This study used class practices to verify the applicability of a web application specially developed for the observation in general elementary school classes of the blooming of cherry blossoms with time-lapse digital images. The learning effects of class practices on children's perceptions of the connection between familiar phenomena and climate change were examined with a questionnaire survey. The results further demonstrated the potential for plant phenology observation using time-lapse images to contribute to students' acquisition of multi-timescale concepts from seasonal phenomena around them to century-scale climate change. This study can help provide a participatory approach, to an issue that is difficult for many learners to experience directly from the perspective of digital technology on environmental education.