Rewild Your World
Week 4 - Choosing Your Champion Animal
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Choosing Your Champion Animal
Begin the week by reflecting on the prior learning about biodiversity and connectivity. Revisit key ideas such as how plants, animals, and ecosystems depend on each other to stay healthy. This reflection will help students connect new learning with prior knowledge.
This week, students will take their next step by choosing and researching their own Champion Animal. They will explore how each species plays an important role in maintaining balance in nature and how human actions can either protect or harm these relationships. Their research will help to pinpoint exactly what is required to improve habitat for the species and which they will use in the following weeks to guide their survey efforts and advocacy actions.
In this lesson sequence, you will deepen your understanding of biodiversity by learning how to investigate a local animal species and explain why it is important to its environment. You will use scientific vocabulary to describe where your chosen animal lives, what it needs to survive, and how it connects to other living things. As you research, you will show your learning by gathering accurate information using digital tools, sharing your ideas through discussions and observations, and creating a Champion Badge that celebrates the role your animal plays in its habitat.
You will start by learning new scientific vocabulary, reflecting on an inspiring quote from Sir David Attenborough, and exploring the remarkable rewilding story of the St Lucia Parrot. You will then use digital tools to research local species and select one that lives near your school or community.
Once you have chosen your Champion Animal, you will learn about its habitat, food, and behaviours, design a badge that celebrates it, and take part in an invertebrate search to explore how all living things are connected. By the end of the week, you will complete your quiz and receive your Week 4 Certificate of Achievement, marking your first steps as a true nature protector.
Your Weekly Keywords
Begin by pronouncing each keyword aloud and modelling how to break the word into smaller parts (prefix, root, suffix) to support understanding.
Use multimodal support to reinforce meaning, pictures, icons, gestures, and movements. Provide clear, student-friendly explanations and visual examples before students attempt the matching task.
Explain any silent letters or unusual spelling patterns to reduce cognitive load and help students focus on meaning.
Model a quick “think aloud” showing how you identify clues in the word and definition to make a match.
Use images, drawings, or videos to clarify contrasts (e.g., nocturnal vs diurnal, terrestrial vs arboreal) so students build conceptual understanding.
Guide students to research each word using reliable sources such as books, dictionaries, and trusted websites. Model how to find clues in examples and context instead of simply guessing.
Encourage students to work in pairs, discuss meanings, and justify their choices when matching words to definitions. Observe their ability to connect new vocabulary to biodiversity and their Champion Animal. Provide feedback that values curiosity, teamwork, accuracy, and confidence in using scientific language.
This week, you’ll take on a new challenge with your set of keywords. Each word links to your Champion Animal and will help you understand how it lives, survives, and connects with its environment. Some of the words might feel tricky at first, but they will help you grow your scientific vocabulary and think more deeply about nature.
Your task is to match each word to its correct definition. You may need to do some research to find the meanings, so take your time and work carefully. Use books, digital tools, or class resources to help you.
As you match and discuss each word, talk with a partner about what you notice. Which words are new to you? Which ones connect to things you’ve already learned about ecosystems and biodiversity? By the end, you’ll have built a stronger set of tools to describe and explain your Champion Animal with confidence.
Some of these words are very hard, but don’t worry, your teacher will read through them before you begin to help you understand them.
Quote of the Week – Sir David Attenborough
Explain who Sir David Attenborough is and why he is recognised globally. Briefly describe how his documentaries and storytelling help people understand the natural world and inspire action to protect it.
Consider using a simple comparison chart to help students connect the work of Jane Goodall with Sir David Attenborough’s message in this lesson.
Encourage students to reflect on the meaning and impact of David Attenborough’s words. Discuss how a few well-chosen phrases can share a powerful message about care and responsibility for the natural world.
Model how language can inspire emotion, spark action, and make people think deeply. Guide students to analyse word choice, tone, and purpose before creating their own quotes. Provide feedback that celebrates thoughtful reflection, clarity, and the ability to express big ideas simply.
Model reading the quote aloud, demonstrating how to interpret the quote. Highlight the use of strong, simple language to communicate urgency and responsibility.
“The truth is: the natural world is changing. And we are totally dependent on that world. It provides our food, water and air. It is the most precious thing we have and we need to defend it.” – Sir David Attenborough
This week’s quote reminds us that everything we need comes from nature. As a class, discuss where this quote comes from, what it means, and why David Attenborough continues to inspire people to care for the planet.
After your discussion, use the template to create your own original quote about protecting nature.
Think about what you believe, what inspires you, and how your words can encourage other people to see the world differently.
Story of the Week – The St Lucia Parrot
Begin by revisiting the concept of rewilding from previous lessons, reminding students how people can restore balance to nature through creative action.
Introduce the St Lucia Parrot story, highlighting how awareness and community pride helped save an endangered species.
Brief reminder and discussion of the term rewilding.
State: Begin with a question prompt to revisit prior learning: “What do we remember about rewilding, and how can people help damaged environments recover?”Show students a world map or a map of the Caribbean to identify where St Lucia is located. This helps students build geographical context, supports comprehension of the story, and strengthens their understanding of why the parrot is unique to that region.
Encourage discussion about the power of communication and how stories can inspire real change. Guide students to identify the actions that made the campaign successful and how language, art, and teamwork played a part.
Prompt reflection with questions such as:
“How did creativity help protect the parrot?”
“Why was community involvement so important?”
“Can this approach be used for other animals? Why or why not?”
“How can we apply these lessons to our Champion Animal projects?”
This week, you’ll explore the inspiring true story of the St Lucia Parrot, a beautiful bird found only on the island of St Lucia. Once, this parrot was in serious danger. People were trapping it as a pet, hunting it for food, and clearing the forests where it lived. Few noticed that its numbers were falling until a man named Paul came up with a plan to save it.
Paul and his team launched a creative campaign to save the species. They designed a mascot, printed postcards and stickers, made T-shirts, and even wrote a song. They visited schools and spoke on radio shows to raise awareness and inspire national pride in the parrot.
Their plan worked. The people of St Lucia began to see the parrot as a symbol of their island. They protected its forest home and encouraged others to do the same. Over time, the parrot population grew, and the St Lucia Parrot became a national treasure and a story of hope.
Think about what made Paul’s plan successful. Why did involving the community matter so much? How did helping one species help many others, such as finches, snakes, lizards, and bats?
If rewilding means helping nature bounce back, what clues might we look for in today’s story?
Then, consider how this story might guide your own actions for your Champion Animal. What creative ways could you raise awareness or inspire others to care for it? This week’s story shows that when people work together, one idea can help rewild an entire island and bring nature back to life.
Comprehension – The Ringtail Possum
This comprehension task focuses on developing deeper reading through literal, inferential, and applied questioning. Reinforce that literal questions check what the text says directly, inferential questions explore what the author suggests or implies, and applied questions help students connect the information to real-world contexts.
Encourage students to use evidence from the text to support their answers and to think carefully about how the Ringtail Possum’s story links to larger ideas about conservation and their future Champion Animal research.
You might use question prompts such as:
Where does the possum live?
What food does it rely on?
How do its features help it survive?
What threats does it face?
What threatens its safety?
How does it interact with other living things in its environment?
This week, you will read an information text about the Ringtail Possum, a clever and adaptable animal that lives in many parts of Australia. As you read, pay close attention to how it builds its nest, finds food, and works with other creatures to survive. Notice how changes to its environment, such as the loss of trees, new predators, new housing developments, infrastructure, highways, bushfires, extreme weather (floods, cyclones, drought), or pollution can affect its daily life and safety.
This text will show you the kind of information you’ll need to gather later about your own Champion Animal, including its habitat, diet, and role in the ecosystem. Read each question carefully, as you will answer comprehension questions about this text afterwards.
As you read, pay close attention to the Ringtail Possum’s special features, such as its prehensile tail, sharp claws, and ability to build a drey—and how these adaptations help it survive in its environment.
As you work, take notes on key facts that help you understand how the Ringtail Possum survives and what people can do to protect it. Think about how this example can guide your own research in the weeks ahead.
Record Your Answers – How Far Can You Go?
Explain that there are twelve questions divided into four levels, moving from simple recall to deeper critical thinking. Students should complete them in order, writing in full sentences and using facts from the Ringtail Possum text to support their ideas.
Model one think-aloud example to demonstrate how to locate clues in the text and form a clear, evidence-based answer. Allow students quiet time to work independently, encouraging them to re-read the text as needed for understanding.
Prompt them to underline key words, make short margin notes, and use sentence starters to organise their ideas. When finished, have students record the highest level they reached and identify one skill they would like to improve. Observe comprehension, reasoning, written accuracy, perseverance, and self-assessment throughout the task.
After reading the information about the Ringtail Possum, you will answer 12 comprehension questions that become more challenging as you go. You’ll begin with Level 1 questions that ask for simple facts and move toward Level 4 questions that invite you to think deeply and make connections to your own learning.
Write your answers in full sentences, using evidence and examples from the text to explain your ideas clearly. Take your time and read each question carefully.
If you find a question tricky, pause and think; that moment shows your understanding is growing and that you’re ready to explore new ideas about how animals live, survive, and depend on their environment.
Discovering Your Champion Animal
Begin by explaining the purpose of this activity: students will use the Atlas of Living Australia to investigate species that live in or near their school community. Before students begin exploring independently, model how to navigate the ALA by demonstrating a simple search, showing how to view recent sightings, and how to check whether a species still exists locally. Use a think-aloud to make your reasoning visible and highlight key features such as distribution maps, species profiles, and filters.
Provide scaffolds that support students to manage the volume of information. These may include a simple research card or note-taking frame showing: Habitat, Diet, Behaviour, Is it local? Display key vocabulary on a word wall, such as native, introduced, species, distribution, habitat, local area, threatened species, and refer to the word wall as you model research practices.
Clarify common misconceptions before students begin. Explain that choosing zoo animals, pets, extinct species, or animals that no longer occur in the area will make the project difficult to complete. Reinforce that students must use evidence to justify their choice.
Encourage students to explore the Atlas of Living Australia independently, guiding them to use technology for genuine research and discovery. Model the basic navigation, then take a hands-off approach to allow students full ownership and choice in selecting their Champion Animal.
In this activity, you will use the Atlas of Living Australia - https://www.ala.org.au/ to explore the amazing range of species that live near your school. Follow the prompts on your task card to guide you through the website and learn how to use it to identify animals found in your local area.
Once you have explored the species nearby, choose one that truly interests you. This will be the animal you will protect and create the perfect habitat for. Make sure the animal you select has been seen in your area and still exists there. The Atlas of Living Australia will help with this. Choosing an extinct or non-local animal would make your project impossible to complete.
If you do not have access to technology, you can use the booklet provided to browse animals found widely across Australia. From this list, choose one that inspires you to become its champion.
This is an important decision because your chosen animal will shape your learning for the rest of the course. Take your time, explore carefully, and choose wisely.
If you are taking this course from a country outside of Australia, or if you would like to try something different, you can use a website called iNaturalist.
iNaturalist is a place where everyday people and scientists share real photographs of animals and plants they have spotted. It is like a big online nature album made by people all over the world.
It does not show as many species as the Atlas of Living Australia (note: ALA does not show all species - it is only those that have been recorded)
Later in this course, we will learn how you can upload your own nature sightings and become a real citizen scientist too.
Researching Your Champion Animal - Part 1
Encourage students to research their Champion Animal using a range of reliable sources, such as books, trusted websites, and interviews with knowledgeable people. Emphasise the importance of checking facts across multiple sources to ensure accuracy and avoid misinformation.
This is Part 1. It focuses on the basic needs of the Champion Animal. Part 2 will be completed next week and will focus on how we can act to support a sustainable population of the Champion Animal. Following that, students will complete a resource to share what they have learned.
Support students to question and compare what they find: Where did this information come from? Does another source confirm this? How do I know this is accurate?
Emphasise that students pay special attention when they draw their Champion Animal, such as patterning, colour, the shape of teeth or a beak, and any other distinguishing features that aid identification.
Allow students to collaborate by sharing discoveries, comparing answers, and discussing where information came from. Highlight that good researchers question, cross-check, and confirm before recording their findings.
Support students in using note-taking strategies to organise their research, and remind them that their work will contribute to a class book, making accuracy, teamwork, and clear communication essential.
In this activity, you will begin to explore your chosen Champion Animal in detail. Look at the task card opposite, where you will find questions about your animal, such as what kind of creature it is, where it finds shelter, which ecosystem it belongs to, and what it eats.
To answer these questions, you will need to research carefully using at least three different sources, such as a computer, books, or even by interviewing someone who may know more.
Next week, you will complete Part 2. When you have gathered all the information, you will use it to create a resource that shares what you have learned. Together, the class will combine these into a book that showcases every Champion Animal, ready to share with the world (ask your teacher more about this).
Use the example about the Striped Possum to help guide your work, and remember to check that your information is accurate before adding it to your final piece.
Create Your Champion Animal Badge
Introduce this activity by explaining that students will create a badge logo that visually communicates the identity and importance of their Champion Animal. Before students begin, discuss examples of effective logos and symbols, highlighting how designers use colour, shape, pattern, and imagery to share meaning without using many words.
Model how to select key features of an animal, such as markings, silhouette, colours, claws, eyes, tail shape, or habitat elements, and the use of these ideas to make a simple visual symbol. Demonstrate how to sketch ideas, experiment with composition, or use basic shapes in Canva to build a clear, recognisable design.
Encourage students to express creativity and digital literacy as they design their Champion Animal badges. Support them in thinking critically about how a simple image can communicate key information about their animal’s identity, habitat, and importance.
Discuss with students how visual design can influence conservation messaging. Encourage them to consider: What do I want people to notice? What emotion do I want my badge to create? How can design inspire people to protect my animal?
Discuss how colour, shape, and symbols can tell a story without needing words. Once badges are complete, invite students to share and reflect on each other’s designs. Ask whether the badge clearly represents the animal and its message. Encourage positive feedback, idea swapping, and thoughtful revisions based on peer reflections to strengthen both design skills and visual storytelling.
Now it’s time to celebrate your Champion Animal by designing a special badge logo that shows what makes it unique and worth protecting. Take a look at the example opposite to gather ideas. Then, using Canva or any creative method, design your own badge that captures the spirit and importance of your chosen animal.
You can create your badge digitally or draw it by hand and scan it to upload later. Make it bold, colourful, and memorable so that it inspires others to care for your animal too.
When everyone has finished, your class may wish to print all the badges and display them together on a classroom wall. This will become a beautiful celebration of all the Champion Animals you are protecting, showing the diversity of life that exists in your local environment.
Be creative, think like a designer, and make your badge stand out as a proud symbol of your Champion Animal.
Invertebrate Search - What’s Outside?
Before beginning the invertebrate search, remind students that they are guests in nature and must show respect for every living thing they encounter.
Emphasise that this is an opportunity to observe and appreciate the creatures that help our environment function, not to disturb or harm them. Explicitly teach the expectations: look carefully, move slowly, observe from a safe distance, and return any object or habitat exactly as found. Reinforce that this activity is about appreciating invertebrates, understanding their role in the ecosystem, and observing without causing harm.
Teachers may choose how this activity is conducted based on their school’s safety policy and the comfort level of families:
Option 1 – Observe Only: Students look carefully at invertebrates in their natural habitats and record their findings using the observation checklist. This approach removes all risks associated with handling and is perfectly suitable for this lesson.
Option 2 – Observe and Collect: If your school chooses this option, ensure that no more than one invertebrate is placed in each jar at a time. Use soft paintbrushes for gentle collection and always release the animals safely after observation. Emphasise the importance of releasing the animal exactly where it was collected from, as this is its habitat and familiar territory. Please ensure families are informed using the Parent Permission Letter and that all staff are familiar with the Risk Assessment provided below.
As we reach the end of this week’s learning, it’s time to head outdoors and explore the hidden world of invertebrates. With your teacher or a trusted adult, visit your school grounds, garden, or local area and take part in an invertebrate search.
Use your task card to identify creatures you might find and learn how to spot them safely. Some people feel nervous around insects or small animals, but this activity is about respect and care. Every invertebrate plays an important role in keeping habitats balanced and healthy.
Be gentle, observant, and responsible. If you move something, always put it back exactly as you found it, and never harm any living creature or its home. Remember the techniques from the introduction video, such as the tree shake, to help you find invertebrates carefully.
Have fun, take your time, and see how many amazing creatures you can discover in your local environment.
Growing Conditions
As with the invertebrate search, remind students to be respectful of the plants and any small animals that they may encounter while doing this survey, and to be aware of any risks associated with it.
Students will need a few shovels and a handy water source to conduct the soil tests. Students may also prefer to wear gloves.
You may wish to photograph the school at different times of the day to provide a comparison of how the sun moves across the areas, or to keep a written record of each area at certain time windows. If possible, observe the sites immediately after rain to witness how water is drained from the area. You could also conduct the same activity using water from a hose or bucket. Raise questions about whether students feel that this is an adequate representation and how the area may respond differently with varying levels of rain.
Just like animals, plants need the right conditions to grow and thrive. All plants need three basic things: soil, sunlight, and water, but different environments provide these in different ways. For example, some places are damp, boggy, and shady, while others are dry, sunny, and have well-drained soil.
In this activity, you will assess the growing conditions around your school. You’ll discover important information that will help you eventually choose plant species most likely to grow well in your school environment.
You will also need to consider the best time of year to plant. This will depend on your location. Which of the four different climate regions do you live in? This will factor in when it comes to planning when you will hold your planting day.
You will select six locations around the school that best represent the different growing conditions. These areas may also become part of your new habitat creation in the coming weeks. Record your observations and results on the task card.
This is your chance to get outside and get your hands dirty! You’ll test the soil using a fun and simple method, observe how sunlight moves across the school grounds, and investigate how water drains through the soil.
Weekly Mindfulness – The Art of Nature: Invertebrate Reflections
This mindfulness activity encourages students to slow down, breathe calmly, and observe the invertebrates they discovered earlier with care and curiosity. Guide them to focus on their breathing as they sketch, allowing their minds to relax and their attention to sharpen. Encourage them to notice fine details, such as movement, texture, and interaction within the habitat.
Explain to students that the purpose of this activity is not to create a perfect drawing, but to notice fine details, such as movement, texture, patterns, colours, and how the invertebrate interacts with its microhabitat. Use vocabulary from the word wall—camouflage, segments, antennae, exoskeleton, microhabitat—to guide students in what to look for.
Provide scaffolds such as sentence starters (“I noticed…”, “This creature moved by…”, “The texture looks like…”) or simple drawing prompts to support students who may feel unsure about sketching. Clarify expectations for calm behaviour outdoors and remind students of safe, respectful observation practices.
Teachers are encouraged to model this behaviour by joining in quietly, sketching alongside students to create a calm, reflective atmosphere. Provide feedback that values focus, observation, and creativity over perfection, helping students appreciate the delicate role these creatures play in the wider ecosystem.
This week, you will spend quiet time outdoors observing and drawing some of the creatures you discovered during your invertebrate search. Now that you know where they live, return to those places and take a closer look at how these tiny animals move, work, and interact with their surroundings.
Bring your sketchbook or task card and focus on the small details. Watch how ants work together to climb a branch, or how a beetle hides carefully beneath a pebble. Notice their shapes, colours, patterns, and how they fit perfectly into their habitat.
Let this be a calm and creative time to connect with the natural world. Use both drawings and words to capture what you see and feel. This is your moment to pause, observe, and appreciate the beauty of the smallest creatures that help keep our ecosystems alive and balanced.
Your Digital Résumé – Experience 4
Before students begin writing, prompt them to revisit the week’s activities — choosing their Champion Animal, exploring the Atlas of Living Australia, designing their badge, searching for invertebrates, or engaging in mindful observation. Model how to reflect on why a moment was meaningful, what it taught them, and how it shaped their identity as a learner, researcher, or protector of nature.
Encourage students to use their digital résumé as a space for deep reflection rather than a list of completed tasks. Guide them to think about how this week’s experiences have shaped who they are becoming — curious learners, creative thinkers, and responsible caretakers of the environment.
Emphasise the use of digital tools to organise, present, and personalise their reflections effectively. Support students in expressing impact, emotion, and growth through their writing.
Provide feedback that values authenticity, thoughtful language, and digital literacy, helping students understand that their résumé represents their journey of transformation, not just their achievements.
This week, you will add your fourth experience to your digital résumé, reflecting on what has been most meaningful to you during your Champion Animal journey.
You might choose to write about designing your own logo and badge that proudly represents your animal, taking part in the invertebrate search and seeing nature up close, or the moment you chose your Champion Animal, knowing you will help protect it in the weeks ahead.
Each reflection helps tell the story of your growth as a learner, explorer, and protector of the natural world. By adding your thoughts, you are showing how your curiosity, care, and creativity continue to shape who you are becoming.
Share Your Thoughts on Dear World
This week, students will create and share their Dear World story based on their Champion Animal learning. Encourage them to reflect on what has been most meaningful, such as researching their animal, designing their badge, or exploring invertebrates in nature. Guide them to consider which values these experiences helped develop, including empathy, curiosity, and care for the environment.
Support students in crafting a short story that communicates personal growth and inspiration. When complete, they can upload their reflections with photos or drawings. Celebrate stories that show understanding, creativity, and a genuine desire to protect and connect with the natural world.
This week, your task is to write and share your own Dear World story inspired by your Champion Animal journey. Think about everything you have done, from choosing your animal and designing your badge to researching its habitat and exploring the world of invertebrates.
Reflect on what these experiences have taught you about care, curiosity, and the importance of protecting nature.
Your story might describe what it felt like to discover your Champion Animal, the excitement of finding tiny creatures during your search, or the pride you felt when creating your animal badge. Think about which values you developed this week, such as empathy, creativity, or responsibility.
When you are ready, log in to the Dear World Library and upload your story with any photos or drawings that bring it to life. Use your words to inspire others to care for animals and the environment as you have begun to do.
This is your opportunity to use your voice to make a difference, sharing your message of kindness, hope, and connection with the world.
Your Week 4 Quiz and Certificate
Explain that the Week 4 quiz can be completed by following the online link provided. Students may complete it either in class or at home. Encourage them to discuss their ideas with a partner before submitting their answers to help strengthen understanding.
Remind students that certificates are awarded individually, so everyone must complete their own quiz. Emphasise that this is not a test, but an opportunity to reflect on their learning, review key concepts, and celebrate their progress.
Observe independence, digital confidence, and collaboration. Look for evidence of perseverance, thoughtful reflection, and increasing accuracy as students demonstrate their growing understanding each week.
This week, you will complete your Week 4 quiz. It is a chance to pause and reflect on everything you have explored about protecting the habitats where your Champion Animals live.
Think about the connections you have discovered between animals, ecosystems, and people. Notice how your thinking has grown. The quiz is not just about remembering facts; it is about recognising how deeply you now understand the importance of caring for the natural world.
Once you have completed the quiz, you will receive your Week 4 Certificate of Achievement. This certificate celebrates your creativity, your ideas, and the thoughtful way you have approached your learning this week.
There are ten certificates to collect across your Rewild Your World journey, one for each week. By the end of the course, your full collection will tell a powerful story. It will show how your knowledge has deepened, how your care has expanded, and how your commitment to protecting our planet has grown.
Each certificate is not just a piece of paper. It is a reminder that you are becoming someone who understands, protects, and speaks up for the living world we all share.
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