Rewilding the environment: Art, Geography and Community

This Geoscience Outreach project by Nula Langmuir explores the idea of rewilding – a conservation effort which aims to create an ecosystem which requires less human, active intervention. The project explores successful case studies which have achieved self-sustaining ecosystems which are near self-regulatory, and how we define these.

It’s a relatively recent environmental movement which has gathered traction in the past two decades. This tackles rewilding on a small scale in Scotland, in local areas such as the Carrifran Wildwoods and on a global scale. It examines how we can help our environment instead of degrading it further.

Cloudy landscape by Nula Langmuir, 2021, is licensed under CC BY-NC 2.0.

The interdisciplinary approach explores rewilding through art, science and geography to encourage inquisitive and expressive learning. The resource includes three core lessons and plans that progress through an art activity, exploring satellite imaging and global rewilding, and a field trip to a local conservation or rewilded site. There is also an option for a fourth lesson, for reflection and evaluation.

It also includes presentation slides for the first two classroom-based lessons, a teacher’s guide with notes, and a resource pack which includes all printable resources and a feedback sheet.

It is available to download for free here.

Curriculum for Excellence: Experiences and Outcomes

SCN 2-02a: I can use my knowledge of the interactions and energy flow between plants and animals in ecosystems, food chains and webs. I have contributed to the design or conservation of a wildlife area.
SCN 2-02b: Through carrying out practical activities and investigations, I can show how plants have benefited society.
SCN 3-01a: I can sample and identify living things from different habitats to compare their biodiversity and can suggest reasons for their distribution.
SCN 3-05b: I can explain some of the processes which contribute to climate change and discuss the possible impact of atmospheric change on the survival of living things
TCH 2-06a: I can analyse how lifestyles can impact on the environment and Earth’s resources and can make suggestions about how to live in a more sustainable way
SOC 2-08a: I can discuss the environmental impact of human activity and suggest ways in which we can live in a more environmentally responsible way.
SOC 2-08b: I can consider the advantages and disadvantages of a proposed land use development and discuss the impact this may have on the community.
SOC 3-07a: Having investigated processes which form and shape landscapes, I can explain their impact on selected landscapes in Scotland, Europe and beyond.
SOC 3-10a: I can investigate the climate, physical features and living things of a natural environment different from my own and explain their interrelationship.
MTH 2-13a: Having explored more complex number sequences, including well-known named number patterns, I can explain the rule used to generate the sequence, and apply it to extend the pattern.
MNU 2-20a: Having discussed the variety of ways and range of media used to present data, I can interpret and draw conclusions from the information displayed, recognising that the presentation may be misleading. MNU 2-20a



Cover image: The North Glenshield Ridge by Nula Langmuir, 2021, is licensed under CC BY-NC 4.0.