By Michele Stokes, Elementary Science Specialist (K-5)
When was the last time you really noticed the shifting breeze or watched ants march in a perfect line? With the newly implemented Texas Science TEKS, outdoor learning isn’t just a breath of fresh air—it’s a standards-aligned strategy with serious educational power.
Why Outdoor Learning Matters
Outdoor learning transforms science teaching from “listen and label” into “observe and be.” It stimulates multiple senses and anchors learning in memorable, real-world contexts.
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Hands-on Investigations: Students can measure soil erosion, observe weather patterns, or test shadows—all aligned with the Scientific and Engineering Practices TEKS.
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Natural Phenomena Everywhere: From moon phases to predator–prey interactions and plant adaptations, the outdoors offers real examples tied to Organisms and Environments and Earth and Space standards.
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Environmental Literacy: Direct contact with ecosystems fosters stewardship and understanding—key goals of the new standards.
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Accessibility for All Learners: Kinesthetic learners, English learners, and students with diverse needs engage more deeply when learning moves beyond the desk.
Aligning Outdoor Learning with the New Science TEKS
Outdoor learning opportunities are as limitless as the natural world. The examples below show just a few ways TEKS come to life outside the classroom:
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Kindergarten: Exploring light and shadows outdoors supports scientific inquiry and spatial thinking. Let students examine a leaf in bright sunlight, partial shade, and full shade. Ask them to describe color and texture differences. Real-world comparisons make abstract ideas tangible.
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Grade 4: Record the Sun’s position, temperature changes, and shadow lengths to study seasonal patterns. Observe the Moon’s shape daily for a month to connect cycles in nature to larger Earth and space systems.
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6th Grade: Collect and analyze data with forces applied to objects that are interacting, such as rockets and collisions with cars, balls, and sports activities.
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7th Grade: Create a scale model of the solar system and recognize patterns of movement based on their location. Describe energy flows in an ecosystem and the recycling of nutrients in the biosphere.
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Secondary: Investigate energy flow in pond ecosystems or soil moisture variation in shaded areas. Students model interdependent relationships and make evidence-based claims about energy and matter movement.
Sharp Observation, Rich Discussion, Stronger Thinking
Nature primes young minds for science. Outdoor learning develops observation, conversation, and critical reasoning—skills backed by research.
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Observation Skills: Kindergarten students in sensory-rich environments notice details, describe observations, and build early scientific practices (Kaplan, 2023).
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Provocative Discussions: Outdoor experiences spark analytical dialogue, e.g., debating why some leaves are smooth while others are jagged. These conversations build vocabulary, peer learning, and higher-order thinking (Connections Academy, 2024).
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Critical Thinking in Action: Nature walks, scavenger hunts, and problem-solving tasks encourage hypothesis formation, testing, and collaborative strategy development (Children & Nature Network, 2023; Kiviranta et al., 2023).
Research-Proven Benefits
Decades of research show that time in nature enhances cognitive performance, focus, and emotional regulation:
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Improves attention, behavior, and executive functioning, particularly for underserved populations (Berman et al., 2008).
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Linked to stronger working memory, faster processing speeds, and measurable IQ gains (Dadvand et al., 2024).
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Builds creative and critical thinking, perseverance, resilience, leadership, and collaborative problem-solving—all vital for STEM success (Kiviranta et al., 2023).
Outdoor, place-based learning lets students connect abstract concepts to real-world applications, directly supporting the 2021 Science TEKS vision (Children & Nature Network, 2023).
Bring these benefits back to your classroom at The Nature Center in Tyler, TX. Hands-on workshops provide lessons, resources, and confidence to take learning beyond the classroom walls.
Space is limited—secure your spot today and step into a new season of teaching science, grounded in nature and built for the next generation of scientists.
References
Berman, M. G., Jonides, J., & Kaplan, S. (2008). The cognitive benefits of interacting with nature. Psychological Science, 19(12), 1207–1212. https://doi.org/10.1111/j.1467-9280.2008.02225.x
Children & Nature Network. (2023). Connection to nature is associated with social-emotional learning of children. Current Research in Ecological and Social Psychology, 4, 100083. https://doi.org/10.1016/j.cresp.2022.100083
Dadvand, P., Nieuwenhuijsen, M. J., Esnaola, M., Forns, J., Basagaña, X., Alvarez-Pedrerol, M., Rivas, I., López-Vicente, M., De Castro Pascual, M., Su, J., Jerrett, M., Querol, X., & Sunyer, J. (2015). Green spaces and cognitive development in primary schoolchildren. Proceedings of the National Academy of Sciences, 112(26), 7937–7942. https://doi.org/10.1073/pnas.1503402112
Kaplan, S. (1995). The restorative benefits of nature: Toward an integrative framework. Journal of Environmental Psychology, 15(3), 169–182. https://doi.org/10.1016/0272-4944(95)90001-2
Kiviranta, L., Lindfors, E., Rönkkö, M. L., & Luukka, E. (2023). Outdoor learning in early childhood education: exploring benefits and challenges. Educational Research, 66(1), 102–119. https://doi.org/10.1080/00131881.2023.2285762