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Mission: Explore to Restore

Elementary, Middle

Description

Mission: Explore to Restore is an eight-lesson inquiry-based learning unit that introduces students to wildlife, ecosystems, biodiversity, and conservation action. The unit is connected to the Living Planet Report Canada for Kids and is designed to help students understand how Canadian wildlife populations are changing and how people can help protect nature, species and habitats.

Students become “wildlife investigators” as they explore Canadian species, investigate ecosystem connections, learn how scientists collect wildlife data, and develop their own conservation actions. The lessons integrate science inquiry, outdoor learning, collaboration, and communication skills.

The eight lessons include:

Lesson 1 – Launch “Mission: Explore to Restore”
Students are introduced to the mission and explore the Living Planet Report Canada for Kids website. Students become wildlife investigators as they explore the site on their own

Lesson 2 – Scientists at Work
Students learn how wildlife scientists study animal populations, including how researchers collect and analyze information to understand changes in species numbers.

Lesson 3 – Wildlife Investigation
Students investigate a Canadian species and explore its habitat, adaptations, ecological role, and the challenges it faces.

Lesson 4 – All Species Are Connected
Through a tag game activity, students discover how plants, animals, and other organisms depend on each other and how changes to one species can affect an entire ecosystem.

Lesson 5 – Map the Connections
Students explore how scientists use maps to study habitats and species distribution. They create maps showing where wildlife lives and what habitats it needs.

Lesson 6 – Student Scientists at Work
Students collect and contribute their own observations and data through wildlife or ecosystem monitoring activities

Lesson 7 – “Explore to Restore” Pledge
Students identify realistic actions they can take to support wildlife conservation and commit to making a positive difference.

Lesson 8 – Think for Wildlife, Write for Change
Students reflect and share what they have learned by writing letters                                       

Each lesson provides background information, Indigenous perspectives, assessment tools, materials required and extension activities to enhance the learning. The lessons include excerpts from the Living Planet Report Canada 2025 with expertise and experiences shared by contributors from Indigenous communities in different parts of the country. The resource includes four videos featuring WWF-Canada research scientist Jessica Currie discussing conservation and how students can take action to help conserve wildlife.

General Assessment

Strengths

  • Students work with real-world wildlife data and conservation issues from WWF-Canada's Living Planet Report Canada 
  • Well-designed, inquiry based learning resource
  • Resource is organized and easy to implement
  • Provides a series of engaging and varied activities
  • The resource empowers students to move beyond learning with practical actions

Weaknesses

  • The resource offers varied learning activities but provides few explicit adaptations for English language learners, students with difficulties, or different reading levels.

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

  • Step 1Select a province
  • Alberta
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Living Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions
  • British Columbia
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 4: All living things sense and respond to their environment
  • Manitoba
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Habitat and Communities
        • Life Systems
    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Diversity of Living Things
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Habitats and Communities
    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Diversity of Life
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 4: All living things sense and respond to their environment
  • Nova Scotia
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    • Grade 4
      • Step 3Select a subject
      • Information Technology
        • Step 4Relevant matches
        • Information and Communication Technology 4: Digital Citizenship
        • Information and Communication Technology 4:Research, Innovation, Problem Solving, and Decision making
      • Science
        • Step 4Relevant matches
        • Science 4: Habitats
    • Grade 5
      • Step 3Select a subject
      • Information Technology
        • Step 4Relevant matches
        • Information and Communication Technology 5: Research, Problem Solving and Decision Making
    • Grade 6
      • Step 3Select a subject
      • Information Technology
        • Step 4Relevant matches
        • Information and Communication Technology 6: Productivity and Innovation
      • Science
        • Step 4Relevant matches
        • Science 6: Diversity of Life
  • Nunavut
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Life Systems: Habitats & Communities
    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Life Systems: Diversity of Living Things
  • Ontario
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Habitats
    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Diversity of Life
  • Quebec
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Habitats and Communities
    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 6: Life Science: Diversity of Living Things
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 4: All living things sense and respond to their environment

Themes Addressed

Ecosystems (6)

  • Appreciating the Natural World
  • Biodiversity
  • Endangered Species
  • Habitat Loss
  • Interdependence
  • Wildlife Protection

Indigenous Knowledge (1)

  • TEK -- Traditional Ecological Knowledge

Land Use & Natural Resources (1)

  • Habitat Restoration

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

The resource is connected to the Living Planet Report Canada for Kids and is designed to help students understand how Canadian wildlife populations are changing and how people can help protect nature, species and habitats. These resources are informed by WWF-Canada’s Living Planet Report Canada 2025, the report summarizes how wildlife in our country are faring. This report is published every few years to provide updated information and recommendations to help guide politicians, business leaders and the public as they make decisions that impact wildlife and habitats.

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Good

The resource addresses the environmental dimensions of biodiversity and conservation by exploring wildlife, ecosystems, habitat needs, and species interactions. It supports the social dimensions of sustainability by encouraging students to become informed environmental stewards and take action to protect wildlife. 

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Very Good

The resource respects the complexity of biodiversity and conservation issues by showing that wildlife populations are influenced by multiple interconnected factors, including habitat conditions, ecosystem relationships, human impacts, and conservation efforts.

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Good

Students identify realistic actions they can take to support wildlife conservation and commit to making a positive difference. They explore the “How you can help” section of the LPRC for Kids website and choose an action to support wildlife and ecosystems. Students create a class pledge for the action and promote it through the school, home and wider community. Students can act as
ambassadors of the activity that they have
chosen and present to other classes in their
school.

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Good

Through investigation, discussion, and action-planning activities, students are encouraged to identify what they value about nature and communicate their perspectives on how to protect wildlife.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Poor/Not considered

Not considered in this resource

Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Very Good

Lesson six introduces students to wildlife
monitoring (observation and data collection) and
turning evidence into action! Students step into the role of scientists by exploring how wildlife observations and data collection lead to evidence-based actions that help protect species and ecosystems. Together the class will find a project that will help wildlife in their school
yard and wider community. 

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Very Good

The class will decide on a project that will help wildlife in their school yard and wider community. 

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Good

The resource supports an understanding of the past by examining changes in wildlife populations and ecosystems over time and using scientific information to understand how species and habitats have been affected. It builds a sense of the present by helping students investigate current challenges facing Canadian wildlife, including biodiversity loss, habitat pressures, and the importance of conservation.

Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Very Good

Brainstorming, questioning and discovery, as well as cooperative learning activities provide opportunities for open-ended discussion and learning.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Good
  • Science 
  • Technology
  • Language Arts
Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Very Good

Students learn by asking questions, investigating evidence, making observations, analyzing information, and drawing conclusions, rather than simply receiving information from the teacher. Throughout the unit, students take on the role of wildlife investigators, using scientific inquiry to understand ecosystems and conservation.

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Good

The resource provides varied learning activities, but teachers may need to adapt some materials to fully meet the needs of diverse learners. 

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Very Good

Students step into the role of scientists
by exploring how wildlife observations and data
collection lead to evidence-based actions that help protect species and ecosystems. This lesson is going to be unique to each student or group. It will depend on where they live in Canada because that will inform what they can do to contribute to monitoring or community science projects in their communities. 

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory

Students work in groups for many of the activities.

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Very Good

Assessment in the resource focuses on
inquiry, systems thinking and environmental action. Students demonstrate their learning through investigation, discussion, analysis and communication activities. The lessons in this resource use a shared rubric framework. 

Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Good

Students create a class pledge for the action
and promote it through the school, home
and wider community. Students can act as
ambassadors of the activity that they have
chosen and present to other classes in their
school

Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Very Good

These resources are informed by WWF-Canada’s Living Planet Report Canada 2025, the report summarizes how wildlife in our country are faring. This report is published every few years to provide updated information and recommendations to help guide politicians, business leaders and the public as they make decisions that impact wildlife and habitats.

Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Good

Each lesson provides extension activities to enhance the learning or go deeper into a chosen issue.

Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.

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