Old Town Elementary School students conducting freshwater invertebrate surveys at Pushaw Lake. Penobscot River Watershed Education Program, September 2007. Photo by: Kristy St. Peter, Old Town Elementary School
Going “outside”
Involving students in authentic, hands-on learning outside their classroom is an essential component of every Watershed Experience. Going “outside” can mean simply stepping outdoors into the school yard for an activity, traveling to a field study site in the natural environment, or going “outside school” to work with community members, explore local historical collections, or make a presentation at city hall.
Getting outside during Watershed Experiences gives students opportunities to connect with their local environment or community, gain new perspectives, meet new people, and practice new skills. All of these new perspectives, experiences, and skills become part of the fabric of their learning when they return to the classroom.
Tips for Taking YOUR Students Outside
Prepare students for outside learning before you leave the classroom. Students understand the schedule, structure and rules of indoor learning very well, but they may be thrown off guard by a new environment. Here are some simple things you can do to prepare them for outside learning:
Set norms and expectations for learning and interacting with classmates outside.
Review ethics relevant to the natural environment or community setting you will visit.
Go over schedules or plans for field studies before you leave, so students know what to expect.
Give students a structured way to organize their work and their thinking while they are outside – make field notebooks ahead of time, or introduce them to the data sheets they’ll use to record information outside.
Introduce students to local species, explain key concepts, and let students know whom they will meet, so they are prepared with basic knowledge of their outside surroundings.
Make sure your students are safe and comfortable in their outside learning setting.
Scope out your options for bathroom facilities ahead of time.
Schedule ample time for lunch and snack breaks.
Check the weather and send notes home to parents describing appropriate outdoor clothing for the day.
Bring extra sunscreen, bug dope, snacks, and warm layers for students who forget.
Prepare your team of teachers or chaperones for the experience. Knowledgeable, confident chaperones help keep students excited about their experience and focused on their field studies.
Provide parent chaperones and other participating teachers with information about your field study or community activity well in advance of the trip.
Check in with each person a week beforehand to make sure they don’t have any questions.
Make a list and check it twice! Make sure you have all the equipment and supplies that you need for your outside learning well in advance.
Bring more of everything than you need, especially batteries!
Try out your field equipment before you go with students, so you are sure it is working, and you are sure you know how it works.
Expect things to get lost or break in the field, and make sure you have a good low-tech back-up plan or extra equipment.
Make calls as early as possible to find out if you need a permit to collect specimens or permission from local landowners to visit their property.
Prepare students to return to classroom learning before you leave the field. Tips for keeping students’ excitement and engagement alive long after you return to the classroom.
Gather students to debrief your fieldwork before you leave. Circle up and share findings or observations.
Describe the next steps in your classroom study, so students know how they’ll draw upon their field experience back at school.
Taking Students Outside
Old Town Elementary School students conducting freshwater invertebrate surveys at Pushaw Lake. Penobscot River Watershed Education Program, September 2007. Photo by: Kristy St. Peter, Old Town Elementary School
Going “outside”
Involving students in authentic, hands-on learning outside their classroom is an essential component of every Watershed Experience. Going “outside” can mean simply stepping outdoors into the school yard for an activity, traveling to a field study site in the natural environment, or going “outside school” to work with community members, explore local historical collections, or make a presentation at city hall.
Getting outside during Watershed Experiences gives students opportunities to connect with their local environment or community, gain new perspectives, meet new people, and practice new skills. All of these new perspectives, experiences, and skills become part of the fabric of their learning when they return to the classroom.
Tips for Taking YOUR Students Outside
Prepare students for outside learning before you leave the classroom. Students understand the schedule, structure and rules of indoor learning very well, but they may be thrown off guard by a new environment. Here are some simple things you can do to prepare them for outside learning:
Make sure your students are safe and comfortable in their outside learning setting.
Prepare your team of teachers or chaperones for the experience. Knowledgeable, confident chaperones help keep students excited about their experience and focused on their field studies.
Make a list and check it twice! Make sure you have all the equipment and supplies that you need for your outside learning well in advance.
Prepare students to return to classroom learning before you leave the field. Tips for keeping students’ excitement and engagement alive long after you return to the classroom.