This video segment adapted from NOVA explains why ice sheets move. To find out how fast they move, scientists carve a tunnel through a glacier.

What would happen if a portion of the Antarctic Ice Sheet were to melt? This video segment adapted from NOVA uses animations to show the effect of a 6-meter sea-level rise on coastal cities across the world.

In this lesson, students explore the importance of albedo (or reflectivity) to penguins and the surfaces they inhabit and learn how penguin colonies may be mapped using satellites.

What happens when the ground under your feet is ice and it's moving? This video segment adapted from NOVA features some of the dangers faced by scientists conducting research in Antarctica.

This short video examines the recent melting ice shelves in the Antarctica Peninsula; the potential collapse of West Antarctic ice shelf; and how global sea levels, coastal cities, and beaches would be affected.

This video segment adapted from NOVA uses microwave images to reveal how sea ice doubles the size of Antarctica each winter. Rare footage shows how sea ice crushed the famous ship Endurance in 1914.

This kit is aimed at teachers and their pupils at the end of primary school education living in areas affected by or under threat from desertification.

This short video from NASA discusses the role that salinity plays in Earth's climate and ocean circulation, focusing on the observations of the Aquarius satellite.

The purpose of this resource is to observe when selected bird species first arrive at your study site, and to count the numbers until few or none of these birds are seen. Students select a common and easily identifiable bird species in their region and observe when the bird species first arrives. Students use binoculars or telescopes to scan a study site and count how many they see. They continue to observe every other day until few or none of the selected species can be seen.

This video, along with a background essay, focuses on impacts of climate change on the lives of Native Alaskans around Barrow, Alaska. Specific changes include the timing of the changes in the formation and breakout of sea ice and the impacts on subsistence living.

This animation shows the Arctic sea ice September (minimum) extents from 1979-2016. Accessible from http://nsidc.org/cryosphere/sotc/sea_ice.html

This visualization shows static and animated images of changes in Arctic sea ice 1984-2016.

Arctic Tern MigrationThe Arctic tern (Sterna paradisaea) makes an incredible migration each year. These small birds travel distances of more than 50,000 miles, from pole to pole, crossing through temperate and tropical regions along the way. Scientist Carsten Egevang used geo-locator tags to track some of these terns, and he shares their story with us in this Google Earth tour video.Grade/Age level Grades 5-8 (ages 10-14)Activity: Students watch a video about Arctic Tern migration and answer the comprehension questions. After the video, the class will discuss their answers as a group. Extenstion dicussion questions are available.Objectives:After watching the video, students will be able to:Describe how scientists designed a study to answer a question about arctic terns’ migration patterns and how technology was used.Demonstrate an understanding of the migration of Arctic Terns and the factors that influenced their migration.Infer the impact that the findings of these migration patterns may have on other areas of science and future studies.Image Credit: Tim Bowman, BioLib.cz. Public Domain.

This video segment from Wild Europe: "Wild Arctic" explores the struggle for survival in one of Earth's most extreme environments.

In this short video, host Dr. Ryan interviews graduate student Amy Steiker at the Institute of Arctic and Alpine Research about her research, using isotopes of nitrous oxide, connecting human activity to greenhouse gas emissions.

Students will complete this survey that determines their personal and household contributions to atmospheric Carbon dioxide by using information about their previous year's consumption. They will understand that Carbon dioxide is a greenhouse gas produced by the combustion of fossil fuels, and that its production can be minimized by taking personal steps to conserve.

Artists are often particularly keen observers and precise recorders of the physical conditions of the natural world. As a result, paintings can be good resources for learning about ecology. Teachers can use this lesson to examine with students the interrelationship of geography, natural resources, and climate and their effects on daily life. It also addresses the roles students can take in caring for the environment. Students will look at paintings that represent cool temperate, warm temperate, and tropical climates.
In this lesson students will: Identify natural resources found in particular geographic areas; Discuss ways in which climate, natural resources, and geography affect daily life; Apply critical-thinking skills to consider the various choices artists have made in their representations of the natural world; Make personal connections to the theme by discussing ways they can be environmental stewards; Identify natural resources found in particular geographic areas; Discuss ways in which climate, natural resources, and geography affect daily life; Apply critical-thinking skills to consider the various choices artists have made in their representations of the natural world; Make personal connections to the theme by discussing ways they can be environmental stewards.

This unit, in which students prepare to observe arthropods in their field site's different microhabitats, helps set the stage for a discussion on the ramifications of habitat loss. It's designed to be completed in four or more sessions and has comprehensive curriculum materials for teachers, including activity tips and an overview of the microhabitats in a temperate forest. The unit is designed to answer the following two target questions. What microhabitats exist at our site? Do different arthropods occur in different microhabitats?

Students improve their written observations by using their 5 senses and words that are relatable to others. Create statements that are based on observable facts in the natural world.