The essential role of education in addressing the causes and consequences of anthropogenic climate change is increasingly being recognised at an international level. The Office for Climate Education (OCE) develops educational resources and proposes professional development opportunities to support teachers, worldwide, to mainstream climate change education. Drawing upon the IPCC Special Report on the Ocean and Cryosphere in a Changing Climate, the OCE has produced a set of educational resources that cover the scientific and societal dimensions, at local and global levels, while developing students’ reasoning abilities and guiding them to take action (mitigation and/or adaptation) in their schools or communities. These resources include:
1. Ready-to-use teacher handbook that (i) target students from the last years of primary school to the end of lower-secondary school (aged 9 to 15), (ii) include scientific and pedagogical overviews, lesson plans, activities and worksheets, (iii) are interdisciplinary, covering topics in the natural sciences, social sciences, arts and physical education, (iv) promote active pedagogies: inquiry- based science education, role-play, debate, projectbased learning.
2. A Summary for teachers of the IPCC Special Report, presented together with a selection of related activities and exercises that can be implemented in the classroom.
3. A set of 10 videos where experts speak about a specific issue related to the ocean or the cryosphere, in the context of climate change.
4. A set of 4 multimedia activities offering students the possibility of working interactively in different topics related to climate change.
5. A set of 3 resources for teacher trainers, offering turnkey training protocols on the topics of climate change, ocean and cryosphere.
How to cite: Lescarmontier, L., Guilyardi, E., Klein, S., Sadadou, D., Tricoire, M., and Wilgenbus, D.: Resource for teachers on the "Ocean and Cryosphere in a Changing Climate", EMS Annual Meeting 2021, online, 6–10 Sep 2021, EMS2021-153, https://doi.org/10.5194/ems2021-153, 2021.