In this classroom activity, students analyze regional energy usage data and their own energy bills to gain an understanding of individual consumption, regional uses, costs, and sources of energy.

For this lesson, the guiding Concept Question is: What is climate change and how does climate relate to greenhouse gas concentrations over time? This activity is the second lesson in a nine-lesson module 'Visualizing and Understanding the Science of Climate Change' produced by the International Year of Chemistry project (2011).

This sequence of activities using real-world data to explain the importance of coral reefs and the relationship of coral reef health to the surrounding environment. Unit includes five activities.

This activity focuses on reconstructing the Paleocene-Eocene Thermal Maximum (PETM) as an example of a relatively abrupt global warming period. Students access Integrated Ocean Drilling Program (IODP) sediment core data with Virtual Ocean software in order to display relevant marine sediments and their biostratigraphy.

In this activity, students use climate data to develop a simple graph of how climate has changed over time and then present the result in a blog, emphasizing effective science communication.

This series of five activities about ocean acidification incorporates real data from NOAA. The activities are organized as a pathway, with five levels increasing in sophistication, and different data-based inquiry activities.

In this activity, students consider Greenland reflectivity changes from 2000 to 2012 and what albedo anomalies may indicate about how the Greenland ice sheet is changing in a case study format.

The activity follows a progression that examines the CO2 content of various gases, explores the changes in the atmospheric levels of CO2 from 1958 to 2000 from the Mauna Loa Keeling curve, and the relationship between CO2 and temperature over the past 160,000 years. This provides a foundation for examining individuals' input of CO2 to the atmosphere and how to reduce it.

This multi-week project begins with a measurement of baseline consumptive behavior followed by three weeks of working to reduce the use of water, energy, high-impact foods, and other materials. The assignment uses an Excel spreadsheet that calculates direct energy and water use as well as indirect CO2 and water use associated with food consumption. After completing the project, students understand that they do indeed play a role in the big picture. They also learn that making small changes to their lifestyles is not difficult and they can easily reduce their personal impact on the environment.

In this hands-on activity, students explore whether rooftop gardens are a viable option for combating the urban heat island effect. The guiding question is: Can rooftop gardens reduce the temperature inside and outside of houses?