LEARNING GOAL
Learning to care for living things
PEDAGOGICAL INTENTION
Developing a sense of responsibility towards other living beings
Target SKILLS
MATERIALS
DETAILED PROCEDURE
PROGRESS INDICATORS
Gardening tools
Native plants (sourced locally)
Field camera
Shared logbook
Session 1: Lead a site assessment and design - What are we trying to restore? For whom? Have students develop a simple ecological brief.
Step 1
Session 2: Source plants, prioritizing native, local species. Research the ecological function of each plant.
Step 2
Sessions 3-4: Plant, build (insect hotel, log pile, water point), and label.
Step 3
Session 5: Install a monitoring protocol - monthly photo from the same point, species count, visitor log.
Step 4
Hand the project over to the next year's class as a living legacy.
Step 5
Step 6
Ecological empathy in action: The child demonstrates genuine empathy for a non-human living being or ecosystem- not as a performative gesture but as a felt concern that motivates action: 'I was thinking about that tree during the week.'
Ecological civic voice: The child speaks publicly (to peers, adults, decision-makers) to advocate for the living world, drawing on personal experience and knowledge. The speech is specific, grounded, and personal- not slogans.
Sustained ecological responsibility: The child maintains a long-term commitment to a living project (rewilding, monitoring, care) across weeks or months without adult reminders. Takes initiative when the project needs attention.
Systems thinking about the living world: The child explains the interconnection between human actions and the living world with nuance- moves beyond simple cause-and-effect to articulate complex ecological relationships: soil, water, insects, climate, human food systems.
Ethical reasoning about the non-human: The child engages in ethical reasoning about the rights and interests of non-human living beings- articulates a personal position with arguments, nuance, and awareness of complexity. Not just a slogan but a developed position.
Ecological legacy orientation: The child demonstrates a sense of long-term responsibility- 'We're planting this for the school in ten years.' Understands and accepts that meaningful ecological care extends beyond their own tenure, visibility, or reward.