1. Awe & Wonder 

2. Check-in

3. Be Here Now Exercise

4. Designated Photographer 

Recap & Overview | 3 mins

Briefly reconnect the Ambassadors to their journey so far.

Ask: “Who can remember what we explored together last week?”

Take a few quick responses.

Say: “Last week, we explored the Web of Life and discovered that all living things are connected and depend on one another. We also discovered that humans aren’t separate from nature. We’re part of it. Today, we’re going to take that idea one step further: if we are part of nature, what responsibility do we have to protect it?”

How Would You Feel? | 3 mins

Say: “I’m going to give you three situations. Imagine each one is happening to you. Consider how you would feel.”

Ask: “How would you feel if you came home from school and discovered that someone had been throwing their rubbish on your bedroom floor, just because they couldn’t bother to throw it in the bin?”

Take one or two quick responses.

“How would you feel if someone carved their name into your front door without asking you?”

Take one or two quick responses.

“How would you feel if you came home one day and discovered that people had had a BBQ in your living room? That they’d moved things around, left burn marks on your floor, damaged some of your belongings and left all their mess behind?”

Take one or two quick responses.

Ask: “So, how do you think forests, rivers and other parts of Nature might feel when people do things like this to them?”

Allow a few responses.

Say: “Now some people believe that the changes we are seeing in the natural world are one way Nature is showing us that we need to change our behaviour.”

“But Nature doesn’t have the same rights and legal protections that humans do. A river or a forest can’t stand up for itself in court.”

“So, who speaks up for and protects Nature?”

Say: “That is one of the big questions we’re going to explore today.”

What Is a Right? | 2 mins

Ask: “What do you think a right is?”

Take two or three responses.

Explain: “Rights and laws can get quite complicated, but we’ll try to explain them as simply as possible. Human rights are basic rights and freedoms that belong to everyone. Freedoms are about the things we should be free to do, think or believe, as long as they don’t harm other people. Rights help protect the things we should all be able to have. For example, we have:

• The right to life

• The right to education

• The right to be treated fairly and with care

• The freedom to have our own thoughts and beliefs

• The right to play and rest 

• The right to have your views heard about things that affect you

• The right to a clean, healthy and sustainable environment.

• The right to be protected from harm.”

Ask the Ambassadors for more examples

Say: “Here in England, we also have laws that protect Nature, including wildlife, habitats and rivers. But protecting Nature isn't quite the same as saying Nature itself has rights.”

“So here's today's big question: If people have rights, should Nature have rights too?”

Facilitator Note: Keep this brief. The aim is to give the Ambassadors enough understanding of rights and freedoms to take part in the activity, rather than opening a wider discussion about human rights.

Meet the Whanganui River | 4 mins

Introduce the Whanganui River case study.

Say: “We’re going to meet a community that has fought for generations to protect a river that is deeply important to them.”

Show the Ambassadors an image of the Whanganui River.

Ask: “Where in the world do you think this is?”

Take a few brief responses.

Then reveal: “Aotearoa New Zealand.”

Return to the image.

Say: “This is the Whanganui River (pronounced, WONG-uh-NOO-ee). For generations, the Māori communities connected to this river have understood humans and the river to be deeply interconnected.”

“For these communities, the river is much more than something people use. It is part of their identity; who they are and how they see themselves, their ancestry; their connection to the people who came before them, and their community; the people they live alongside and are connected to today.”

Share the traditional expression: “I am the river, and the river is me.”

Ask: “What does that remind you of?”

Draw out connections to the Web of Life and, where appropriate, the concept of Ubuntu.

Continue: “For Whanganui Iwi, the wellbeing of the people and the wellbeing of the river are deeply interconnected. They want the river to be recognised as a whole, from its source in the mountains all the way to the sea.

For well over 100 years, they have fought for their relationship with the river to be recognised. Then, in 2017, a law was passed recognising the Whanganui River and its wider living system as a legal person.”

“Does that mean the river became a human being? No! The river can’t vote or go to school.”

Explain: “We're simplifying this because the law is complicated, but it basically means the river has its own legal identity. It means that the law recognises the river has rights and should be protected. If people or businesses damage the river, others can speak up and take legal action to protect it.“

“However, not everyone agreed with this decision. Some people worried that giving the river legal rights would make it harder to farm, build roads and bridges, or develop businesses. But we will come back to this.”

Ask: “Do you think rivers should be given special legal rights and protections?”

Invite a quick initial vote by feet: YES | UNSURE | NO

Say: “Remember where you stand. We’re going to come back to this.”

The River Rights Court Case
Prepare the Case | 7 mins

Say: “Now, we’re going to imagine that we are involved in the debate about whether the Whanganui River should have legal rights.”

“You’re going to work in small groups. Each group will receive an argument against giving the river rights. Your job is to understand that concern and then prepare the strongest argument you can FOR protecting the river legally and rightfully.”

Split the Ambassadors into groups of approximately 4–6 members, keeping the groups as even as possible.

Appoint a judge or pair of judges. This can be a facilitator or an Ambassador.

Hand out one Against River Rights Statement Card to each group.

STATEMENT 1: FARMING

“If the Whanganui River had stronger rights, farmers might have to change how they grow food. Some farming practices and fertilisers can pollute rivers. Stricter protections could make farming more difficult or expensive.”

STATEMENT 2: FLOODING AND WATER SYSTEMS

“During very heavy rain, water systems can become overloaded. Sometimes difficult decisions have to be made to protect homes, schools, and communities from flooding. Would stronger rights for the river make those decisions more challenging?”

STATEMENT 3: JOBS AND BUSINESSES

“If the river had stronger rights, businesses and industries that depend on using the river might face more restrictions. Could this put people’s jobs or livelihoods at risk?”

STATEMENT 4: RENEWABLE ENERGY

“We need more renewable energy. Rivers can be used to produce hydroelectric power, but dams can also change water flow and affect wildlife and habitats. Which should come first?”

STATEMENT 5: PEOPLE OR NATURE?

“A river isn’t a human being. Why should it have legal rights? Shouldn’t human needs come first?”

Think It Through

Check that each group understands the argument on its card.

Hand out flipchart paper and pens.

Ask groups to consider:

• What is the concern?

• Why might someone believe this?

• Why might the river still need protection?

• Is there a way to consider both human needs and the river's health?

• What is your strongest argument for protecting the river?

Give the groups approximately 5 minutes to prepare.

Remind them: “You’ll only have about one minute to make your case, so agree on your strongest points.”

Present the Cases | 14 mins

Gather the groups.

Ask each group to choose one or more people to present their main argument.

Invite each group to share their main argument FOR river rights. 

Keep each presentation to approximately one minute.

The judge(s) should listen carefully, positively summarise the key arguments, and celebrate each group.

Note: If time allows, a facilitator can play the role of the opposing lawyer and present their argument against river rights before the young people’s response.

FACILITATOR TIMING NOTE: If there are too many groups to hear everyone within the available time, pair groups together. One group presents while the other listens, then swap. Protect time for thinking and discussion rather than rushing through many presentations.

Has Anything Changed? | 3 mins

Return to the original question: “Do you think rivers should have special legal rights and protections?”

Invite the Ambassadors to vote again: YES | UNSURE | NO

Ask:

• “Did anyone change their mind?”

• “Did anyone become less certain?”

• “Was there an argument that made you think differently?”

Take a few brief responses.

Say: “Thinking critically doesn’t always mean finding one simple answer. It means listening to different perspectives, asking questions and being willing to reconsider what you think.”

What Actually Happened? | 2 mins

Ask: “So, what do you think happened? Do you think the Whanganui River was eventually given legal rights?”

Take a quick show of hands.

Reveal: “After generations of people campaigning and negotiating, the Whanganui River was legally recognised in Aotearoa New Zealand as having its own legal identity.”

“This means the river has legal rights and interests, and people can act on its behalf to help protect its health and wellbeing.”

“The story of the Whanganui River has helped inspire conversations around the world about how we protect rivers and other parts of nature.”

“Since then, the idea has spread around the world. In different countries, communities, campaigners, courts and governments have explored new ways to recognise and protect rivers and the natural world.”

“Some rivers have been given legal rights or special legal recognition, while in other places people are campaigning for stronger protection.”

“The Whanganui River has helped inspire a growing global conversation about whether nature should have rights of its own.”

(See Wider Context below for more information on how River Ouse received rights.)

Meet the Humpback Whale | 8 mins

Say: “We’ve been exploring whether parts of nature should have stronger rights and protections.”

“Now, we’re going to explore that question through one of the largest animals on Earth, the humpback whale.”

Introduce the Ambassadors/young people to humpback whales by showing this video. 

Before watching, ask Ambassadors to think about:

• What did you notice?

• What surprised you?

• What similarities can you see between whales and humans?Sh

Note: If you cannot use video in your classroom, a photo resource of a humpback whale is included in the slide deck to view whilst reading the video transcript. See Wider Context for the video transcript.

After the video, revisit the questions. 

Take a few responses.

Draw out:

• How they communicate.

• That they live in family groups.

• That they learn from one another.

• That they care for their young.

• How they care for their young

• That they exhibit complex behaviours.

Then ask: "Do you think whales should have special legal rights and protections in law?”

“Hands up for Yes, hands down for No, or hands in the middle if you are unsure."

If there is time, take very brief feedback and explore differing opinions.

The Whale Rights Case | 5 mins

Explain: “People don’t all agree about how far we should go to protect whales.”

"Around the world, people debate whether animals such as whales should have stronger legal protections and representation. Some people believe whales deserve special legal rights and protections because they are intelligent, social animals that play an important role in ocean ecosystems.”

“Human activities such as shipping, fishing, construction and underwater noise can affect whales, and many argue that these activities can also provide things that people need.”

“You’re going to explore both sides of the argument.”

Divide the Ambassadors into groups of approximately 4–5 members.

Hand out one ‘Statement Card - Against Whale Rights’ to each group:

1. “Humans should be able to ship phones, games, clothes and food to support human life. In order for products to be cheap for everyone, we need to be able to ship things around the world quickly and often.”

2. “Having a lot of things helps us to express our interests and passions, no matter where we live. We need to be able to ship things all around the world for this to happen.”

3. “Humans already kill animals like cows, chickens and fish for food. If we’re not protecting these animals, why should we care about whales’ rights?”

4. “Whales don’t deserve to be given rights; they are not people. We should be able to explore the oceans as needed because humans are more important than marine life.”

5. “Some people complain that our ships interrupt whale songs, but we don’t even know why whales sing anyway, so what is the harm?”

Check that the Ambassadors understand the statements on their cards.

Explain: “Your card contains an argument against giving whales stronger legal rights.”

“Your challenge is to understand that concern and prepare an argument FOR giving whales greater protection.”

Ask groups to consider:

• What is the concern?

• Why might someone believe this?

• Why might whales still need protection?

• Could we protect whales while also considering human needs?

Prepare and Present Their Cases | 20 mins

Give the groups approximately seven minutes to prepare. (Mirror set up and resources in the river rights case above).

Each group then has approximately one minute to present its strongest argument.

Note: If time allows, a facilitator can act in the role of the opposing lawyer and give their argument against whale rights ahead of the young people’s response.

Vote | 4 mins

Return to:

“Do you think whales should have special legal rights and protections?”

Invite Ambassadors to vote: YES | UNSURE | NO

Ask: 

• “Did anyone change their mind?”

• “Did anyone become less certain?”

• “What made you think differently?”

Reinforce: “Sometimes there isn’t one easy answer. What matters is being able to listen, question, consider different perspectives, and explain why you think what you think.”

Reveal: "What you've discussed today isn't imaginary. Similar debates are happening in governments, communities, and courts around the world.”

Explain: "In parts of Polynesia, Indigenous leaders have signed agreements calling for special legal rights and protections for whales and dolphins. In Tonga, lawmakers have debated giving whales legal personhood and allowing people to represent their interests in court. In most countries, however, whales are still treated mainly as natural resources rather than beings with rights.”

Embed the Learning | 3 mins

Ask: “Why do you think some people believe nature should have rights?”

“Has today changed anything about the way you think about our relationship with nature?”

Take a few responses.

Say: “Last week, the Web of Life showed us that humans depend on the natural world.”

“Today, we’ve explored one of the big questions that comes from that: If we depend on nature, what responsibility do we have to protect it?”

Link Back to Web of Life

Ask: “What might happen elsewhere in the Web of Life if whales aren’t protected?”

Say: “Whether we’ve explored a river or a whale today, we’ve been asking the same bigger question: if humans are part of the Web of Life, what responsibility do we have to protect the other living things within it?”

The 3-2-1 Reflection is split into two parts. If you have time, complete both. If not, choose Part 1 or Part 2, based on what you feel will best serve the needs of your group.

Part 1: Quiet Reflection | 4 mins

Invite everyone to find a comfortable position and quietly open their Storybooks.

Explain: “I'd like us to spend the next 3–4 minutes quietly thinking about the following questions. Feel free to write or draw your answers in your Storybook. There are no right or wrong answers.”

SLIDE: Display the three questions on the screen:

1. ENJOYED: “What did you enjoy most about this session?”

2. TAKE AWAY: “What are you taking from today that you will practise or bring into your everyday life?”

3. CELEBRATE: “Celebrate yourself. What are you celebrating and why?”

4. Explain why celebrating ourselves is important and why we don’t do it enough.

Part 2: Sharing Together | 4 mins

If you have already completed Part 1:

Invite a few Ambassadors to share one or two of their reflections.

If you are going straight to Part 2:

Display the slide with the three reflection questions.

Remind the Ambassadors why reflection is important and give them a quiet moment to think about their answers. Then invite a few Ambassadors to share one or two of their reflections.

You can then ask:

• Did anything come up that surprised you?

• What is one small action you are going to take away this week?

Encourage listening without judgement and celebrate each contribution.

If time allows, invite the Ambassadors to record any final reflections in their Storybooks before moving into the Invitation and Check-Out.

Whanganui River (WONG-uh-NOO-ee)

The Whanganui River in Aotearoa New Zealand has profound cultural and spiritual significance to Whanganui iwi. After a long history of advocacy and negotiation, the river was given legal recognition through legislation.

Its legal status recognises the river as an integrated living whole, rather than simply as a resource for people to use.

Nature's Rights

Rights of Nature is an approach that asks whether parts of the natural world, such as rivers, forests, or ecosystems, should have rights and interests that can be represented and protected through law.

The idea raises important questions about the relationship between human needs, environmental protection, and our responsibilities towards the wider living world.

Humpback Whale

Video Transcript

“Communicating underwater is challenging. Light and odours don't travel well, so it is hard for animals to see or smell. But sound moves about four times faster in water than in air, so in this dark environment, marine mammals often rely on vocalisation to communicate. That's why a chorus of sounds fills the ocean. Clicks, pulses, whistles, groans, boings, cries, and trills, to name a few.

But the most famous parts of this underwater symphony are the evocative melodies, or songs, composed by the world's largest mammals, whales. Whale songs are one of the most sophisticated communication systems in the animal kingdom. Only a few species are known to sing. Blue, Fin, Bowhead, Minke, and, of course, Humpback whales. These are all baleen whales, which use hairy baleen plates instead of teeth to trap their prey. Meanwhile, toothed whales use echolocation, and they, along with other species of baleen whales, make social sounds, such as cries and whistles, to communicate. But those vocalisations lack the complexity of songs.

So how do they do it? Land mammals like us generate sound by moving air over our vocal cords when we exhale, causing them to vibrate. Baleen whales have a U-shaped fold of tissue between their lungs

and their large inflatable organs called laryngeal sacs. We don't know this for sure because it's essentially impossible to observe the internal organs of a living, singing whale, but we think that when a whale sings, muscular contractions in the throat and chest move air from the lungs across the U-fold and into the laryngeal sacs, causing the U-fold to vibrate. The resulting sound resonates in the sacs like a choir singing in a cathedral, making songs loud enough to propagate up to thousands of kilometres away. Whales don't have to exhale to sing. Instead, the air is recycled back into the lungs, creating sound once more. One reason whale songs are so fascinating is their pattern. Units, such as moans, cries, and chirps, are arranged into phrases.

Repeated phrases are assembled into themes. Multiple themes repeated in a predictable pattern create a song. This hierarchical structure is a kind of grammar. Whale songs are extremely variable in duration, and whales can repeat them over and over. In one recorded session, a humpback whale sang for 22 hours. We don't yet know the exact purpose, but we can speculate. Given that the singers are males and they mostly sing during the mating season, songs might be used to attract females. Or perhaps they're territorial, used to deter other males. Whales return to the same feeding and breeding grounds annually, and each discrete population has a different song. Songs evolve over time as units or phrases are added, changed, or dropped. And when males from different populations are feeding within earshot, phrases are often exchanged, maybe because new songs make them more attractive to breeding females. This is one of the fastest examples of cultural transmission, where learned behaviours are passed between unrelated individuals of the same species.

We can eavesdrop on these songs using underwater microphones called “hydrophones”. These help us track species when sightings or genetic samples are rare. For example, scientists have been able to differentiate the elusive blue whale's populations worldwide based on their songs. But the oceans are getting noisier as a result of human activity. Boating, military sonar, underwater construction, and seismic surveys for oil are occurring more often which may interfere with whales' communication. Some whales will avoid key feeding or breeding grounds if human noise is too loud. Humpback whales have been observed to reduce their singing in response to noise 200 kilometres away. Limiting human activity along migratory routes and in other critical habitats, and reducing noise pollution throughout the ocean would help ensure whales' continued survival. If the whales can keep singing and we can keep listening, maybe one day we'll truly understand what they're saying.

River Ouse's Rights

To learn more about the River Ouse in England, read this article by the Environmental Law Foundation: bertha.short.gy/river-ouse