As a mom and a former teacher, I can’t help but feel passionate about the importance of science education for our children. It’s no secret that hands-on, experiential learning is one of the most effective ways to engage students and deepen their understanding of the world around them. I have experienced new methodologies, standards, and expectations being hoisted on teachers with new leadership, but this new requirement really stood out to me as a positive change: In my opinion, the Next Generation Science Standards (NGSS) have the right idea. And, as such, they provide an excellent framework for taking our kids outside to experience nature’s phenomena, right in our own backyards, parking lots, local parks, or nearby beaches.
The NGSS aligns well with outdoor learning experiences in several ways, primarily through its emphasis on three-dimensional learning. Please allow me to illustrate how I understand the three dimensions of the NGSS—Disciplinary Core Ideas, Science and Engineering Practices, and Crosscutting Concepts—can be woven into outdoor learning experiences for our kids that are manageable, memorable, and meaningful.
Disciplinary Core Ideas (DCIs)
The core ideas in each scientific discipline are the foundation of the NGSS. Outdoor learning provides a natural setting for kids to explore these ideas. For instance, consider the life science topic of ecosystems. While studying ecosystems indoors can provide a basic understanding, taking kids outside allows them to see the interactions between living organisms and their environment firsthand.
In our local park, we can observe how squirrels, birds, and insects interact with trees and plants, as well as one another. This real-life exposure to ecosystems helps children grasp the concept of interdependence among living organisms and non-living components of the environment, which is covered under the Life Sciences Disciplinary Core Ideas, specifically:
Middle School (Grades 6-8) – Life Science:
MS-LS2 Ecosystems: Interactions, Energy, and Dynamics
MS-LS2-1: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
MS-LS2-2: Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
MS-LS2-3: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
MS-LS2-4: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
MS-LS2-5: Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
The standards listed under MS-LS2 focus on the interactions and dynamics of ecosystems, including the interdependence between living organisms and their environment. The standards emphasize the importance of understanding the cycling of matter and energy, as well as the effects of changes in ecosystem components on populations of organisms.
Science and Engineering Practices (SEPs)
The NGSS emphasizes the practices that scientists and engineers use to investigate and understand the natural world. Outdoor learning experiences provide ample opportunities for kids to engage in these practices. For example, we can turn a hike into a scientific investigation by asking our kids to observe patterns in nature, such as the distribution of plants in different areas of the forest or the shapes of leaves on various trees.
The Science and Engineering Practice (SEP) that aligns with the activity of turning a hike into a scientific investigation by asking kids to observe patterns in nature is:
- Asking Questions and Defining Problems
By encouraging kids to observe patterns in nature during a hike, such as the distribution of plants in different areas of the forest or the shapes of leaves on various trees, you are engaging them in the practice of asking questions and defining problems. This SEP involves stimulating curiosity, formulating questions, and identifying phenomena that can be explored through scientific inquiry. When students observe patterns in nature, they can begin to develop questions and hypotheses about the underlying processes, which is a key aspect of the scientific method.
We can also encourage our kids to develop and use models to represent their observations, like sketching a diagram of a pond ecosystem or building a physical model of a watershed. Collecting data, like measuring rainfall or the temperature of a stream, also allows children to engage in authentic scientific practices. These activities involve several SEPs from NGS. These practices include:
- Developing and Using Models: This SEP is aligned with encouraging kids to create representations of their observations, such as sketching a diagram of a pond ecosystem or building a physical model of a watershed. Developing and using models is a crucial aspect of scientific inquiry and engineering design, as it helps students visualize, predict, and explain complex phenomena or systems.
- Planning and Carrying Out Investigations: When children collect data like measuring rainfall or the temperature of a stream, they are engaging in the practice of planning and carrying out investigations. This SEP involves designing experimental procedures, selecting appropriate tools and techniques, and collecting and recording data to address specific scientific questions or test hypotheses.
- Analyzing and Interpreting Data: After collecting data, students need to analyze and interpret their findings to make sense of the information and draw conclusions. This SEP involves organizing and presenting data, identifying patterns and trends, and using the results to support or refute hypotheses or predictions.
By engaging children in these SEPs during outdoor learning experiences, we are helping them develop essential scientific skills that will deepen their understanding of the natural world and foster a lifelong appreciation for science.
Crosscutting Concepts (CCCs)
These seven concepts apply across all domains of science, helping students see the connections between different areas of science. Outdoor learning experiences naturally incorporate crosscutting concepts. For example, kids can explore the concept of cause and effect by observing how weather impacts plant growth and animal behavior. Understanding cause and effect relationships is crucial for making predictions, testing hypotheses, and determining the consequences of various actions or events in the natural world.
Studying the water cycle in nature can help children understand the interconnected systems of Earth’s processes. Recognizing that natural and human-made systems are composed of interacting components can help students understand complex phenomena and develop models to represent and predict system behavior.
Embracing the NGSS for a Nature-Inspired Future of Science Education
As a mom and a former teacher, I believe that the NGSS offers a robust framework for connecting our kids to the wonders of the natural world. I have seen classrooms reinvigorated by NGSS. Mine certainly was. If not for NGSS, I might never have introduced Hubble telescope datasets to my physics class to calculate the speed galaxies are moving away by the degree of their red shift. That remains one of my many beloved NGSS-inspired physics projects. It is so cool!
By aligning outdoor learning experiences with the NGSS, we can create engaging and meaningful opportunities for our children to develop a deeper appreciation for nature and the scientific principles that govern it. In turn, we’re not only fostering a love for science but also nurturing future stewards of our planet.
As a strong advocate for incorporating outdoor experiences into the future of science education, I believe it is essential to provide educators with the necessary tools and resources to seamlessly integrate these experiences into their curriculum. In order to support teachers in adapting these ideas, I will be including relevant Next Generation Science Standards (NGSS) Disciplinary Core Ideas (DCIs), Science and Engineering Practices (SEPs), and Crosscutting Concepts (CCCs) in my blog posts that feature lesson plans. By explicitly connecting outdoor learning activities to the NGSS framework, I aim to empower educators to embrace nature’s classroom and enrich their students’ learning experiences, while ensuring that they are meeting the required educational standards. This approach not only encourages more time spent outdoors but also fosters a deeper understanding and appreciation of the natural world in the next generation of scientists and citizens.
For teachers specifically: Incorporating outdoor learning experiences into your curriculum can be a rewarding and engaging way to teach science to your students. To help you get started and find inspiration, I recommend exploring the resources available on the National Science Teaching Association (NSTA) website, which offers lesson plans, articles, and webinars that align with the NGSS. Green Schoolyards America focuses on transforming school grounds into vibrant, nature-rich spaces that support outdoor learning, while the Children & Nature Network provides a wealth of research, tools, and strategies for connecting children with nature. For more hands-on, activity-based learning, you can explore Project Learning Tree and Project WILD, which offer interdisciplinary, inquiry-based educational programs and materials that focus on environmental and wildlife topics. By utilizing the resources and support provided by these organizations, you can create meaningful outdoor learning experiences that align with the NGSS and foster a deeper understanding of the natural world in your students.