Outdoor Classroom in 8th Grade Science
8th Grade Science
Ken Andersen
Problem Identified: Physical disconnection from nature and the outdoors is an impediment to learning in general and science in particular.
Hypothesis: “If we conduct science lessons outside then students will feel more connected to the content and choose to increase their own time outside as measured by a student survey.”
Data Collection: We surveyed students prior to beginning our series of outdoor lessons and then again afterwards to gauge their feelings of connectedness to the content and how much time they were spending outdoors.
Actionable Step: Here’s how to use this strategy in your classroom tomorrow:
It’s easy - go outside!
The most important idea is to recognize that going outside brings serendipitous and engaging opportunities for learning whatever the lesson.
This is not only about taking field trips. It’s about going out to the yard, the park, the community, etc. to anchor our instruction in a sense of place.
Overall Findings/Impact:
Prior to outdoor lessons (1=not at all relevant, 5=extremely relevant)
After outdoor lessons (1=not at all relevant, 5=extremely relevant)
Prior to outdoor lessons:
After outdoor lessons:
