• Views 49
  • Favorites
Photo by James Eades via Unsplash

Database Provider


The Kid Should See This


6th, 7th, 8th, 9th, 10th, 11th, 12th, AP® / College


Science, Biology, Earth and Space Sciences

Resource Types

  • Video, 6 minutes, 18 seconds, CC, Subtitles
  • Article

Regional Focus

Global, Polar Regions

How to Save Our Frozen Worlds: Clean Energy

Ask a Question

  • This inspirational video and brief article shows that saving the polar regions and other precious ecosystems on Earth depends on how quickly we can transition to renewable energy sources.
  • Students will learn about important processes, such as carbon sequestration and rewilding, what it will take to transition to clean energy in time, and why it is imperative to make this transition.
Teaching Tips


  • The video makes connections between changing environmental conditions, human health, habitat loss, and greenhouse gas emissions.
  • Sir David Attenborough narrates this video, which also contains riveting photographs and video footage.

Additional Prerequisites

  • The primary video is a part of Netflix's Our Planet documentary series, a collaboration with WWF International.
  • The video series is from 2019, so it is important to be aware of statistics that may have changed since its publication.


  • Ask students to watch the video one time without taking any notes, with the goal of absorbing information and also appreciating the captivating visual elements.
  • Have students watch the video again with the intention of recording as many data-backed facts as possible, and then ask them to use these stats to create an advertisement for clean energy use and protecting nature.
  • Language arts classes could write short essays about what carbon capture is and how trees and forests do this so well, explaining the process and why it may be beneficial.
  • Pair students up to discuss how the process of rewilding is essential to stabilizing our planet. Have one student look for references in the video and have the other student look for other sources to reference.
  • In groups, have students do a deeper dive into a specific benefit of clean energy, including creating new jobs, driving down the cost of electricity, or stimulating the economy.
Scientist Notes
This visually stunning video resource, narrated by Sir David Attenborough, examines how clean energy can “Save our Frozen Worlds” and clean up the air that we all breathe. This video is particularly inspiring, in that it paints a hopeful picture of the future if clean energy goals are pursued and then redoubled once goals are reached. The constant growth in clean energy is addressed as means of achieving climate goals, producing a strong, clean-energy economy and reducing air pollution. Finally, rewilding is suggested to capture carbon and restore habitat for animal and plant species. This resource is informative, includes a call for viewers to make clean energy choices, and is recommended for teaching.

This resource addresses the listed standards. To fully meet standards, search for more related resources.

  • English Language Arts
    • Reading: Informational Text (K-12)
      • RI.7.1 Cite several pieces of textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text.
      • RI.11-12.1 Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.), to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain.
    • Speaking & Listening (K-12)
      • SL.6.3 Deconstruct a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
      • SL.9-10.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any false reasoning or distorted evidence.
  • Science
    • ESS3: Earth and Human Activity
      • MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
      • MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
      • HS-ESS3-5. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth’s systems.
    • LS2: Ecosystems: Interactions, Energy, and Dynamics
      • MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
      • HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
  • Related Resources


    Login to leave a review