Students use albedo values of common surfaces along with photographic images of Earth taken from the International Space Station to make an argument about specific anthropogenic activities that impact Earth’s albedo.

In this activity, students will model  the geometry of solar eclipses by plotting a few points on a piece of graph paper, and using quarters and a nickel to represent the Sun and Moon (not to scale). 

Students use Phytopia: Exploration of the Marine Ecosystem, a computer-based tool, to investigate various phytoplankton species and topics relating to phytoplankton biology. 

In this experiment, students make a claim about the cause of ocean currents and then develop a model to explain the role of salinity and density in deep ocean currents.  This lesson is modified from "Visit to an Ocean Planet" Caltech and NASA/Jet Propulsion Laboratory.

Students synthesize information from My NASA Data maps and texts from the EPA website to determine how levels of criteria pollutants have changed from 2005 to 2021. This research will prepare them to respond to the lesson’s essential questions during a Socratic seminar.

In this activity, students make a claim about the cause of ocean currents and then develop a model to explain the role of temperature and density in deep ocean currents.  This lesson is modified from "Visit to an Ocean Planet" Caltech and NASA/Jet Propulsion Laboratory.

Students explore positive feedback effects of changing albedo from melting Arctic sea ice.

In this activity, students will analyze past and future eclipse data and orbital models to determine why we don’t experience eclipses every month.

Students analyze historic plant growth data (i.e., Peak Bloom dates) of Washington, D.C.’s famous cherry blossom trees, as well as atmospheric near surface temperatures as evidence for explaining the phenomena of earlier Peak Blooms in our nation’s capital.

Students model Earth's tectonic plate movement and explore the relationship between these movements and different types of volcanoes.