• Audience
    Primary school
  • Learning stage
    Stage 2, Stage 3
  • Curriculum area
    Geography, Science and Technology
  • Resource type
    Learning journey

On this page...

Learning journeys offer a scaffolded approach to exploring a topic both in the classroom and at the Museum. Follow our learning journey to deepen your students’ knowledge and understanding of climate change and sustainability.

Humans are releasing too much carbon dioxide into the atmosphere. This is forming a warm blanket around the world that is making it get too hot. This is making the sea levels rise and causing the climate to change. It is the greatest challenge of our times and we need to find solutions quickly!

Through this learning journey, students will:

  • identify examples of Australian animals being affected by climate change and describe how their habitat is changing
  • explain the difference between weather and climate
  • find examples of solutions to climate change in their local area and explain how these are making a difference

NSW Curriculum outcomes: ST2-1WS-S, ST2-4LW-S, GE2-1, GE2-2, GE2-3, ST3-1WS-S, ST3-4LW-S, GE3-1, GE3-2, GE3-3.

Can't make it in person to the Australian Museum? Or maybe you want to get even more out of your upcoming visit? Whatever the reason, we have some fantastic programs to complement your students' learning journey.

  • Book an online science or culture session with one of our educators through our video conferencing program.
  • Find out more about our Museum in a Box topics and book a delivery of real museum specimens, casts, dioramas and more to your school today!
  • Explore our exhibitions in virtual reality via Google Expeditions by downloading the Google Expeditions app and searching for the Australian Museum.

Prepare your students

  • The cause of climate change

    The weather is the day-to-day conditions of the air that blankets the Earth. It's called the atmosphere. The weather might be sunny, rainy or cloudy. The climate is the long-term pattern in the weather measured over 30 years or more. What is the weather like today? What other types of weather can you think of? Can you think of a time when the climate was different to today?

  • The gas problem

    Introduce the terms 'sustainable' and 'renewable' to your class. Watch the gas problem video and use the guiding questions to assess your students’ knowledge of climate change and take the opportunity to address any misconceptions.

  • Discuss and reiterate the main features of a weather, climate and sustainable living

    Discuss with your class how they think we could live more sustainably to reduce carbon pollution. To conclude, do this Climate change and sustainability Kahoot! and discuss the main ideas. Then as a group create a list of things you hope to see and find out about when you visit the Changing climate exhibition.

    You are now ready to visit the Australian Museum!

At the museum

Back at school

  • Sustainability diary

    Get your class to think about the things they use, and the activities they do each day, that emit carbon dioxide into the atmosphere. Make a weekly diary. Record each item and activity in a table and write down an alternative item or behaviour you think could reduce your carbon footprint.

  • A digital photo album: local solutions to climate change

    Raise your classes awareness of solutions to climate change in the local area by making a digital photo album. Students could present their digital photo album at class or at the school assembly using Powerpoint, and submit their photos to the Australian Museum’s Capturing Climate Change exhibition.

    Make a climate change placard

    Students can work in small groups and use their creativity to design a placard to express how they feel about climate change. They could then present it in front of the class and explain what inspired their design.

  • Start a climate change council

    Establish a climate change council in your school with student representatives. Students could nominate themselves for a position in the council and everyone in the year votes for who they would like to be in the council.

    The council, with guidance from teachers, could audit the school to identify where energy could be saved, organise fundraisers for energy efficient devices, or raise awareness in the school about how simple changes in behaviour can reduce carbon pollution.