Spark Curiosity with Sit Spots
With so much to see outside, it’s no wonder that students are curious about what is happening in the world around them! When they explore nature, they are often full of questions: Why are the clouds so fluffy today? What birds are in our schoolyard? Is the water in that stream clean or dirty? What animals live here? Plus, the Next Generation Science Standards identifies observing phenomena and asking questions as essential science practices. This spark activity encourages students to observe and question the world around them while spending time in the same outdoor spot over time.
Outdoor learning offers many benefits beyond inspiring curiosity, including enhanced academic skills and productivity. Outdoor time also fosters improved mood, social connections, and physical well-being. Because students may lack access to outdoor spaces in other parts of their lives, integrating outdoor education into the school day can be crucial for their mental and physical health.
Sometimes taking students outside can feel like organized chaos. A sit spot can help your students’ observations and exploration be more focused. A sit spot is a specific location for focused time in nature, and provides an opportunity for students to make meaningful observations, notice seasonal changes, and spark curiosity. Students also feel a sense of connection to their little corner of the world, which can lead to more detailed observations, stewardship, and a sense of place.
- Find a suitable area for the sit spots.
- Gather or make markers for their sit spot such as wooden sticks, string, or painted rocks to be placed at their spot.
- If possible, have old towels, blankets, or yoga mats for students to sit on.
- Gather paper or nature journals, colored pencils, crayons, markers, clipboards, and sticky notes (if you are creating a Wonder Wall, see below) for each student.
As questions arise during their observations, invite students to add them on the Wonder Wall. The Wonder Wall provides a space to collect and display student questions that you can revisit, answer later, or turn into investigations. Designate a space for your Wonder Wall and encourage students to write and post their questions there. To learn more about the Wonder Wall and how to encourage students to make observations and develop testable questions, download our free Students as Scientists unit.
Between the open sky and the cracks in the concrete, there is plenty for students to observe and wonder about, wherever you are! Here are some tips for outdoor student learning:
- Be inclusive. Consider all your students and strategize how to include everyone before going outside. Recognize, acknowledge, and give space to students who are uncomfortable outdoors or use outdoor space differently than you do.
- Establish expectations. Co-develop an outdoor community learning agreement with your students. Before you go out, talk to your students about ways to minimize their impact on nature (for example, not picking live plants or disturbing animals), boost safety (for example, staying together as a group), and help each other discover fascinating things.
- Provide roles. Develop tasks to keep students engaged and empowered, such as carrying supplies, keeping track of the time, or watching for ways to minimize their impact on nature.
- Use observation cues. Before you go out, teach younger students about deer ears (cupping their hands behind their ears to better funnel in sounds), owl eyes (making binoculars with their hands or old bath tissue rolls), fox feet (walking quietly and slowly, as if stalking prey), and bunny noses (wrinkling up noses and sniffing all around). Encourage older students to engage their senses during observations: What can you see? What do you hear? How does it feel? What does it smell like? Early on, you may want to focus observations on one or more of these senses: a scavenger hunt for things you see or a listening walk.
- Embrace good distractions. Build in extra time for unexpected events and teaching opportunities.
- Set them up for success. Begin with short periods of observing. Starting with a short experience allows students time to practice skills and doesn’t leave too much time for distractions. Extend the time as students build interest and demonstrate focus.
- Rain, rain go away. Rather than letting the weather keep you inside, be prepared. Be ready with weather appropriate gear such as ponchos (trash bags work too), boots, gloves, hats, and coats for students who lack them or forget about the outdoor plans. If possible, keep umbrellas on hand.
Choose a Sit Spot
Students should choose their sit spots, a place where they are comfortable and feel safe. You may want to encourage them to places where there are opportunities to observe a variety of plants and animals. Encourage them to try out a few spots before settling on one. Also, if possible, make sure there is an arms-length distance between sit spots so each student is able to observe and engage with their unique spot. Once students have chosen their sit spot, have them mark it so they can return here over time.
Observation Journaling
At their sit spots, give students 1 to 3 minutes to look, listen, smell, and feel the world around them without writing or drawing. Then ask them to start writing down or drawing their observations–anything they find interesting and anything that makes them wonder. For the first sit spot, limit the amount of time given for observations, usually 5 minutes is enough time. You may want to provide more guidance, especially during their first sit. You could ask younger students to find the colors of the rainbow, while older ones can respond to prompts such as:
- I notice that… (statements)
- I wonder… (questions)
- I think that… (answers)
- It reminds me of… (connections)
More Sit Spot Activities
- 5-4-3-2-1 Write or draw 5 things you can see, 4 things you can touch, 3 things you can hear, 2, things you can smell, 1 emotion you feel
- Comparison Choose 2 similar objects (rocks, leaves, mushrooms, flowers) and compare the similarities and differences of those objects.
- Poem Write a poem about your view, your sit spot, or an observation you made.
At the end of the first observation time, ask them to circle one thing that inspired them to ask a question. Then, in pairs, have the students share their circled observation, question, and why they chose it. Hand each student a sticky note to write their question down and add to the Wonder Wall back in the classroom.
Throughout the year, aim to visit the same spot repeatedly to deepen observations, compare seasons, and try different activities. Even a few visits allow students to note changes and make new observations.
Regular visits to a sit spot, ideally weekly, can provide a wealth of inspiration for generating questions that arise from student observations. We recommend having students maintain a nature journal with a dedicated page for each sit spot visit and to add their new questions to the Wonder Wall. These questions can be the launching pad for class, group, or individual science investigations.
To guide them through their own investigations, consider using Students as Scientists. This resource offers lessons, slides, and handouts designed to help your students ask and answer their own questions, making authentic science accessible in your classroom. Students will explore the entire science process, from making observations to data analysis and sharing results. The resource is available for the K-5th grade band and 6th-12th grade band.