The Lowdown on Climate Change: Podcast Episode 4

White cottongrass in Kangerlussuaq, West Greenland. Photo copyright Henning Thing, ThingsUnlimited.

There is so much information available about climate change that knowing what to do about it becomes overwhelming. Where do you start? What can you do? We’ve brought in Dr. Andy Monaghan, a researcher at the National Center for Atmospheric Research, to give us the lowdown on climate change and it’s impact on Antarctica. In doing so, educators can address common questions students might have about climate change and also learn simple ways that we can mitigate our impact on the environment, thereby creating a climate of change. For more information, refer to Dr. Monaghan’s article, Weather and Climate: The Short and the Long of It in the June 2008 issue of Beyond Penguins and Polar Bears.


Listen to the Podcast
Length: 10:41
Size: 8.6 MB



What is a Podcast?

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

Every month, Robert Payo and Stephanie Chasteen will be trekking 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 Robert Payo, Andy Monaghan, Stephanie Chasteen. For more information, see the Contributors page. Email Kimberly Lightle, Principal Investigator, with any questions about the content of this site.

Copyright March 2009 – 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 an Attribution-ShareAlike 3.0 Unported Creative Commons license.

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