Experiencing Nature Walks

Overview

This 30-minute lesson for 12 students aged 1-3 and 3-5 years explores observing spring changes during Hotoke (early spring) using a nature walk. This lesson is part 13 of 20 in the unit "Seasons of Te Reo Māori," designed to engage tamariki in te reo Māori and nature learning aligned with the principles and strands of Te Whāriki (The early childhood curriculum framework for New Zealand).

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Learning Intentions (WALT)

• We Are Learning To:
• Observe changes in the natural environment during Hotoke.
• Discuss our observations using simple te reo Māori vocabulary related to seasons and nature.
• Engage with the natural world through all five senses.
• Develop communication and social skills by sharing ideas and observations in small groups.

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Curriculum Links to Te Whāriki

Principles

• Whanaungatanga (Relationships): Foster a sense of belonging and connectedness by learning in the local environment with peers and kaiako.
• Kotahitanga (Holistic Development): Support children's holistic growth by integrating language, physical activity, and emotional wellbeing through group interactions and experiences.
• Manaakitanga (Care and Respect): Respect and nurture the environment, encouraging kindness towards nature and others.

Strands

• Wellbeing | Mana Atua: Encourage physical wellbeing through outdoor activity and sensory exploration.
• Contribution | Mana Tangata: Promote participating, sharing, and communicating observations during nature walk discussions.
• Communication | Mana Reo: Use te reo Māori related to seasons and nature, enriching language acquisition in authentic contexts.
• Exploration | Mana Aotūroa: Support curiosity in the natural environment, guided exploration, and hands-on experiences.

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Success Criteria

• Tamariki can identify at least two changes in nature during Hotoke (e.g., more flowers, warmer weather, birds returning).
• Tamariki use simple te reo Māori words to describe aspects of nature (e.g., ngahere, putiputi, manu, ra).
• Tamariki confidently participate in group discussions by sharing their observations.
• Tamariki show curiosity and respect towards the environment during the walk.

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Lesson Structure (30 minutes)

1. Introduction & Preparation (5 minutes)

• Greeting and Karakia: Begin with a short karakia to open the lesson.
• Activate Prior Knowledge: Brief discussion in te reo Māori about Hotoke (early spring). Ask simple questions such as:
• "He aha ngā rerekētanga ka kite tātou i te Hotoke?" (What changes can we see in Hotoke?)
• Introduce Vocabulary: Show picture cards with spring-related words (putiputi - flower, manu - bird, ra - sun).
• Use dyslexia-friendly flashcards with clear fonts and images.

2. Nature Walk (15 minutes)

• Take the tamariki on a short, safe walk around the school grounds or local green space.
• Encourage them to use all senses: touch leaves, listen to birds, see flowers blooming, smell fresh air.
• Use guiding questions in te reo Māori to prompt observation:
• "Kei te pēhea te rangi?" (How is the sky?)
• "Kei whea ngā putiputi?" (Where are the flowers?)
• "Kei te pēhea ngā manu?" (How are the birds?)
• Teacher and kaiako model language, repeating and extending tamariki language.
• Support diverse learners by providing picture cues and pairing them with buddies for assistance.

3. Sharing and Reflection (10 minutes)

• Gather tamariki back in a circle.
• Invite children to share one thing they noticed or liked using te reo Māori phrases.
• Use a visual board or pictures to support sentence structure and assist those with learning differences.
• Encourage drawing or simple crafting for those who prefer non-verbal expression.
• Offer extension tasks for advanced learners: ask them to describe the changes using multiple sentences or connect observations to previous learning about seasons.

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Differentiation Strategies

• For Diverse Learners:
• Provide sensory supports such as fidget tools or headphones for noise sensitivities.
• Use visual aids (photos, realia, illustrated vocabulary cards) to support comprehension.
• Pair English-speaking tamariki with fluent reo Māori-speaking peers.
• Dyslexia-Friendly Supports:
• Use clear, sans-serif fonts on vocabulary cards.
• Keep sentences short and use repetition.
• Provide oral prompts and allow verbal rather than written responses.
• Extension for Advanced Learners:
• Challenge them to use descriptive te reo Māori phrases (e.g., He ātaahua ngā putiputi e tino kanapa ana i te rā — The flowers are beautiful and shine brightly in the sun).
• Encourage them to sequence observations or attempt to write simple sentences with teacher support.

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Assessment

• Formative Observation: Monitor tamariki engagement during the walk and their use of te reo Māori during both exploration and sharing.
• Anecdotal Notes: Record language use and contribution in group discussions.
• Peer and Self-Assessment: Encourage tamariki to recognise their own contributions (“I spoke about the flowers”) with teacher facilitation.

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Resources Needed

• Picture/vocabulary cards (printed with dyslexia-friendly fonts and images)
• Visual schedule of the lesson (with pictures)
• Clipboards or notebooks for older tamariki who want to draw
• Sensory support items
• Safe outdoor exploratory area near school

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Reflection and Next Steps

• After the lesson, note which vocabulary resonated best and which tamariki needed more support.
• Plan follow-up activities such as simple planting or art projects relating to Hotoke.
• Prepare lessons to build on kōrero (talk) about weather and seasons, linking to te reo Māori terms.

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This lesson blends the rich cultural heritage of Aotearoa with contemporary pedagogical approaches recommended by Te Whāriki, driving holistic development through conversational te reo Māori and sensory-connected immersion in nature. It is designed to inspire curiosity, respect, and confidence in tamariki while nurturing their identity and language in a culturally responsive way.