Teacher Resources

Great conservation education begins with a teacher who is willing to explore alongside their students.

Earth FX Teacher Resources are designed to give educators the guidance, confidence and flexibility to deliver meaningful conservation learning in real classrooms.

From early discovery through to investigation, critical thinking and student-led conservation solutions, our resources support teachers at every stage of the Earth FX learning journey.

You don’t need to be a wildlife expert, scientist or conservationist. The resources provide the structure — while teachers bring something equally important: knowledge of their students, their community and the world immediately around them.

You don’t need to know every answer.

You need to create a classroom where students are encouraged to keep asking questions.

As students grow, the teacher’s role evolves too.

From guiding discovery → to facilitating investigation → to empowering independent thinking and action.

Clear lesson guidance connected directly to student workbook pages.

Questions that encourage curiosity, investigation, critical thinking and meaningful classroom conversation.

Flexible learning activities using the classroom, school grounds and surrounding environment.

Ideas that help teachers turn classroom learning into student-led conservation action.

A simple tool to help educators prepare resources, activities and learning environments before delivery.

A way for teachers to record what worked, what students discovered and how the program can continue to improve.

Ways to deliver the same learning goal across different resources, abilities, environments and classroom contexts.

The Teacher Guide is not a script. It is a support system.

Teachers are encouraged to adapt delivery while protecting the learning purpose — making conservation education relevant to their students, their environment and their community.

Meaningful conservation education does not depend on expensive equipment, sophisticated technology or access to the internet.

Earth FX resources are designed so teachers can begin with what is already around them — their classroom, school grounds, local environment, community knowledge and the curiosity of their students.

A tree can become an ecosystem investigation. A bird outside the classroom can begin a discussion about adaptation. A patch of soil can reveal biotic and abiotic connections. A leaking tap can become a water conservation investigation. A conversation with a community elder can bring local environmental knowledge into the classroom.

The environment around the school is not separate from the learning. It can become part of the classroom.

START WITH WHAT YOU HAVE.

TEACH FROM WHERE YOU ARE.

INCLUDE EVERY LEARNER.

ADAPT THE METHOD — PROTECT THE LEARNING GOAL

Every classroom is different.

Teachers may work with different class sizes, abilities, languages, resources, environments and levels of technology. Earth FX activities are therefore designed to be adapted without losing their educational purpose.

If online research isn’t possible, students might observe outdoors, use printed materials, interview someone or investigate their immediate environment.

If extended writing is difficult, students might draw, discuss, map, demonstrate, photograph, build or present their understanding in another way.

The activity can change. The learning goal remains.

Students do not all learn, communicate or contribute in the same way.

Some students will confidently lead discussions. Others may observe quietly and notice details their classmates miss. Some communicate best through writing, while others demonstrate understanding through drawing, building, movement, conversation, investigation or practical action.

Teachers are encouraged to create multiple ways for students to participate and demonstrate learning — recognising that contribution does not have to look the same for every child.

THE OBSERVER • THE QUESTIONER • THE ARTIST • THE RESEARCHER • THE STORYTELLER • THE ORGANISER • THE PROBLEM-SOLVER • THE QUIET THINKER • THE LEADER

Conservation needs them all.

Inclusion is not about lowering expectations. It is about creating different pathways for students to reach meaningful learning.

Conservation learning cannot always be measured by whether a student selected the correct answer on a worksheet.

Earth FX encourages teachers to observe how students think, participate, question, investigate, communicate, collaborate and apply what they have learned.

Assessment can include workbook responses, classroom discussion, practical investigations, student explanations, group work, conservation actions and teacher observation.

Does the student notice details, patterns and changes?

Does the student ask relevant questions and show curiosity?

Can the student gather information, examine evidence and explore possibilities?

Can the student recognise relationships between wildlife, people and the environment?

Can the student listen, contribute and work respectfully with others?

Can the student use learning to make choices, suggest solutions or take meaningful action?

We are not only asking, “What does the student know?”

We are also asking, “What can the student do with what they now understand?”

Teachers are also part of the learning process.

After delivering the program, educators are encouraged to reflect on what engaged students, what challenged them, what conversations emerged, what adaptations worked and what could be improved next time.

Teacher feedback also helps Earth FX understand how the program performs across different classrooms, communities and learning environments.

What engaged students and supported meaningful learning?

What did students say, question, understand or do that surprised us?

How could the lesson, activity or resource work even better next time?

Good education evolves because teachers help us learn too.

The final page of a workbook should never have to be the end of the learning.

Earth FX encourages teachers to help students take what they have discovered, investigated or questioned and find ways to apply it beyond the page.

This does not mean every class needs to launch a major conservation project. Sometimes the most meaningful action begins with one observation, one question or one student saying:

“Could we do something about this?”

The teacher’s role is to help students explore that possibility — turning learning into an achievable action that belongs to them.

What have we discovered?

Identify the idea, issue or connection that has captured students’ interest.

What do we need to understand?

Encourage students to observe, research, ask questions, gather information and consider different perspectives.

What matters to us?

Let students help identify an issue or opportunity they genuinely care about and could realistically influence.

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What could we actually do?

Develop an achievable action. Consider what is needed, who could participate and what students hope might change.

Put the idea into practice.

Students take ownership wherever possible. The teacher supports, guides and helps create safe and realistic boundaries.

Tell the story.

Students communicate what they did, what they discovered and why it mattered — with classmates, families, the school or wider community where appropriate.

What happened because we acted?

What worked? What didn’t? Did anything change? What surprised us? What would we do differently? What should happen next?

Reflection helps students understand that conservation action is not simply about completing a project. It is about learning from what happened and using that knowledge to make better decisions next time.

The action belongs to the students.

The teacher creates the conditions that allow it to happen.

As big as the students can meaningfully manage — and no bigger than it needs to be.

A Junior Conservation Explorers class might create a small habitat area, reduce litter or teach their families something about local wildlife.

Conservation Investigators might investigate water use, biodiversity, waste or habitat within their school and use their findings to recommend a change.

Conservation Changemakers might develop a community proposal, conservation campaign, tourism solution, habitat plan or 2037 Challenge and present their recommendations to people who could help make them possible.

What matters is that students can see a connection between what they learned, what they chose to do and what happened because they acted.

Start small. Make it meaningful. Let it grow.

Earth FX Teacher Resources are being developed to support each stage of the Conservation Education Framework — from preparing for the first lesson through to assessment, reflection and student-led conservation action.

Age-specific lesson guidance supporting the student workbooks for Grades 1–3, Grades 4–6 and Grades 7–9.

Structured conservation learning journeys designed to develop with the child.

A practical pre-program checklist covering resources, activities, learning environments and preparation.

Tools for recording student engagement, understanding, investigation, collaboration and application.

Resources that help educators reflect on delivery and provide feedback to Earth FX.

Ideas and frameworks for turning conservation learning into meaningful student action.

Prompts supporting questioning, different perspectives, critical thinking and evidence-based discussion.

Guidance for adapting activities to different resources, abilities and classroom environments while protecting the learning goal.

**Ask questions with your students.

Explore the world around you.
Make space for different ideas.
Turn understanding into action.**

A great teacher doesn’t simply give students answers.

A great teacher helps them discover what questions are worth asking.

Earth FX Conservation Education
Teaching conservation. Empowering change.