Are trees with no leaves dead?

City kids don't know enough about nature. Spring is a good time to show them the natural world. Photo/File

While delivering Sustainable Whanganui Trust's "Fruit Trees in Schools" programme, we have discovered that often young helpers have little concept of fruit production. While busy planting and talking with the pupils we have been told "I didn't know that you needed flowers to get apples!", and that dormant trees with no leaves "must be dead". A 4-year-old even asserted that "apples come from the supermarket". And it was a lie to say they came off trees!

These observations suggest to us that while great "unit standard" results, and having computers and "tablets" for all provides the outcomes our current education minister seeks, there is a real need for children to go outside and kick the autumn leaves, and think about where they came from and why! Our children need to know and understand about deciduous trees, the seasons and their effects on the trees and our environment.

We need children that make observations, are taught to ask questions, and derive answers for themselves. Not just look up someone else's answer on the internet.

Ruud Kleinpaste of "Bug Man" fame has pointed out that, since about 2008, more people on the planet live in cities than outside them. Even in New Zealand, many children today don't have lives that include outdoor experiences such as children of the 60s and 70s did. In fact, their parents probably missed out too.

Ruud went on to comment that he likes to provide the environmental experiences to 8 to 11-year-olds. Waiting till they are savvy science students in high school is way too late, he says. We'd suggest starting before they reach formal schooling.

Ruud also points outs that a nature experience does not require a national park or a science reserve; a patch of bush at the end of the road, a group of trees on the water's edge, even puddles down the road, a local pond or stream, fruit trees in school grounds or the local park (WDC has been planting fruit trees in our park for several years now) can be their local resource.

A third key part of his argument is that "biodiversity work can also easily be chucked into all components of the curriculum, from economics (fundraising) and social studies to art, creative writing, physics, maths, statistics and chemistry".

We believe adopting approaches such as these will build resilient children who are in tune with their community, their surroundings and their environment. Resilient communities enjoy finding solutions; they adapt and thrive. They encourage natural curiosity as members work around or through problems, finding out where their food comes from.

Our next generation can be explorers, investigators, and problem-solvers in whatever field of endeavour they choose.

Please take your children, grandchildren, pupils, young neighbours outside and admire the spring buds bursting open, enjoy that rich spring colour of new leaves, observe the array of colours as the different trees and plants flower. Look out for bees and insects busy doing their work for the gardeners.

Talk to them about what spring means for you and our diverse Whanganui environment.

Graham and Lyn Pearson are Sustainable Whanganui Trustees, recent recipients of a Paul Harris Rotary Fellowship and are passionate gardeners and grandparents.