Start your own Outdoor Education program today!
PBL for Outdoor Education
126 Followers
Grade Levels
PreK - 12th, Adult Education, Homeschool
Subjects
Resource Type
Standards
NGSS1-ESS1-1
NGSSMS-ESS3-2
NGSS4-LS1-1
NGSSK-ESS3-1
NGSSK-ESS2-1
Formats Included
- PDF
Pages
20 pages
PBL for Outdoor Education
126 Followers
What educators are saying
I found this late in the year but I have been learning a lot from an herbalist and cant wait to try this with my new students.
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Description
This Guide contains over 10 activities for leading students into the outdoors. These include printable graphic organizers and links to materials for facilitating outdoor activities. These include best practices in outdoor, environmental, experiential education programs rooted in student-centered learning. You'll find quick and easy ways to get your students playing and learning outdoors while incorporating NGSS standards.
That being said, taking students outdoors can be a daunting task, even for seasoned professionals. Stepping outside the classroom can present a host from physical and emotional safety concerns for students.
This guide also provides expert tips and tricks for keeping your students safe outside.
Download to discover new ways to empower your students to strengthen their relationship with the natural world!
Other resources to check out:
- Upcycling nature journals for future bird observations
- Vertebrate and Invertebrate scavenger hunt
- Other great scavenger hunts for for gardens, beaches, native plants, sounds, and even temperatures.
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Total Pages
20 pages
Answer Key
N/A
Teaching Duration
2 Weeks
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Standards
to see state-specific standards (only available in the US).
NGSS1-ESS1-1
Use observations of the sun, moon, and stars to describe patterns that can be predicted. Examples of patterns could include that the sun and moon appear to rise in one part of the sky, move across the sky, and set; and stars other than our sun are visible at night but not during the day. Assessment of star patterns is limited to stars being seen at night and not during the day.
NGSSMS-ESS3-2
Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. Emphasis is on how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and with no notice, and thus are not yet predictable. Examples of natural hazards can be taken from interior processes (such as earthquakes and volcanic eruptions), surface processes (such as mass wasting and tsunamis), or severe weather events (such as hurricanes, tornadoes, and floods). Examples of data can include the locations, magnitudes, and frequencies of the natural hazards. Examples of technologies can be global (such as satellite systems to monitor hurricanes or forest fires) or local (such as building basements in tornado-prone regions or reservoirs to mitigate droughts).
NGSS4-LS1-1
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin. Assessment is limited to macroscopic structures within plant and animal systems.
NGSSK-ESS3-1
Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and, grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.
NGSSK-ESS2-1
Use and share observations of local weather conditions to describe patterns over time. Examples of qualitative observations could include descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month. Examples of patterns could include that it is usually cooler in the morning than in the afternoon and the number of sunny days versus cloudy days in different months. Assessment of quantitative observations limited to whole numbers and relative measures such as warmer/cooler.
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Questions & Answers
126 Followers
