Learning objective and outcome
By the end of today’s lesson, you will:
- Understand what ‘Rewilding’ means
- Have explored some examples of rewilding projects in Mainland Europe
- Have considered how we might take a similar approach here: Why not Scotland?
Introduction – 10 minutes
Bell time activity: as students enter the room, the question ‘Think of a wild place you know well: what makes it wild?’ is projected on the board. Students think/pair/share, write their ideas on a post it note and stick it on the board.
While ‘post its’ are being delivered, students can also ponder the follow up question: ‘Does nature look after itself in the place you thought of?’
Teacher leads feedback discussion and introduces the idea of rewilding through the trailer for the Why Not Scotland? Film Why Not Scotland? | Rewilding Nation | SCOTLAND: The Big Picture (scotlandbigpicture.com)
Activity One (Poster and presentation preparation) – Depending on time available
Take brief feedback from the class on how they feel having watched the trailer. Do they share Flo’s concerns and feelings of eco-anxiety?
Explain that like Flo, the class are going to work in small groups to explore a range of successful rewilding projects in Mainland Europe.
Depending upon the nature of the class, the teacher may put students into groups or allow them to work with friends.
Allocate each group a specific rewilding project from mainland Europe to research. There are 9 to choose from and they can be allocated at random or students may choose an area they are particularly interested in:
- Iberian Highlands (Spain)
- Rhodope Mountains (Bulgaria)
- Greater Coa Valley (Portugal)
- Southern Carpathians (Romania)
- Central Apennines (Italy)
- Swedish Lapland (Sweden)
- Velebit Mountains (Croatia)
- Danube Delta (Ukraine/Moldova/Romania)
- Oder Delta (Germany/Poland)
Note: The Rewilding Projects detailed above have all been taken from the Rewilding Europe website, so students who are struggling to find information can be directed here: Rewilding landscapes | Rewilding Europe
Note: If students are struggling to engage in the content, you could ask them to look for surprising facts and stats in each project. A top ten wildest facts is also available online.
Students must produce a poster with key information about the allocated Rewilding project and prepare to present their poster to the class at the end of the lesson. Their poster and presentation must answer the following key questions:
- What does your Rewilding project do differently to what was happening before it was implemented?
- How does your Rewilding project enable wildlife to recover?
- How does your Rewilding project benefit human beings as well as the natural world?
- How will your Rewilding project make a positive impact in the future?
Encourage students to use as little text as possible on theirposters and try to make it more image-based.
Activity Two – Depending on time available
Groups present their posters, effectively going on a ‘tour’ of the rewilding projects. Teacher should check that the success criteria have been met in that all the key questions can be answered.
Students might vote for best poster/best presentation.
Optional activity A – If time allows or during a follow-up lesson
Class discussion: Can you imagine projects like this happening in Scotland? If not, why not? Teacher chairs discussion. Examples to draw on if needed include:
The Scottish Rewilding Alliance has produced a Rewilding Nation Charter setting out 4 principles for rewilding that would help rewilding projects like this happen in Scotland.
The FAQs section of the website provides more background and a format for a Q&A.
Optional activity B (PSE focus) – If time allows or during a follow-up lesson
Having explored the Rewilding Nation Charter (see Optional activity A, above) students should work in small groups to create an event to encourage people to discuss the Charter. Students should prepare a presentation about their event which features the following details:
- Overview of the event
- Event location
- Target audience(s)
- How they plan to advertise their event
- What will make their event interesting and engaging (USP)
Teacher could act as judge and decide on the winning event plan.