Climate change literacy learning links – teacher resource
This teacher resource lists selected articles from the Connected and School Journal reading series that support science concepts when teaching about climate change.
Connected and School Journal resources are produced for New Zealand primary and intermediate schools by the Ministry of Education. They are available to New Zealand schools in print and digital form (use the search function in the Literacy section of the Tāhūrangi website. This includes the Instructional Series).
The article Literacy through science has suggestions on how to integrate science with literacy to enhance learning in both areas.
| Connected and School Journal titles and synopses for the topic climate change | Science Learning Hub resources supported by the titles |
|---|---|
Climate Change: Our Biggest Challenge by Tricia Glensor School Journal Level 4, June 2018 An overview of the causes and impacts of climate change, with graphs and images. | |
Wildfire by Naomi Arnold Connected Level 4, 2020 An article about wildfires, their causes, effects and how they are influenced by climate. | |
Listening to the Land by Laura Goodall Connected Level 3, 2018 Kairangahau Māori collect and record mātauranga to understand how climate change is affecting wildlife and ecosystems, and how it can be used to plan for change. | |
Feedback by Matt Boucher School Journal Level 4, May 2020 Read about feedback loops – positive feedback loops, which can cause climate change to accelerate, or negative loops, which can lessen the factors that cause change. | |
Reducing our Footprint by Sarah Connor School Journal Level 4, May 2021 The article features people taking positive action to reduce greenhouse gas emissions. | |
How big is your footprint? by Norman Bilbrough School Journal Part 3 Number 1, 2011 An article about climate change in the 21st century (includes teacher support material). | |
Trees, seas and soil, by Renata Hopkins Connected Level 3, 2020 Use this article to discover what a carbon sink is and why they are so important. | |
The Great Barrier Reef Sarah Wilcox School Journal Level 4, 2013 This article explores rising carbon dioxide levels in the atmosphere and the effect on the world's oceans and coral reefs. | |
The Big Chill and the Big Drill by Rupert Alchin Connected Level 1 and 2, 2008 ANDRILL scientists drill into the Antarctic seabed to learn about Antarctica’s climate and how it has changed from ancient times. Captured in ice by Veronika Meduna Connected Level 3, 2017 Nancy Bertler collects ice cores to learn how the Earth’s climate has changed over time. | |
59.5 Degrees South by Sarah Wilcox School Journal Level 3, August 2013 This article provides information on Argo floats –devices that measure ocean currents, temperature and salinity (includes teacher support material). | |
Global action by Phillip Simpson Connected Level 4, 2017 This article examines what global warming is and how computer modelling works and identifies how science may help New Zealand reduce its agricultural emissions | |
Rising seas by Kate Potter Connected Level 3, 2014 This article looks at the role of evidence in determining that sea levels are rising. It also notes some of the implications of sea level rise | |
Building for the future by Adrienne Jansen Connected Level 3, 2017 This article tells how experts work together to future proof a coastal village from the threat of tsunamis and rising seas. |
Related content
Climate change resources – planning pathways breaks climate change down into smaller, bite-size topics and key science concepts.
Climate science has its own language. Check out a few key terms – with references to New Zealand’s greenhouse gas profile.
Check out our entire range of Connected articles here. We’ve curated them by topic and concepts.
Our Literacy through science topic curates lots of activities, articles and other resources to boost science and literacy. You can filter for primary and secondary resources.
Literacy and science PLD
There are multiple connections between science learning and literacy learning. The following webinars identify strategies to deliberately incorporate literacy learning in both areas.
Collection of related content
The Science Learning Hub team has curated a collection of resources related to climate change. Sign in to make this collection part of your private collection, just click on the copy icon. You can then add additional content, notes and make other changes and also share and collaborate with others. Registering an account for the Science Learning Hubs is easy and free – sign up with your email address or Google account. Look for the Sign in button at the top of each page.
Useful links
The Climate Change Learning Programme supports climate literacy for young people aged 10–14. Aotearoa contexts and mātauranga Māori are embedded throughout the learning modules and the wellbeing guide. The programme was updated in 2024 to reflect current science climate science and knowledge. The wellbeing guide reflects multiple perspectives and fosters resilience.
Connected uses contextual issues to promote scientific, technological and mathematical literacy, search. Got to the the Literacy (inc. Instructional Series) section of the Tāhūrangi website and search by title or "Connected".
School Journal supports students in years 4–8 to meet the reading demands of all New Zealand curriculum areas.
The Connected and School Journal teacher support materials are accessed through the Journal Surf website. A subscription login is required.
The Connected journals can be ordered from the Down the Back of the Chair website. Access to these resources is restricted to Ministry-approved education providers. To find out if you are eligible for a login or if you have forgotten your login details, contact their customer services team on 0800 660 662 or email orders@thechair.education.govt.nz.
Returning to a green Antarctica is a comic by Simone Giovanardi and Bella Duncan. It explains why Antarctica once looked more like South Island’s West Coast beech forests than the frozen continent we know today.
