Activity in which students investigate what causes the seasons by doing a series of kinesthetic modeling activities and readings. Activity includes educator background information about how to address common misconceptions about the seasons with students.
This short video discusses where carbon dioxide, the gas that is mainly responsible for warming up our planet and changing the climate, comes from. It discusses how the rise in atmospheric carbon dioxide comes directly from the burning of fossil fuels and indirectly from the human need for energy.
This activity focuses on applying analytic tools such as pie charts and bar graphs to gain a better understanding of practical energy use issues. Also provides experience with how different types of data collected affect the outcome of statistical visualization tools.
This static image from NOAA's Pacific Marine Environmental Laboratory Carbon Program offers a visually compelling and scientifically sound image of the sea water carbonate chemistry process that leads to ocean acidification and impedes calcification.
This short video describes the Hestia project - a software tool and data model that provide visualizations of localized CO2 emissions from residential, commercial, and vehicle levels, as well as day versus night comparisons, in the city of Indianapolis.
This video clip highlights the effort on by a group of young students to ban the use of plastic shopping bag in the city of Santa Monica. The video documents the effort and provides visual testimony of the effects that trash and specifically plastic bags have on the ocean ecosystem.
In this activity, students learn about sea ice extent in both polar regions (Arctic and Antarctic). They start out by forming a hypothesis on the variability of sea ice, testing the hypothesis by graphing real data from a recent 3-year period to learn about seasonal variations and over a 25-year period to learn about longer-term trends, and finish with a discussion of their results and predictions.
This activity offers an introduction to working with Geographic Information Systems (GIS) by using field data on the Urban Heat Island Effect that was collected by students. The field data is entered in the GIS, displayed in a map, and analyzed.