Overview

Jamie Bellian, a high school science teacher, designed this project to make field learning standards-driven, inclusive and meaningful. By combining Universal Design for Learning (UDL) principles, strong community partnerships, and systems for building independence, students connect academic standards to real-world experiences. Students prepare through structured pre-trip work, collaborate with community experts in the field, and reflect through creative, evidence-based assessments.

Take a closer look at Jamie's Standards-Driven Field Trips HERE

Goals

  • Integrate state and national science standards into authentic, place-based field experiences
  • Use UDL to give all students equitable access to learning and multiple ways to demonstrate understanding
  • Strengthen student independence, responsibility, and collaboration
  • Connect learning to local expertise through community partnerships
  • Support memory/retention by encouraging mental health
  • Demonstrate that field learning is not a reward but an essential component of standards-aligned instruction

Implementation & Outcomes

  • Implemented with 9th-12th grade students
  • Followed a three-step framework: UDL, Community Partnerships, Systems for Independence
  • Fieldwork connected classroom standards to real-world applications through project-based learning
  • Example Field Trip: Students visited the Pinedale's Wastewater Treatment Facility to better understand water chemistry concepts and engineering standards prior to designing a water-filtration system
  • Community partners included local trades professionals, professors, and municipal scientists--13 of 16 organizations contacted actively engaged with the students
  • Assessment design was informed by Jules Craft's Alternative Assessment for Environmental Data

Resources & Links

For more details about this program or to learn how to incorporate similar activities in your school, please reach out to the TRKE program coordinators.