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Educator Resources: Ocean Change

You are here: Home1 / Polar Data Stories2 / What drives patterns in ocean change?3 / Educator Resources: Ocean Change

Educator Resources: What drives patterns in ocean change?

Interactive Data Story: What drives patterns in ocean change?

Related Lessons

  • Ocean Convergence: Let’s Get Together
  • The Case of the Penguin’s Missing Lunch (scroll down to Megan McCall for lesson plan & supporting materials)
  • Southern Life Digital Breakout (scroll down to Miriam Sutton for lesson plan & supporting materials)
  • Tackle box of Tools and Technologies (scroll down to Katie Lodes for lesson plan & supporting materials)

Related Datasets

  • Folder of current maps
  • Current dataset (.csv file)

Related Resources

  • Polar Literacy Principle #7 – New technologies, sensors and tools — as well as new applications of existing technologies — are expanding scientists’ abilities to study the land, ice, ocean, atmosphere and living creatures of the Polar Regions.

Teacher Webinar with Dr. Josh Kohut (January 3, 2018)

  • Zoom Recording
  • Surround slidedeck
  • Dr. Kohut’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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