No Gloom, No Doom: Teaching About Climate Without Scaring Your Students: Podcast Episode 12

IJsberen op Spitsbergen, augustus 2008. Photo courtesy of martha de Jong-Lantink, Flickr.

 
Climate change is not only complicated, it can be pretty scary — for kids and adults alike. Educator and scientist Mark McCaffrey shares some tips for answering common misconceptions about climate, but avoiding the fear of climate change, by using activities that inspire and empower students.

 

Listen to the Podcast
Length: 14:48
Size: 11.8 MB

 

Related Resources
Beyond Penguins Podcast Archive

Mark McCaffrey’s web site and blog, with links to teacher materials

Essential Principles of Climate Literacy

No Child Left Inside

Birdsleuth

Project Budburst

Climate Kids


What is a Podcast?

Learn more about podcasts, RSS feeds, and other terms related to multimedia in this article.

In each episode, Robert Payo and Stephanie Chasteen trek across the poles to find ways to help you teach science in your elementary classroom. We tackle common misconceptions your students might have about science using stories, teaching activities, and the latest news related to the poles.

Here are some suggested ways to use podcasts in your teaching:

  1. Listen to learn new teaching ideas and build your science content knowledge.
  2. Have older students listen, write, and discuss episodes or segments of episodes as a way of integrating science and literacy activities.
  3. Inform your school librarian to include these in your school’s audio collection.
  4. Share on your classroom web pages for families or with your friends!

This article was written by Stephanie Chasteen, Mark McCaffrey, and Robert Payo. For more information, see the Contributors page. Email the authors at beyondpenguins@msteacher.org.

Copyright June 2010 – The Ohio State University. This material is based upon work supported by the National Science Foundation under Grant No. 0733024. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. This work is licensed under anĀ Attribution-ShareAlike 3.0 Unported Creative Commons license.

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