Association of Polar Early Career Scientists


© Ricardo Matias, Jukes Liu, Linde van Bets, Henrik Christiansen, Quentin Jossart (left to right)

Polar Resource Book The Polar Resource Book - Polar Science and Global Climate: An International Resource for Education and Outreach - was created to ensure efforts catalyzed by the International Polar Year (IPY) will continue to inspire educators, students, and emerging polar researchers into the next generation of young, international, polar researchers with a shared commitment to outreach and education.

This section of the APECS Website is dedicated to helping you learn to use this resource as well as sharing some of the ways you have used the great information inside.

The Polar Resource Book can be purchased from Pearson Custom Publishing.


Polar Science and Global Climate: An International Resource for Education and Outreach comprises background information on recent polar research and the history of IPY. It addresses climate change related issues from the perspective of the indigenous population in the Arctic. It provides a selection of teaching resources on six polar themes (atmosphere, ice, ocean, land, people and space) and showcases large- and small-scale education and outreach projects successfully carried out during the IPY.

The project has received support from a wide range of actors who are part of the IPY community, the World Meteorological Organization (WMO), the International Science Council (ICSU), as well as the Canadian IPY Secretariat and IPY Program, the National Academies of the United States, the United National Environment Program (UNEP) and the organising committee for the flagship IPY Oslo Science Conference (OSC), and the Association of Polar Early Career Scientists (APECS).

If you find this book interesting and you can purchase it from Pearson Custom Publishing. All proceeds of this project go to APECS.


prelude p1 smallPrelude: The Past and Present of Polar Science

The Prelude gives the reader an introduction to polar science and the history of the International Polar Year. It provides important background on six polar research themes: Atmosphere, Ice, Ocean, Land, People and Space. The chapter explains why and how we study them, and what further questions are being asked in these research fields to determine the effects of global climate change. This chapter also provides background information for further use in Chapter 1.


ch1 p1smallChapter 1: Education: Teaching Polar Science in the Classroom

Chapter 1 contains teaching resources for use in the classroom, lab or during a field trip. An icon indicates whether it is a lab, field or classroom activity. Resources are grouped under the book’s six polar themes. The chapter gives the reader a list of activities under each polar theme to help them find specific resources. Each resource contains background information, a description of the activity, a list of necessary material, estimates of preparation and classroom time, objectives, graphics, and suggestions for extensions. The resources are not laid out for students of a certain age group; teachers and educators can adapt them to particular age levels. Activities include student worksheets and visuals that can also be found on the CD-ROM. The CD-ROM further contains background material on indigenous communities in the circumpolar north and additional web links for each activity. 

ch2 p1smallChapter 2: Tips and Tricks for Science Presentations

Chapter 2 lists “do’s and don’ts” of successful public engagement for polar scientists. This unit helps readers to understand how presentations should be planned and structured when going into a classroom or a community. The chapter outlines what to expect from certain age groups, how to present inclusively to all audiences, and what the reader should know when presenting to Inuit communities of Nunavut.


ch3 p1smallChapter 3: Outreach: Inspiring Ideas and Initiatives from around the World

Chapter 3 provides the reader with an overview of successful education and outreach initiatives in polar science during IPY. It begins with a list of education and outreach categories, which is followed by a one-page overview of school level, university level, and public level initiatives. The rest of the chapter showcases successful initiatives in these three groups. Each project description lists the country, key aspects, keys to success, and the relevant education and outreach category that they fall into.

ch4 p1smallChapter 4: IPY and Local Competence Building in the North

Chapter 4, written by Ole Henrik Magga (politician and Sámi linguist), Svein D. Mathiesen (Advisor at the International Centre of Reindeer Husbandry [ICR] and veterinary scientist), Anders Oskal (Director of ICR), and Johan Mathis Turi (Secretary General of the Association of World Reindeer Herders on the Arctic Council) discusses the role of IPY and the impact of climate change on indigenous communities in the circumpolar north. This essay also explains in detail the significance of Traditional Knowledge for polar research.

Contact APECS

APECS International Directorate
Alfred Wegener Institute, Helmholtz Center for Polar and Marine Research
Telegrafenberg A45
14473 Potsdam
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