The study of climate change is a very dynamic field, full of statistics and predictions based on the most recent model and study. As such, writing and teaching about the subject often becomes very technical and involves describing temperature approximations, precipitation estimates, predictions, date ranges etc. However, at the end of the day, it is most important to understand the general trends, scientificprinciples, and issues surrounding these changes, rather than focus on the exact numbers. As you are using this guide to prepare for Envirothon, please keep in mind that the general concepts are our focus and goal, not memorizing exact figures, tables, and diagrams.

The editors of this study guide (made for Educational purposes only for high school students in Manitoba, Canada) were responsible for amalgamating highlights from these materials and some specific editing but were not responsible and do not take credit for any of the writing or primary research. Materials were amalgamated in this form for ease of studying for Manitoba Envirothon participants. See below for author information.

Words in bold in the document are defined in a Key Definitions section.

Resources utilized:
U.S. Global Change Research Program (www.globalchange.gov)

Furgal, C., and Prowse, T.D. (/002): Northern Canada; in From Impacts to
Adaptation: Canada in a Changing Climate /00V, edited by D.S. Lemmen, F.J.

Warren, J. Lacroix and E. Bush; Government of Canada, Ottawa, ON, p. [V-112.

AMAP, /01V. Snow, Water, Ice and Permafrost in the Arctic (SWIPA) /01V.

Arctic Monitoring and Assessment Programme (AMAP), Oslo, Norway. xiv + /]^ pp.

Thanks and credit to all the authors and contributors to this material!