We build in time for open exploration so that students can make observations and experience the outdoors with curiosity and wonder.

Before going outside, students discuss the kinds of data they need to collect and what that might tell them about the phenomenon they are studying. Students then move outside to collect their data, often working in groups.

Back in the classroom, students synthesize their data into graphs and charts. They use these sources as evidence to revise their understanding of the phenomenon, which they represent through models and explanations.

During professional learning, teachers are encouraged to explore new environments with curiosity and wonder, just like students. We visit field trip locations together to walk through field-trip logistics and consider how to best engage all students.

Before collecting data on field trips to unknown environments, student learn and practice data collection protocols in a familiar environment: their own schoolyard.

Teachers experience the unit in “student hat,” just as students would. With guidance from Ripple Effect’s Director of Field-Based Learning, teachers learn how to conduct investigations independently, then work together to plan and practice facilitating those same experiences for their students.

Students and teachers often work directly with our partners, including community-based organizations doing environmental work, field-based operators, or other environmental educators with specialized knowledge or resources. These experiences support future collaboration between teachers and those entities, and help reinforce critical relationships between schools and the wider community.