From camping with wolves on Vancouver’s western beaches, to pursuing peregrine falcons in urban London, or filming leopards in the streets of Mumbai, photographer and filmmaker Bertie Gregory knows that to do his best work he must co-exist peacefully—with respect and humor—alongside the magnificent creatures of the natural world. Through Bertie’s lens, students will learn to value wildlife around the world.

Use the resources in this collection to prepare your students for their upcoming National Geographic Live! student matinee experience. Use the “Before the show” ideas to introduce students to Bertie Gregory and the topics (wildlife, conservation, habitats, geography, photography) that he will discuss during the show. Use the “After the show” ideas to extend the learning after the event has ended.


Before the Show

  • Have students review Bertie Gregory’s biography.

  • Download and print the provided maps of Canada and India, or use the MapMaker Interactive, to explore the areas where Bertie works.

  • Have students read the conservation encyclopedic entry. Lead a class discussion about different kinds of conservation techniques. After reading, ask: How are different types of conservation connected to one another? Can conservation be good and bad?

  • Watch the videos found on Bertie Gregory’s website to familiarize students with the work he’s done to document species and on land and underwater.

  • Engage students in observation and recording techniques with the Observing and Recording Habitats activity provided.

  • Involve students in work like Bertie Gregory’s with the provided Animal-Proofing collection. After the activity, show students some of Bertie Gregory’s most recent accomplishments. Ask: How could your constructed camera container (from the activity) benefit the work that Bertie Gregory is doing? How would you modify it?

  • Provide each student with a KWL Chart. Introduce the program they will attend and, who the speaker is, and offer a brief description of what the speaker’s topic(s) will be. Have students fill out the What I Know and What I Want to Know columns of the KWL Chart. Have them fill out the What I Learned column after the show.

  • Use the graphic organizer collection to select a graphic organizer to help your students organize their questions and new knowledge before, during, and after the program. For example:

    • Download and print the T Chart. Have students label the left column with Questions I Have and the right column with Answers, and then conduct research about the speaker and speaker topic ahead of the program. Have students record answers to their questions during or after the program. Have students conduct research to complete any unanswered questions for homework. Have each student share a question and answer with the class.

    • Download and print the provided Five Ws Chart. Have each student bring their copy to the matinee program and take notes. Have students share and discuss their notes after the show.

After the Show

  • Use the Explorer Comparisons worksheet and have a class discussion to help students make connections between themselves and Bertie Gregory. Distribute the worksheet to students before the presentation and review the directions with them. Review any terms with which that they are unfamiliar with. After the presentation, have students share the notes that they took during the show. Have a class discussion about attitudes and skills and how students demonstrate them in their everyday lives. Have students record their personal examples on the worksheet.

  • Review the continents, countries, or areas that the speaker presented. Ask: What continents, countries, or areas does Bertie Gregory work in? Have younger students imagine that these places were characters in the stories that Bertie shared. Ask: What role did place play in Bertie Gregory’s story? Why was location important to the story? How did the characteristics of the place influence the story? Note: You may need to introduce the concept of place for your students before they can answer and discuss these questions.

  • Discuss and define any unfamiliar terminology that was used. Ask: What vocabulary words did Bertie Gregory use that were new to you? Invite volunteers to write the words on the board, and have the class define them as a group using the information they learned from the speaker or through research. If desired, have students record unfamiliar terminology during the show on one half of a T Chart. Then, have them write the definitions on the other side following this class discussion.

  • Have a class discussion about the attitudes National Geographic explorers embody. Ask: What attitudes did Bertie Gregory talk about today? In what ways does Bertie Gregory demonstrate curiosity, responsibility, empowerment, and persistence in his work? Why do you think these attitudes are important for explorers? Students can use their Five Ws Chart for reference and a graphic organizer to organize their ideas.

  • Have a whole-class brainstorm on how students can make changes or support Bertie’s work. Ask: What, if any, call to action did Bertie Gregory make? How can you implement any changes in your day-to-day life? What can we work on together as a group?


management of a natural resource to prevent exploitation, destruction, or neglect.


environment where an organism lives throughout the year or for shorter periods of time.