What began as a simple offer to incubate a few eggs has grown into one of the most memorable classroom experiences of the year at Carman Elementary School.
In Julie Fehr’s Grade 3/4 classroom, five Indian Runner ducklings have not only hatched — they’ve transformed the way students learn, connect and care.
The opportunity came when educational assistant Mrs. Swain, who keeps Indian Runner ducks on her rural property, found herself with eggs that their mother would not sit on — something that is common for the breed. She brought them to the class with a question: would the students like to try incubating them?
The answer, it turns out, was an enthusiastic yes.
From the start, the project became a hands-on science lesson. Students researched each stage of the incubation and hatching process and used candling techniques to observe development inside the eggs. Fehr said it was also important to prepare students for the realities of life cycles.
“We talked quite a bit about life stages,” she said, noting the class even leaned into the theme by listening to “The Circle of Life.”
That preparation proved meaningful when not every egg hatched successfully. While several ducklings emerged during class time, others hatched overnight and were watched later through a livestream Fehr set up for families. One egg did not hatch, and another required assistance — an uncertain moment that ultimately ended in success.
The experience, she said, brought a mix of emotions.
Students described feeling “shocked, excited, surprised and happy” as the ducklings began to emerge.
Beyond the excitement, the lessons have been lasting. For some students, the experience deepened their understanding of care and empathy.
Amari reflected that animals are “a big deal” and need to be cared for, while Lucy noted that all animals eventually die, making it important to appreciate the time spent with them.
Fehr said the impact on classroom engagement has been remarkable.
“Students are by far more engaged in our classroom, excited to come to school, ready to help in any way possible, and are very proud that we got to do this in our class,” she said. “The empathy that this experience has built is far better than any other lesson I’ve taught.”
Caring for the ducklings quickly became part of the daily routine. Students help feed and water them several times a day, clean their enclosure and even assist with weekly baths. Each afternoon, the class sets aside dedicated “duck time,” giving students a chance to interact with the animals while learning how to handle them gently.
The ducklings themselves have become classroom personalities.
“Wild Billie,” the first to hatch, lives up to the name with high energy. “Lucky” and “Daisy,” known as the twins, are the most vocal. “Eileen,” who needed help hatching, has a distinctive lean to the left, while “Donald,” the only all-yellow duckling, is the calmest — and the rarest in colour.
The class voted together to choose the names, further strengthening their sense of ownership and connection.
Students have also discovered plenty of unique facts about their new feathered friends. Indian Runner ducks, unlike most ducks, are known for their upright posture and ability to run quickly. They do not fly, but they are excellent foragers, often used on farms to eat insects such as woodticks. They are also prolific layers, producing eggs with higher protein content than chicken eggs.
The project has extended well beyond science.
Fehr has incorporated the ducklings into multiple subject areas, from writing and art projects to hands-on testing in their materials and structures unit — even using the ducks’ weight to test student-built bridges.
The excitement has spread throughout the school.
Classes, staff and families have all made visits to the classroom, turning it into a hub of activity. Fehr said even students who are sometimes reluctant to attend school have found extra motivation in the chance to spend time with the ducklings.
“They really bring sunshine to everyone’s day,” she said, adding that the experience has also helped her connect with families she might not otherwise meet.
As the project wraps up, the ducklings are heading to new homes, with three families from the class volunteering to care for them.
Still, the learning won’t stop there.
Encouraged by the success of the project, the school has supported the class with a larger incubator through a sustainability grant, and Fehr plans to hatch another dozen eggs after spring break.
Looking back, she admits the project wasn’t originally part of her plan — but it’s one she wouldn’t change.
“I didn’t truly think this activity through initially,” she said. “But it has by far been the highlight of the year.”
For her students, the lessons will likely last well beyond the classroom — a reminder of the fragility of life, the importance of care, and the joy that can come from learning by doing.
