This video features research conducted at University of Colorado's Institute of Arctic and Alpine Research, which studies isotopes of hydrogen trapped in ice cores to understand climate changes in the past.

In this activity, students examine climate variability in the North Atlantic associated with the North Atlantic Oscillation (NOA) in a case study format.

This is a multi-media teaching tool to learn about climate change. The tool is comprised of stills, video clips, graphic representations, and explanatory text about climate science. Acclaimed photographer James Balog and his Extreme Ice team put this teaching tool together.

In this 6-part activity, students learn about climate change during the Cenozoic and the abrupt changes at the Cretaceous/Paleogene boundary (65.5 million years ago), the Eocene/Oligocene boundary (33.9 million years ago), and the Paleocene/Eocene boundary (55.8 million years ago).

This is a video overview of the history of climate science, with the goal of debunking the idea that in the 1970s, climate scientists were predicting global cooling.

In this video scientists discuss possible rates of sea level rise, storms and resulting damage, rising temperatures and melting ice, and their collective effects on ecosystems.

Climate has varied in the past, but today's climate change rate is much more drastic due to human activity. Students explore past climate cycle graphs and compare the cycles with the current rate of change.

In this activity, students will use oxygen isotope values of two species of modern coral to reconstruct ambient water temperature over a four-year period. They use Microsoft Excel, or similar application, to create a spreadsheet of temperature values calculated from the isotope values of the corals by means of an algebraic equation. Students then use correlation and regression techniques to determine whether isotope records can be considered to be good proxies for records of past temperatures.

This set of activities is about carbon sources, sinks, and fluxes among them - both with and without anthropogenic components.

This activity has students examine the misconception that there is no scientific consensus on climate change. Students explore temperature data and report their conclusions to the class. Then students examine techniques of science denial and examine a claim about scientific consensus.