This PBS video shows how Klaus Lackner, a geophysicist at Columbia University, is trying to tackle the problem of rising atmospheric CO2 levels by using an idea inspired by his daughter's 8th-grade science fair project. The video examines the idea of pulling CO2 out of the atmosphere via a passive chemical process.

In this activity, students use authentic Arctic climate data to unravel some causes and effects related to the seasonal melting of the snowpack and to further understand albedo.

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 animation depicts the carbon cycle in a fashion that is suited for younger audiences. The video discusses how carbon enters and exits the environment through both natural and human-driven ways.

In this jigsaw activity, students explore meteorological data collected from Eureka, Canada to try to decide when would be the best time for an Arctic visit.

This video documents how scientists, using marine algae, can study climate change in the past to help understand potential effects of climate change in the future.

In this video from the Polaris Project Website, American and Siberian university students describe their research on permafrost.

This lesson sequence guides students to learn about the geography and the unique characteristics of the Arctic, including vegetation, and people who live there. Students use Google Earth to explore the Arctic and learn about meteorological observations in the Arctic, including collecting their own data in hands-on experiments. This is the first part of a three-part curriculum about Arctic climate.

This short video discusses where carbon dioxide, the gas that is mainly responsible for warming up our planet and changing the climate, comes from. It discusses how the rise in atmospheric carbon dioxide comes directly from the burning of fossil fuels and indirectly from the human need for energy.

This article and slide show from the New York Times, features several scientists from the University of Alaska, Fairbanks, who study the effects of thawing permafrost in Alaska.