At Oxford Kindergarten in Southland the curriculum focus for the year has been manaakitanga – showing respect and care for the environment. Tamariki began to observe the manu life happening in and around the outdoor environment. They started putting out bread for manu and noticed how quickly the bread was getting eaten. Tamariki became worried that manu in the neighbourhood were finding kai hard to find. To support the food supply, kaiako started buying manu seed from the supermarket, however this did not seem to satisfy manu hunger.
Kaiako and tamariki sent out an SOS to their whānau asking for more scraps of bread and apples to cut up. The response was amazing from whānau and local businesses.
Over time kaiako purchased another manu feeder that they placed in a position in the outdoor area, so tamariki could watch manu from inside, when it’s raining. Tamariki noticed manu getting frightened by their movements when they were at the window, so with support from kaiako they created a bird watching station, covering the windows with paper and then creating peep holes so they can see the manu, but the manu can’t see them.
There has also been a bird bath uncovered in the garden and washed down to reuse for manu.
Tamariki have been learning the species of manu visiting the kindergarten, they have been comparing sizes and shapes of manu, and they are learning about what kinds of kai manu like to eat, such as bread, kale, and seeds. Tamariki are also experimenting to see if there are other vegetables manu might enjoy eating. They are learning to make connections between home, taiao, tūhura and kindergarten by noticing if the same manu are in both places.
Kaiako related this learning project to Enviroschools – Me and My Environment; Kaitiakitanga, respecting all that is around us; Honouring te ao Māori and understanding the seasons and how these impact on manu life; Sustainable Communities encouraging individuals to nurture nature and each other now and into the future; Empowered Learners, tamariki making decisions, creating binoculars and taking ownership of the project.
Next steps include:
- Posing pātai – will manu like the kale and other kai?
- Look at how they may be able to attract native manu by creating a new area
- Research the impact that common manu have on native manu
- Maybe look at a nectar feeder to attract tūī
- Look at how atua can be incorporated into the learning.
Article supplied by Wendy McLachlan, Education Leader, Kindergartens South