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Global Ice Viewer

Laura Tenenbaum, Randal Jackson, NASA

With this simulation from the NASA Climate website, learners explore different examples of how ice is melting due to climate change in four places where large quantities of ice are found. The photo comparisons, graphs, animations, and especially the time lapse video clips of glaciers receding are astonishing and dramatic.

Learn more about Teaching Climate Literacy and Energy Awareness»

ngssSee how this Simulation/Interactive supports the Next Generation Science Standards»
Middle School: 7 Disciplinary Core Ideas, 4 Science and Engineering Practices
High School: 7 Disciplinary Core Ideas, 3 Science and Engineering Practices

Climate Literacy
About Teaching Climate Literacy

Sea level rise and resulting impacts is due to melting ice and thermal expansion and increases the risk
About Teaching Principle 7
Other materials addressing 7a
Effects of climate change on water cycle and freshwater availability
About Teaching Principle 7
Other materials addressing 7b

Notes From Our Reviewers The CLEAN collection is hand-picked and rigorously reviewed for scientific accuracy and classroom effectiveness. Read what our review team had to say about this resource below or learn more about how CLEAN reviews teaching materials
Teaching Tips | Science | Pedagogy | Technical Details

Teaching Tips

  • Allow students to investigate the various pieces of evidence in any order they see fit and hold a discussion afterwards.
  • Could be used to start a discussion of climate change impacts. Learners can assess for themselves the changes taking place in our world.
  • Could spark questions of how, why, and where data are collected.
  • Links to selected data sets are included on a 'Source' page.
  • Requires Adobe Flashplayer.

About the Science

  • Robust resource for images and animations of change in ice coverage on Earth over the scientific record.
  • Source data are referenced and all images are attributed.
  • Comment from expert scientist: The visuals presented are technically very good and show some interesting events in Greenland, the Arctic, and Antarctica.

About the Pedagogy

  • Learners can assess for themselves the changes taking place in our world.
  • Rich, easy-to-access resource.
  • A good variety of interesting interactives with a few embedded short videos.

Technical Details/Ease of Use

  • Takes a short while to load, depending on internet connection. Once loaded, runs smoothly.
  • Very well organized with excellent graphics and illustrations.

Next Generation Science Standards See how this Simulation/Interactive supports:

Middle School

Disciplinary Core Ideas: 7

MS-ESS2.C1:Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.

MS-ESS2.C2:The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns.

MS-ESS2.C3:Global movements of water and its changes in form are propelled by sunlight and gravity.

MS-ESS2.D1:Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns.

MS-ESS3.D1:Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.

MS-PS4.B1:When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object’s material and the frequency (color) of the light.

MS-PS4.B2:The path that light travels can be traced as straight lines, except at surfaces between different transparent materials (e.g., air and water, air and glass) where the light path bends.

Science and Engineering Practices: 4

Analyzing and Interpreting Data, Asking Questions and Defining Problems

MS-P1.1:Ask questions that arise from careful observation of phenomena, models, or unexpected results, to clarify and/or seek additional information.

MS-P1.3:Ask questions to determine relationships between independent and dependent variables and relationships in models.

MS-P4.1:Construct, analyze, and/or interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships.

MS-P4.2:Use graphical displays (e.g., maps, charts, graphs, and/or tables) of large data sets to identify temporal and spatial relationships.

High School

Disciplinary Core Ideas: 7

HS-ESS2.C1:The abundance of liquid water on Earth’s surface and its unique combination of physical and chemical properties are central to the planet’s dynamics. These properties include water’s exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks.

HS-ESS2.D1:The foundation for Earth’s global climate systems is the electromagnetic radiation from the sun, as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and this energy’s re-radiation into space.

HS-ESS2.D3:Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate.

HS-ESS2.D4:Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere.

HS-ESS2.E1:The many dynamic and delicate feedbacks between the biosphere and other Earth systems cause a continual co-evolution of Earth’s surface and the life that exists on it.

HS-ESS3.D1:Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts.

HS-PS4.B2:When light or longer wavelength electromagnetic radiation is absorbed in matter, it is generally converted into thermal energy (heat). Shorter wavelength electromagnetic radiation (ultraviolet, X-rays, gamma rays) can ionize atoms and cause damage to living cells

Science and Engineering Practices: 3

Asking Questions and Defining Problems, Analyzing and Interpreting Data

HS-P1.1:Ask questions that arise from careful observation of phenomena, or unexpected results, to clarify and/or seek additional information.

HS-P1.4:ask questions to clarify and refine a model, an explanation, or an engineering problem

HS-P4.1:Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.

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