Geology team members Brian McCullough, Mike Cheadle, and Jeff Gee go over notes in their field camp tent near Dufek Massif in the Pensacola Mountains, Antarctica. Photo courtesy of Bill Meurer, National Science Foundation.

What’s it like, doing research at the bottom, or the top, of the world? Hear the passionate stories of one teacher’s trip to Antarctica, and the messages he brought home to his students. Plus, hear stories of researchers battling subzero temperatures and dangerous conditions to gather data about the Earth’s climate.

See some blog posts and pictures from Ian Schwartz’s trip at the Project Extremes website.

Visit the Atmospheric Research Laboratory’s website to see Helmig, Jacques and Brie at work in Summit camp in Greenland. Or go directly to their pictures here.

Visit Antarctica and McMurdo the December before Ian did.

Take a virtual tour of Summit Station in Greenland.

See other atmospheric researchers at Summit Station in Greenland.

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 and Robert Payo. For more information, see the Contributors page. Email Kimberly Lightle, Principal Investigator, with any questions about the content of this site.

Copyright April 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 an Attribution-ShareAlike 3.0 Unported Creative Commons license.