NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1111085
Record Type: Journal
Publication Date: 2016
Pages: 8
Abstractor: As Provided
Reference Count: 10
ISSN: ISSN-0036-8121
Integrating Writing into Science through Student-Made Field Guides
Gaither, Elizabeth; Scott, Catherine Marie
Science Activities: Classroom Projects and Curriculum Ideas, v53 n4 p129-136 2016
In our experience, providing students with opportunities to explore outdoors has benefited them greatly in appreciating the outdoors and learning more about the environment. Similarly, researchers recognize that participants of outdoor schoolyard instruction have a more significant increase in cognitive understanding of ecological science concepts compared to students of traditional instruction (Cronin-Jones 2000; Eick 2012). However, such experiences not only provide opportunities to gain scientific content knowledge but also help students develop their writing skills. In this article, we describe a fifth grade unit on writing schoolyard field guides and provide examples of ways that we see these concepts translating across grade levels and content areas.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive; Guides - Classroom - Teacher
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A