Data-driven inquiry as a science practice and instructional approach can provide a powerful context for project-based learning (PBL). Students engage in data-driven inquiry when they explore a rich data set and observe patterns, ask questions suggested by the data, and pursue answers about underlying phenomena. Krajcik (2015) describes five features of PBL: (1) Seeking solutions relevant to learners' lives; (2) Planning and performing investigations to answer questions; (3) Collaborating with other students, teachers, and members of society; (4) Producing artifacts; and (5) Using technology tools when appropriate. In science classrooms, students often use graphs to learn about change of a variable over time or the relationship between two variables. Less frequently, science students employ maps to study geographic distributions of things such as climate change or the spread of invasive species. Still less often, students engage in scientific inquiry with maps and graphs as multiple representations of the same phenomenon. This article describes and illustrates the potential for these familiar but powerful visualizations to enable data exploration that supports PBL when they are embedded in a free, web-based environment designed for learning about ocean life.