functions: • ensure geographical continuity between territories; • ensure a reference geometry; • partition territories homogeneously; • ensure spatial cohesion between territorial scales. OPenIG makes available in shapefile format the OCS GE comic for Lozère and the associated documentation. In addition, the IGN provides a user guide designed to facilitate the understanding and use of GE SCO data, presented here at the level of the national pillar. The first section provides a detailed description of the GE OCS and its characteristics, the second presents how these data can be exploited by geomaticians using QGIS software. Each party may be consulted independently. Here is the link to access this guide: https://storymaps.arcgis.com/stories/193550c4e4af4f92845201d74ca8a002

Summary: NEW VERSION is at https://esriurl.com/agoschoolcompStorymap 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 propertiesGrade level(s) 9-12: Standard HS-LS2-1 - Ecosystems: Interactions, Energy, and Dynamics - Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scalesGrade level(s) 9-12: Standard HS-LS4-2 - Biological Evolution: Unity and Diversity - Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.Most frequently used words:competitionesrihsstateApproximate Flesch-Kincaid reading grade level: 10.3. The FK reading grade level should be considered carefully against the grade level(s) in the NGSS content standards above.

The OCS GE (large-scale land cover) repository is a vector database describing land cover and land use for the entire metropolitan area and the overseas departments and regions (DROM). Its model has two dimensions: it separates land use from land use (see precise nomenclature). The geometric accuracy of the OCSGE is metric and is based on the RGE®. Its information comes mainly from aerial photographs updated every three years, and it therefore has a temporal consistency with them. Successive vintages make it possible to quantify and qualify changes in the soil surface. By 2025, the new generation GE SCO – financed by the Directorate-General for Planning, Housing and Nature (DGALN) of the Ministry of Ecological Transition and Territorial Cohesion – will offer complete coverage of the national territory in at least two vintages. It is a core data layer, which can be enriched if necessary at refined thematic levels to take into account local specificities and respond to specific needs. As part of the artificialization observatory, IGN is carrying out work that optimizes the current production chain in order to achieve the greatest possible automation. The aim is to meet two objectives: • a significant reduction in costs, minimising the share of human photo-interpretation, • and a significant reduction in production times making it possible to produce 1/3 of France every year under cruising conditions. This is done by using artificial intelligence (AI) processes such as ‘deep learning’. The GE SCO production chain is based on an infrastructure with significant computing capacities and storage space to host and process large data. This database will be crucial for monitoring artificialisation and achieving net zero artificialisation by 2050, as set out in the ‘Climate and Resilience’ law of 22 August 2021. Further information is available on the Artificialisation Portal. The BD OCS GE N-G is based on the national nomenclature recommended by the National Geographical Information Council (CNIG), developed by the Centre d’études et d’expertise sur les risques, l’environnement, la mobilité et l’aménagement (CEREMA), under the supervision of the Ministry for Ecology, Sustainable Development and Energy (MEDDE.DGALN). The BD OCS GE complies with the national production recommendations that accompany the national nomenclature. It is based on an intermediate data layer, the national reference system for the main networks constituting the ‘National Ossature’. It has four main functions: • ensure geographical continuity between territories; • ensure a reference geometry; • partition territories homogeneously; • ensure spatial cohesion between territorial scales. OPenIG makes available in shapefile format the OCS GE comic for Hérault and the associated documentation. In addition, the IGN provides a user guide designed to facilitate the understanding and use of GE SCO data, presented here at the level of the national pillar. The first section provides a detailed description of the GE OCS and its characteristics, the second presents how these data can be exploited by geomaticians using QGIS software. Each party may be consulted independently. Here is the link to access this guide: https://storymaps.arcgis.com/stories/193550c4e4af4f92845201d74ca8a002

The Federal Emergency Management Agency (FEMA) produces Flood Insurance Rate maps and identifies Special Flood Hazard Areas as part of the National Flood Insurance Program's floodplain management. Special Flood Hazard Areas have regulations that include the mandatory purchase of flood insurance for holders of federally regulated mortgages. In addition, this layer can help planners and firms avoid areas of flood risk and also avoid additional cost to carry insurance for certain planned activities.Dataset SummaryPhenomenon Mapped: Flood Hazard AreasGeographic Extent: Contiguous United States, Alaska, Hawaii, Puerto Rico, Guam, US Virgin Islands, Northern Mariana Islands and American Samoa.Projection: Web Mercator Auxiliary SphereData Coordinate System: USA Contiguous Albers Equal Area Conic USGS version (contiguous US, Puerto Rico, US Virgin Islands), WGS 1984 Albers (Alaska), Hawaii Albers Equal Area Conic (Hawaii), Western Pacific Albers Equal Area Conic (Guam, Northern Mariana Islands, and American Samoa)Cell Sizes: 10 meters (default), 30 meters, and 90 metersUnits: NoneSource Type: ThematicPixel Type: Unsigned integerSource: Federal Emergency Management Agency (FEMA)Update Frequency: AnnualPublication Date: December 18, 2024This layer is derived from the December 18, 2024 version Flood Insurance Rate Map feature class S_FLD_HAZ_AR. The vector data were then flagged with an index of 88 classes, representing a unique combination of values displayed by three renderers. (In three resolutions the three renderers make nine processing templates.) Repair Geometry was run on the set of features, then the features were rasterized using the 88 class index at a resolutions of 10, 30, and 90 meters, using the Polygon to Raster tool and the "MAXIMUM_COMBINED_AREA" option. Not every part of the United States is covered by flood rate maps. This layer compiles all the flood insurance maps available at the time of publication. To make analysis easier, areas that were NOT mapped by FEMA for flood insurance rates no longer are served as NODATA but are filled in with a value of 250, representing any unmapped areas which appear in the US Census' boundary of the USA states and territories. The attribute table corresponding to value 250 will indicate that the area was not mapped.What can you do with this layer?This layer is suitable for both visualization and analysis across the ArcGIS system. This layer can be combined with your data and other layers from the ArcGIS Living Atlas of the World in ArcGIS Online and ArcGIS Pro to create powerful web maps that can be used alone or in a story map or other application.Because this layer is part of the ArcGIS Living Atlas of the World it is easy to add to your map:In ArcGIS Online, you can add this layer to a map by selecting Add then Browse Living Atlas Layers. A window will open. Type "flood hazard areas" in the search box and browse to the layer. Select the layer then click Add to Map.In ArcGIS Pro, open a map and select Add Data from the Map Tab. Select Data at the top of the drop down menu. The Add Data dialog box will open on the left side of the box, expand Portal if necessary, then select Living Atlas. Type "flood hazard areas" in the search box, browse to the layer then click OK.In ArcGIS Pro you can use the built-in raster functions to create custom extracts of the data. Imagery layers provide fast, powerful inputs to geoprocessing tools, models, or Python scripts in Pro.The ArcGIS Living Atlas of the World provides an easy way to explore many other beautiful and authoritative maps on hundreds of topics like this one.Processing TemplatesCartographic Renderer - The default. These are meaningful classes grouped by FEMA which group its own Flood Zone Type and Subtype fields. This renderer uses FEMA's own cartographic interpretations of its flood zone and zone subtype fields to help you identify and assess risk. Flood Zone Type Renderer - Specifically renders FEMA FLD_ZONE (flood zone) attribute, which distinguishes the original, broadest categories of flood zones. This renderer displays high level categories of flood zones, and is less nuanced than the Cartographic Renderer. For example, a fld_zone value of X can either have moderate or low risk depending on location. This renderer will simply render fld_zone X as its own color without identifying "500 year" flood zones within that category.Flood Insurance Requirement Renderer - Shows Special Flood Hazard Area (SFHA) true-false status. This may be helpful if you want to show just the places where flood insurance is required. A value of True means flood insurance is mandatory in a majority of the area covered by each 10m pixel.Each of these three renderers have templates at three different raster resolutions depending on your analysis needs. To include the layer in web maps to serve maps and queries, the 10 meter renderers are the preferred option. These are served with overviews and render at all resolutions. However, when doing analysis of larger areas, we now offer two coarser resolutions of 30 and 90 meters in processing templates for added convenience and time savings.Questions?Please leave a comment below if you have a question about this layer, and we will get back to you as soon as possible.

This service is available to all ArcGIS Online users with organizational accounts. For more information on this service, including the terms of use, visit us online at https://goto.arcgisonline.com/landscape11/USA_Soils_Hydric_Class.Hydric soils are soils that form under conditions of saturation, flooding, or ponding long enough during the growing season to develop anaerobic conditions in the upper part of the soil. Hydric soils are poorly or very poorly drained and under natural conditions, these soils are either saturated or inundated long enough during the growing season to support the growth and reproduction of wetland vegetation. Hydric soils are part of the legal definition for wetlands in the United States and are used to identify wetland areas that require a permit issued by the Army Corps of Engineers under Section 404 of the Clean Water Act prior to any ground disturbing activities. For more information on hydric soils see the Natural Resources Conservation Service’s publication Field Indicators of Hydric Soils in the United States.Dataset SummaryPhenomenon Mapped: Hydric soilsUnits: PercentCell Size: 30 metersSource Type: DiscretePixel Type: Unsigned integerData Coordinate System: USA Contiguous Albers Equal Area Conic USGS version (contiguous US, Puerto Rico, US Virgin Islands), WGS 1984 Albers (Alaska), Hawaii Albers Equal Area Conic (Hawaii), Western Pacific Albers Equal Area Conic (Guam, Marshall Islands, Northern Marianas Islands, Palau, Federated States of Micronesia, and American Samoa)Mosaic Projection: Web Mercator Auxiliary SphereExtent: Contiguous United States, Alaska, Hawaii, Puerto Rico, Guam, US Virgin Islands, Marshall Islands, Northern Marianas Islands, Palau, Federated States of Micronesia, and American SamoaSource: Natural Resources Conservation ServicePublication Date: July 2020ArcGIS Server URL: https://landscape11.arcgis.com/arcgis/Data from the gNATSGO database was used to create the layer for the contiguous United States, Alaska, Puerto Rico, and the U.S. Virgin Islands. The remaining areas were created with the gSSURGO database (Hawaii, Guam, Marshall Islands, Northern Marianas Islands, Palau, Federated States of Micronesia, and American Samoa).This layer is derived from the 30m (contiguous U.S.) and 10m rasters (all other regions) produced by the Natural Resources Conservation Service (NRCS). The value for hydric class is derived from the gSSURGO map unit aggregated attribute table field Hydric Classification - Presence (hydclprs).What can you do with this Layer? This layer is suitable for both visualization and analysis across the ArcGIS system. This layer can be combined with your data and other layers from the ArcGIS Living Atlas of the World in ArcGIS Online and ArcGIS Pro to create powerful web maps that can be used alone or in a story map or other application.Because this layer is part of the ArcGIS Living Atlas of the World it is easy to add to your map:In ArcGIS Online, you can add this layer to a map by selecting Add then Browse Living Atlas Layers. A window will open. Type "hydric" in the search box and browse to the layer. Select the layer then click Add to Map.In ArcGIS Pro, open a map and select Add Data from the Map Tab. Select Data at the top of the drop down menu. The Add Data dialog box will open on the left side of the box, expand Portal if necessary, then select Living Atlas. Type "hydric" in the search box, browse to the layer then click OK.In ArcGIS Pro you can use the built-in raster functions or create your own to create custom extracts of the data. Imagery layers provide fast, powerful inputs to geoprocessing tools, models, or Python scripts in Pro.Online you can filter the layer to show subsets of the data using the filter button and the layer's built-in raster functions.The ArcGIS Living Atlas of the World provides an easy way to explore many other beautiful and authoritative maps on hundreds of topics like this one.

Summary: Rondônia, Brazil Storymap metadata page: URL forthcoming Possible K-12 Next Generation Science standards addressed:Grade 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) 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-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) 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) 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 propertiesGrade level(s) 9-12: Standard HS-LS2-1 - Ecosystems: Interactions, Energy, and Dynamics - Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different 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-LS4-5 - Biological Evolution: Unity and Diversity - Evaluate the evidence supporting claims that changes in environmental conditions may result in (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.Grade level(s) 9-12: Standard HS-ESS2-2 - Earth’s Systems - Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systemsGrade 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 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:amazondeforestationrondôniaclimatestateApproximate 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.

USA Cropland is a time-enabled imagery layer of the USDA Cropland Data Layer dataset from the National Agricultural Statistics Service (NASS). The time series shows the crop grown during every growing season in the conterminous US since 2008. Use the time slider to select only one year to view or analyze. Press play to see each growing season displayed sequentially in an animated map. The USDA is now serving the Cropland Data Layer in their own application called CroplandCros which allows selection and display of a single product or growing season. This application will eventually replace their popular CropScape application. Dataset SummaryVariable mapped: Crop grown in each pixel since 2008.Data Projection: AlbersMosaic Projection: AlbersExtent: Conterminous USACell Size: 30m in 2008-2023, 10m in 2024Source Type: ThematicVisible Scale: All scales are visibleSource: USDA NASSPublication Date: 2/26/2025 Why USA Cropland living atlas layer masks out NLCD land cover in its default templateUSDA Cropland Data Layer, by default as downloaded from USDA, fills in the non-cultivated areas of the conterminous USA with land cover classes from the MRLC National Land Cover Dataset (NLCD). The default behavior for Esri"s USA Cropland layer is a little bit different. By default the Esri USA Cropland layer uses the analytic renderer, which masks out this NLCD data. Why did we choose to mask out the NLCD land cover classes by default? While crops are updated every year from USDA NASS, the NLCD data changes every several years, and it can be quite a bit older than the crop data beside it. If analysis is conducted to quantify landscape change, the NLCD-derived pixels will skew the results of the analysis because NLCD land cover in a yearly time series may appear to remain the same class for several years in a row. This can be problematic because conclusions drawn from this dataset may underrepresent the amount of change happening to the landscape. To display the most current land cover available from both sources, add both the USA NLCD Land Cover service and USA Cropland time series to your map. Use the analytical template with the USA Cropland service, and draw it on top of the USA NLCD Land Cover service. When a time slider is used with these datasets together, the map user will see the most current land cover from both services in any given year. This layer and the data making up the layer are in the Albers map projection. Albers is an equal area projection, and this allows users of this layer to accurately calculate acreage without additional data preparation steps. This also means it takes a tiny bit longer to project on the fly into web Mercator, if that is the destination projection of the layer. Processing templates available with this layerTo help filter out and display just the crops and land use categories you are interested in showing, choose one of the thirteen processing templates that will help you tailor the symbols in the time series to suit your map application. The following are the processing templates that are available with this layer: Analytic RendererUSDA Analytic RendererThe analytic renderer is the default template. NLCD codes are masked when using analytic renderer processing templates. There is a default esri analytic renderer, but also an analytic renderer that uses the original USDA color scheme that was developed for the CropScape layers. This is useful if you have already built maps with the USDA color scheme or otherwise prefer the USDA color scheme. Cartographic RendererUSDA Cartographic RendererThese templates fill in with NLCD land cover types where crops are not cultivated, thereby filling the map with color from coast to coast. There is also a template using the USDA color scheme, which is identical to the datasets as downloaded from USDA NASS. In addition to different ways to display the whole dataset, some processing templates are included which help display the top agricultural products in the United States. If these templates seem to include too many crops in their category (for example, tomatoes are included in both the fruit and vegetables templates), this is because it"s easier for a map user to remove a symbol from a template than it is to add one. Corn - Corn, sweet corn, popcorn or ornamental corn, plus double crops with corn and another crop.Cotton - Cotton and double crops, includes double crops with cotton and another crop.Fruit - Symbolized fruit crops include not only things like melons, apricots, and strawberries, but also olives, avocados, and tomatoes.Nuts - Peanuts, tree nuts, sunflower, etc.Oil Crops - Oil crops include rapeseed and canola, soybeans, avocado, peanut, corn, safflower, sunflower, also cotton and grapes.Permanent Crops - Crops that do not need to be replanted after harvest. Includes fruit and nut trees, caneberries, and grapes.Rice - Rice crops.Sugar - Crops grown to make sugars. Sugar beets and cane are displayed of course, but so are corn and grapes.Soybeans - Soybean crops. Includes double crops where soybeans are grown at some time during the growing season.Vegetables - Vegetable crops, and yes this includes tomatoes.Wheat - Winter and spring wheat, durum wheat, triticale, spelt, and wheat double crops. In many places, two crops were grown in one growing season. Keep in mind that a double crop of corn and soybeans will display in both the corn and soybeans processing templates. What can you do with this layer?This layer is suitable for both visualization and analysis acrossthe ArcGIS system. This layer can be combined with your data and other layers from the ArcGIS Living Atlas of the World in ArcGIS Online and ArcGIS Pro to create powerful web maps that can be used alone or in a story map or other application. Because this layer is part of the ArcGIS Living Atlas of the World it is easy to add to your map:In ArcGIS Online, you can add this layer to a map by selecting Add then Browse Living Atlas Layers. A window will open. Type "USA Cropland" in the search box and browse to the layer. Select the layer then click Add to Map. In ArcGIS Pro, open a map and select Add Data from the Map Tab. Select Data at the top of the drop down menu. The Add Data dialog box will open on the left side of the box, expand Portal if necessary, then select Living Atlas. Type "USA Cropland" in the search box, browse to the layer then click OK. In ArcGIS Pro you can use the built-in raster functions or create your own to create custom extracts of the data. Imagery layers provide fast, powerful inputs to geoprocessing tools, models, or Python scripts in Pro. Online you can filter the layer to show subsets of the data using the filter button and the layer"s built-in raster functions. The ArcGIS Living Atlas of the World provides an easy way to explore many other beautiful and authoritative maps on hundreds of topics like this one. Index to raster values in USA Cropland:Value,Crop0,Background (not a cultivated crop or no data)1,Corn2,Cotton3,Rice4,Sorghum5,Soybeans6,Sunflower10,Peanuts11,Tobacco12,Sweet Corn13,Popcorn or Ornamental Corn14,Mint21,Barley22,Durum Wheat23,Spring Wheat24,Winter Wheat25,Other Small Grains26,Double Crop Winter Wheat/Soybeans27,Rye28,Oats29,Millet30,Speltz31,Canola32,Flaxseed33,Safflower34,Rape Seed35,Mustard36,Alfalfa37,Other Hay/Non Alfalfa38,Camelina39,Buckwheat41,Sugarbeets42,Dry Beans43,Potatoes44,Other Crops45,Sugarcane46,Sweet Potatoes47,Miscellaneous Vegetables and Fruits48,Watermelons49,Onions50,Cucumbers51,Chick Peas52,Lentils53,Peas54,Tomatoes55,Caneberries56,Hops57,Herbs58,Clover/Wildflowers59,Sod/Grass Seed60,Switchgrass61,Fallow/Idle Cropland62,Pasture/Grass63,Forest64,Shrubland65,Barren66,Cherries67,Peaches68,Apples69,Grapes70,Christmas Trees71,Other Tree Crops72,Citrus74,Pecans75,Almonds76,Walnuts77,Pears81,Clouds/No Data82,Developed83,Water87,Wetlands88,Nonagricultural/Undefined92,Aquaculture111,Open Water112,Perennial Ice/Snow121,Developed/Open Space122,Developed/Low Intensity123,Developed/Med Intensity124,Developed/High Intensity131,Barren141,Deciduous Forest142,Evergreen Forest143,Mixed Forest152,Shrubland176,Grassland/Pasture190,Woody Wetlands195,Herbaceous Wetlands204,Pistachios205,Triticale206,Carrots207,Asparagus208,Garlic209,Cantaloupes210,Prunes211,Olives212,Oranges213,Honeydew Melons214,Broccoli215,Avocados216,Peppers217,Pomegranates218,Nectarines219,Greens220,Plums221,Strawberries222,Squash223,Apricots224,Vetch225,Double Crop Winter Wheat/Corn226,Double Crop Oats/Corn227,Lettuce228,Double Crop Triticale/Corn229,Pumpkins230,Double Crop Lettuce/Durum Wheat231,Double Crop Lettuce/Cantaloupe232,Double Crop Lettuce/Cotton233,Double Crop Lettuce/Barley234,Double Crop Durum Wheat/Sorghum235,Double Crop Barley/Sorghum236,Double Crop Winter Wheat/Sorghum237,Double Crop Barley/Corn238,Double Crop Winter Wheat/Cotton239,Double Crop Soybeans/Cotton240,Double Crop Soybeans/Oats241,Double Crop Corn/Soybeans242,Blueberries243,Cabbage244,Cauliflower245,Celery246,Radishes247,Turnips248,Eggplants249,Gourds250,Cranberries254,Double Crop Barley/Soybeans Questions?Please leave a comment below if you have a question about this layer, and we will get back to you as soon as possible.

Summary: Week 2: QuizStorymap metadata page: URL forthcoming Possible K-12 Next Generation Science standards addressed:Grade level(s) K: Standard K-ESS3-2 - Earth and Human Activity - Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weatherGrade 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) K-2: Standard K-2-ETS1-1 - Engineering Design - Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.Grade level(s) 3: Standard 3-PS2-3 - Motion and Stability: Forces and Interactions - Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each otherGrade level(s) 4: Standard 4-PS3-3 - Energy - Ask questions and predict outcomes about the changes in energy that occur when objects collideGrade level(s) 6-8: Standard MS-PS2-3 - Motion and Stability: Forces and Interactions - Ask questions about data to determine the factors that affect the strength of electric and magnetic forcesGrade 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-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-ESS3-5 - 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-PS1-3 - Matter and Its Interactions - Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particlesGrade level(s) 9-12: Standard HS-PS1-7 - Matter and Its Interactions - Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reactionGrade 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-PS3-2 - 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-PS4-2 - Waves and Their Applications in Technologies for Information Transfer - Evaluate questions about the advantages of using digital transmission and storage of informationGrade level(s) 9-12: Standard HS-LS2-1 - Ecosystems: Interactions, Energy, and Dynamics - Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scalesGrade level(s) 9-12: Standard HS-LS2-2 - Ecosystems: Interactions, Energy, and Dynamics - Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scalesGrade level(s) 9-12: Standard HS-LS3-1 - Heredity: Inheritance and Variation of Traits - Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspringGrade 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:questionscaleApproximate 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.

Open the Data Resource: https://apps.fs.usda.gov/fsgisx01/rest/services/RDW_LandscapeAndWildlife/USFS_Riparian_Areas/ImageServer The USFS National Riparian Area Base Map shows national riparian areas for the conterminous United States. Riparian areas are an important natural resource with high biological diversity. These ecosystems contain specific vegetation and soil characteristics which support irreplaceable values and multiple ecosystem functions and are very responsive to changes in land management activities. Delineating and quantifying riparian areas is an essential step in riparian monitoring, planning, management, and policy decisions. The USDA Forest Service supports the development and implementation of a national context framework with a multi-scale approach to define riparian areas utilizing free available national geospatial datasets. This layer was created to estimate 50-year flood height riparian areas to support statistical analysis, map display and model parameterization. Fifty-year flood heights were estimated using U.S. Geological Survey stream gage information. NHDPlus version 2.1 was used as the hydrologic framework to delineate riparian areas. The U.S. Fish and Wildlife Service's National Wetland Inventory and USGS 10-meter digital elevation models were also used in processing these data. The data are '1' if in the riparian zone and 'NoData' if outside the riparian zone. When displayed on a map, riparian zone cells are color-coded 'blue' with 25% transparency. For data access, visit the Research Data Archive. For additional information regarding methodologies for modeling and processing these data, see Abood et al. (2012) and the National Riparian Areas Base Map Story Map.

Summary: Explore and make sense of satellite and aerial imagery. Storymap metadata page: URL forthcoming Possible K-12 Next Generation Science standards addressed:Grade level(s) K: Standard K-PS2-1 - Motion and Stability: Forces and Interactions - Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an objectGrade level(s) K: Standard K-PS2-2 - Motion and Stability: Forces and Interactions - Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.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-PS4-3 - Waves and their Applications in Technologies for Information Transfer - Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of lightGrade 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-PS1-3 - Matter and its Interactions - Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new objectGrade level(s) K-2: Standard K-2-ETS1-3 - Engineering Design - Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.Grade level(s) 3: Standard 3-PS2-3 - Motion and Stability: Forces and Interactions - Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each otherGrade level(s) 3: Standard 3-PS2-4 - Motion and Stability: Forces and Interactions - Define a simple design problem that can be solved by applying scientific ideas about magnetsGrade level(s) 3: Standard 3-LS4-2 - Biological Evolution: Unity and Diversity - Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducingGrade level(s) 4: Standard 4-PS3-3 - Energy - Ask questions and predict outcomes about the changes in energy that occur when objects collideGrade 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-LS1-1 - From Molecules to Organisms: Structures and Processes - Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproductionGrade level(s) 5: Standard 5-PS1-3 - Matter and Its Interactions - Make observations and measurements to identify materials based on their propertiesGrade level(s) 5: Standard 5-PS2-1 - Motion and Stability: Forces and Interactions - Support an argument that the gravitational force exerted by Earth on objects is directed downGrade level(s) 6-8: Standard MS-PS2-1 - Motion and Stability: Forces and Interactions - Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objectsGrade level(s) 6-8: Standard MS-PS2-4 - Motion and Stability: Forces and Interactions - Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.Grade level(s) 6-8: Standard MS-PS2-5 - Motion and Stability: Forces and Interactions - Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contactGrade 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-LS1-4 - From Molecules to Organisms: Structures and Processes - Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectivelyGrade 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) 9-12: Standard HS-PS2-1 - Motion and Stability: Forces and Interactions - Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.Grade level(s) 9-12: Standard HS-PS2-2 - Motion and Stability: Forces and Interactions - Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the systemGrade level(s) 9-12: Standard HS-PS2-4 - Motion and Stability: Forces and Interactions - Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objectsGrade level(s) 9-12: Standard HS-PS3-4 - Energy - Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).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-ESS1-4 - Earth’s Place in the Universe - Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.Grade level(s) 9-12: Standard HS-ESS1-6 - Earth’s Place in the Universe - Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early historyMost frequently used words:imageimagerygsdcolorobjectsApproximate 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.

This map uses an archive of Version 1.0 of the CEJST data as a fully functional GIS layer. See an archive of the latest version of the CEJST tool using Version 2.0 of the data released in December 2024 here.This map shows Census tracts throughout the US based on if they are considered disadvantaged or partially disadvantaged according to Justice40 Initiative criteria. This is overlaid with the most recent American Community Survey (ACS) figures from the U.S. Census Bureau to communicate the predominant race that lives within these disadvantaged or partially disadvantaged tracts. Predominance helps us understand the group of population which has the largest count within an area. Colors are more transparent if the predominant race has a similar count to another race/ethnicity group. The colors on the map help us better understand the predominant race or ethnicity:Hispanic or LatinoWhite Alone, not HispanicBlack or African American Alone, not HispanicAsian Alone, not HispanicAmerican Indian and Alaska Native Alone, not HispanicTwo or more races, not HispanicNative Hawaiian and Other Pacific Islander, not HispanicSome other race, not HispanicSearch for any region, city, or neighborhood throughout the US, DC, and Puerto Rico to learn more about the population in the disadvantaged tracts. Click on any tract to learn more. Zoom to your area, filter to your county or state, and save this web map focused on your area to share the pattern with others. You can also use this web map within an ArcGIS app such as a dashboard, instant app, or story. This map uses these hosted feature layers containing the most recent American Community Survey data. These layers are part of the ArcGIS Living Atlas, and are updated every year when the American Community Survey releases new estimates, so values in the map always reflect the newest data available.Note: Justice40 tracts use 2010-based boundaries, while the most recent ACS figures are offered on 2020-based boundaries. When you click on an area, there will be multiple pop-ups returned due to the differences in these boundaries. From Justice40 data source:"Census tract geographical boundaries are determined by the U.S. Census Bureau once every ten years. This tool utilizes the census tract boundaries from 2010 because they match the datasets used in the tool. The U.S. Census Bureau will update these tract boundaries in 2020.Under the current formula, a census tract will be identified as disadvantaged in one or more categories of criteria:IF the tract is above the threshold for one or more environmental or climate indicators AND the tract is above the threshold for the socioeconomic indicatorsCommunities are identified as disadvantaged by the current version of the tool for the purposes of the Justice40 Initiative if they are located in census tracts that are at or above the combined thresholds in one or more of eight categories of criteria.The goal of the Justice40 Initiative is to provide 40 percent of the overall benefits of certain Federal investments in [eight] key areas to disadvantaged communities. These [eight] key areas are: climate change, clean energy and energy efficiency, clean transit, affordable and sustainable housing, training and workforce development, the remediation and reduction of legacy pollution, [health burdens] and the development of critical clean water infrastructure." Source: Climate and Economic Justice Screening toolPurpose"Sec. 219. Policy. To secure an equitable economic future, the United States must ensure that environmental and economic justice are key considerations in how we govern. That means investing and building a clean energy economy that creates well‑paying union jobs, turning disadvantaged communities — historically marginalized and overburdened — into healthy, thriving communities, and undertaking robust actions to mitigate climate change while preparing for the impacts of climate change across rural, urban, and Tribal areas. Agencies shall make achieving environmental justice part of their missions by developing programs, policies, and activities to address the disproportionately high and adverse human health, environmental, climate-related and other cumulative impacts on disadvantaged communities, as well as the accompanying economic challenges of such impacts. It is therefore the policy of my Administration to secure environmental justice and spur economic opportunity for disadvantaged communities that have been historically marginalized and overburdened by pollution and underinvestment in housing, transportation, water and wastewater infrastructure, and health care." Source: Executive Order on Tackling the Climate Crisis at Home and AbroadUse of this Data"The pilot identifies 21 priority programs to immediately begin enhancing benefits for disadvantaged communities. These priority programs will provide a blueprint for other agencies to help inform their work to implement the Justice40 Initiative across government." Source: The Path to Achieving Justice 40

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 -

This map uses an archive of Version 1.0 of the CEJST data as a fully functional GIS layer. See an archive of the latest version of the CEJST tool using Version 2.0 of the data released in December 2024 here.This map assesses and identifies communities that are disadvantaged according to updated Justice40 Initiative criteria. Census tracts in the U.S. and its territories that meet the Version 1.0 criteria are shaded according the number of disadvantaged categories in each tract. Suitable for dashboards, apps, stories, and grant applications.Details of the assessment are provided in the popup for every census tract in the United States and its territories American Samoa, Guam, the Northern Mariana Islands, Puerto Rico, and the U.S. Virgin Islands. This map uses 2010 census tracts from Version 1.0 of the source data downloaded November 22, 2022.Use this map in your dashboards, apps, or storymaps to help plan for grant applications, to perform spatial analysis, and to create informative dashboards and web applications. See this blog post for more information.If you have been using a previous version of the Justice40 data, please know that this Version 1.0 differs in many ways. See the updated Justice40 Initiative criteria for current specifics. From the source:This data "highlights disadvantaged census tracts across all 50 states, the District of Columbia, and the U.S. territories. Communities are considered disadvantaged:If they are in census tracts that meet the thresholds for at least one of the tool’s categories of burden, orIf they are on land within the boundaries of Federally Recognized TribesCategories of BurdensThe tool uses datasets as indicators of burdens. The burdens are organized into categories. A community is highlighted as disadvantaged on the CEJST map if it is in a census tract that is (1) at or above the threshold for one or more environmental, climate, or other burdens, and (2) at or above the threshold for an associated socioeconomic burden.In addition, a census tract that is completely surrounded by disadvantaged communities and is at or above the 50% percentile for low income is also considered disadvantaged.Census tracts are small units of geography. Census tract boundaries for statistical areas are determined by the U.S. Census Bureau once every ten years. The tool utilizes the census tract boundaries from 2010. This was chosen because many of the data sources in the tool currently use the 2010 census boundaries."PurposeThe goal of the Justice40 Initiative is to provide 40 percent of the overall benefits of certain Federal investments in [eight] key areas to disadvantaged communities. These [eight] key areas are: climate change, clean energy and energy efficiency, clean transit, affordable and sustainable housing, training and workforce development, the remediation and reduction of legacy pollution, [health burdens] and the development of critical clean water infrastructure." Source: Climate and Economic Justice Screening tool"Sec. 219. Policy. To secure an equitable economic future, the United States must ensure that environmental and economic justice are key considerations in how we govern. That means investing and building a clean energy economy that creates well‑paying union jobs, turning disadvantaged communities — historically marginalized and overburdened — into healthy, thriving communities, and undertaking robust actions to mitigate climate change while preparing for the impacts of climate change across rural, urban, and Tribal areas. Agencies shall make achieving environmental justice part of their missions by developing programs, policies, and activities to address the disproportionately high and adverse human health, environmental, climate-related and other cumulative impacts on disadvantaged communities, as well as the accompanying economic challenges of such impacts. It is therefore the policy of my Administration to secure environmental justice and spur economic opportunity for disadvantaged communities that have been historically marginalized and overburdened by pollution and underinvestment in housing, transportation, water and wastewater infrastructure, and health care." Source: Executive Order on Tackling the Climate Crisis at Home and AbroadUse of this Data"The pilot identifies 21 priority programs to immediately begin enhancing benefits for disadvantaged communities. These priority programs will provide a blueprint for other agencies to help inform their work to implement the Justice40 Initiative across government." Source: The Path to Achieving Justice 40

Summary: Explore a swipe map series comparing water levels over time (then create your own!)Storymap metadata page: URL forthcoming Possible K-12 Next Generation Science standards addressed:Grade level(s) K: Standard K-PS3-1 - Energy - Make observations to determine the effect of sunlight on Earth’s surfaceGrade level(s) K: Standard K-LS1-1 - From Molecules to Organisms: Structures and Processes - Use observations to describe patterns of what plants and animals (including humans) need to surviveGrade 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) 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-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) 2: Standard 2-PS1-3 - Matter and its Interactions - Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new objectGrade level(s) 2: Standard 2-PS1-4 - Matter and its Interactions - Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannotGrade level(s) 2: Standard 2-LS2-1 - Ecosystems: Interactions, Energy, and Dynamics - Plan and conduct an investigation to determine if plants need sunlight and water to grow.Grade 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) 2: Standard 2-ESS2-3 - Earth’s Systems - Obtain information to identify where water is found on Earth and that it can be solid or liquidGrade level(s) 3: Standard 3-LS3-2 - Heredity: Inheritance and Variation of Traits - Use evidence to support the explanation that traits can be influenced by the environmentGrade 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-ESS2-1 - Earth’s Systems - Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetationGrade 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) 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-LS1-1 - From Molecules to Organisms: Structures and Processes - Support an argument that plants get the materials they need for growth chiefly from air and waterGrade 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-ESS2-2 - Earth’s Systems - Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on EarthGrade level(s) 6-8: Standard MS-PS3-4 - Energy - Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sampleGrade level(s) 6-8: Standard MS-LS1-5 - From Molecules to Organisms: Structures and Processes - Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organismsGrade level(s) 6-8: Standard MS-LS2-5 - Ecosystems: Interactions, Energy, and Dynamics - Evaluate competing design solutions for maintaining biodiversity and ecosystem servicesGrade 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-ESS2-4 - 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-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) 6-8: Standard MS-ETS1-1 - Engineering Design - Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutionsGrade 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-PS3-4 - Energy - Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).Grade level(s) 9-12: Standard HS-PS4-1 - Waves and Their Applications in Technologies for Information Transfer - Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.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.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-LS1-3 - From Molecules to Organisms: Structures and Processes - Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.Grade level(s) 9-12: Standard HS-ESS1-6 - Earth’s Place in the Universe - Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early historyGrade level(s) 9-12: Standard HS-ESS2-2 - Earth’s Systems - Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systemsGrade level(s) 9-12: Standard HS-ESS2-5 - Earth’s Systems - Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processesGrade 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-ETS1-1 - Engineering Design - Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.Grade level(s) 9-12: Standard HS-ETS1-3 - Engineering Design - Evaluate a solution to a complex real-world problembased on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.Most frequently used words:swipewaterstorymapaccountwebApproximate 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.

This map uses an archive of Version 1.0 of the CEJST data as a fully functional GIS layer. See an archive of the latest version of the CEJST tool using Version 2.0 of the data released in December 2024 here.This map shows Census tracts throughout the US based on if they are considered disadvantaged or partially disadvantaged according to Justice40 Initiative criteria. This is overlaid with the most recent American Community Survey (ACS) figures from the U.S. Census Bureau to communicate the predominant race that lives within these disadvantaged or partially disadvantaged tracts. Predominance helps us understand the group of population which has the largest count within an area. Colors are more transparent if the predominant race has a similar count to another race/ethnicity group. The colors on the map help us better understand the predominant race or ethnicity:Hispanic or LatinoWhite Alone, not HispanicBlack or African American Alone, not HispanicAsian Alone, not HispanicAmerican Indian and Alaska Native Alone, not HispanicTwo or more races, not HispanicNative Hawaiian and Other Pacific Islander, not HispanicSome other race, not HispanicSearch for any region, city, or neighborhood throughout the US, DC, and Puerto Rico to learn more about the population in the disadvantaged tracts. Click on any tract to learn more. Zoom to your area, filter to your county or state, and save this web map focused on your area to share the pattern with others. You can also use this web map within an ArcGIS app such as a dashboard, instant app, or story. This map uses these hosted feature layers containing the most recent American Community Survey data. These layers are part of the ArcGIS Living Atlas, and are updated every year when the American Community Survey releases new estimates, so values in the map always reflect the newest data available.Note: Justice40 tracts use 2010-based boundaries, while the most recent ACS figures are offered on 2020-based boundaries. When you click on an area, there will be multiple pop-ups returned due to the differences in these boundaries. From Justice40 data source:"Census tract geographical boundaries are determined by the U.S. Census Bureau once every ten years. This tool utilizes the census tract boundaries from 2010 because they match the datasets used in the tool. The U.S. Census Bureau will update these tract boundaries in 2020.Under the current formula, a census tract will be identified as disadvantaged in one or more categories of criteria:IF the tract is above the threshold for one or more environmental or climate indicators AND the tract is above the threshold for the socioeconomic indicatorsCommunities are identified as disadvantaged by the current version of the tool for the purposes of the Justice40 Initiative if they are located in census tracts that are at or above the combined thresholds in one or more of eight categories of criteria.The goal of the Justice40 Initiative is to provide 40 percent of the overall benefits of certain Federal investments in [eight] key areas to disadvantaged communities. These [eight] key areas are: climate change, clean energy and energy efficiency, clean transit, affordable and sustainable housing, training and workforce development, the remediation and reduction of legacy pollution, [health burdens] and the development of critical clean water infrastructure." Source: Climate and Economic Justice Screening toolPurpose"Sec. 219. Policy. To secure an equitable economic future, the United States must ensure that environmental and economic justice are key considerations in how we govern. That means investing and building a clean energy economy that creates well‑paying union jobs, turning disadvantaged communities — historically marginalized and overburdened — into healthy, thriving communities, and undertaking robust actions to mitigate climate change while preparing for the impacts of climate change across rural, urban, and Tribal areas. Agencies shall make achieving environmental justice part of their missions by developing programs, policies, and activities to address the disproportionately high and adverse human health, environmental, climate-related and other cumulative impacts on disadvantaged communities, as well as the accompanying economic challenges of such impacts. It is therefore the policy of my Administration to secure environmental justice and spur economic opportunity for disadvantaged communities that have been historically marginalized and overburdened by pollution and underinvestment in housing, transportation, water and wastewater infrastructure, and health care." Source: Executive Order on Tackling the Climate Crisis at Home and AbroadUse of this Data"The pilot identifies 21 priority programs to immediately begin enhancing benefits for disadvantaged communities. These priority programs will provide a blueprint for other agencies to help inform their work to implement the Justice40 Initiative across government." Source: The Path to Achieving Justice 40