Strategies from Alumni Distinguished Graduate Professor of Science Education Sarah Carrier and adjunct lecturer Jill McGowan ’24PHD, both of whom are former elementary school teachers with extensive experience in outdoor science education.
Five Tips for Incorporating Outdoor Science Lessons
1. Review your outdoor location
Review your outdoor location prior to taking students outside. Be sure you have visited each area and identified any hazards (holes in yard, stinging insect nests, etc.) and prepare for the unexpected. Define boundaries (consider tree lines, sidewalks, buildings) for your outdoor work areas. The schoolyard is the most efficient and often effective place where student “ownership” and familiarity provide access to learning. Keep safety in mind–bring your first aid bag, know your student allergies and have a way to contact the main office. Additionally, be sure to share your learning goals and safety plans with administration and parents.
2. Prepare students with expectations and tools.
Prepare your students in advance with behavioral expectations in the “outdoor classroom” and differentiate this from recess/free play time. Establish a class call or signal that is different from your typical call/signal for recess. This could be a wolf whistle or animal sound. Also, think about what tools your students will need for outdoor learning and how will they carry them while outside (e.g., clipboards, writing materials, hand lenses).
3. Incorporate outdoor lessons into existing standards.
Incorporating outdoor lessons into existing standards is key! Outdoor learning should not be “in addition to” but rather “included in.” One example of a lesson a teacher might be able to implement into existing standards at various grade levels would be to take students outside to search for signs of erosion. After discovering signs of erosion (around trees, near sidewalks/roads, around hilly sections of the schoolyard), students can learn about all the potential causes of erosion and design a solution to help curb further erosion in these areas, helping student learning about the important role of plants and plant parts. Another example of a lesson a teacher could implement is having students observe the birds that visit their school grounds. Students can track the types and amount of birds they see, observe and map where the birds are found in the schoolyard, and create a bird field guide for their school grounds.
4. Have backup plans for students who don’t participate.
Have plans A, B, and C in place. If a student chooses not to participate (or does not meet behavioral expectations), your plans A, B, or C will not disrupt other students’ learning.
For example:
- Plan A: Send the student to another (pre-arranged) classroom
- Plan B: Have another student escort the student back inside to a pre-arranged location
- Plan C: Send a student to ask for prearranged administrative support
5. Share your enthusiasm!
Your enthusiasm makes a big difference. If you complain about the weather, your students will too. If you are excited to be in the fresh air, your students will be too. Encourage students to dress appropriately, “There is no bad weather, only bad clothing/shoes!”