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Educator Resources: Glaciers

You are here: Home1 / Polar Data Stories2 / How and why are glaciers changing over time?3 / Educator Resources: Glaciers

Educator Resources: How and why are glaciers changing over time?

Interactive Data Story: How and why are glaciers changing over time?

Related Lessons

  • “I’m Melting, I’m Melting!” (scroll down to Kristina Hayda, Cathy McBride, Stacey Sebert, Patrick Murray for lesson plan & supporting materials)

Related Datasets

  • Glacier front distance data (Hintereisferner)
  • Air temperature data (Hintereisferner)
  • Atmospheric Carbon Dioxide data (Mauna Loa, NOAA)

Related Resources

  • Watch Dr. Ellyn Enderlin interpret the data from this Data Story on page 10
  • Polar Literacy Principle #2 – Ice is the dominant feature of the Polar Regions.
  • Centennial glacier retreat as categorical evidence of regional climate change, Roe, et. al., Nature Geoscience, Dec 2016
  • PhET Glaciers Interactive Simulations
  • Flubber flow gif
  • Glacier Flubber recipe
  • “In Peru’s Deserts, Melting Glaciers Are a Godsend (Until They’re Gone)” by: Nicholas Casey (Nov 26, 2017), New York Times

Teacher Webinar with Dr. Ellyn Enderlin (December 6, 2017)

  • Zoom Recording
  • Surround slidedeck
  • Dr. Ellyn Enderlin’s slidedeck
Polar Data Stories
  • How do whales find food?
    • ¿Buscando alimento?
    • Educator Resources: How Do Whales find Food?
  • How and why are glaciers changing over time?
    • Educator Resources: Glaciers
  • What drives patterns in ocean change?
    • Educator Resources: Ocean Change
  • What are the effects of a warming Arctic?
    • Educator Resources: Warming Arctic
  • What should we do about Arctic trees?
    • Educator Resources: Arctic trees
  • Can Icefish stand the heat?
    • Educator Resources: Icefish
  • What kinds of sea ice are changing?
    • Educator Resources: Sea Ice
  • Where are those microplastics coming from and going?
    • Educator Resources: Microplastics

Acknowledgements

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This site was developed with the support of the National Science Foundation under Grant No. PLR-1525635 and PLR-1906897. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.
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