report on field trip to plant nursery

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Botanical Garden Lesson Plan

Please note, this lesson plan was created by FieldTripDirectory.com as a general guide and is not specific to any particular venue listed on our site.

The diverse world of plants is perhaps the weirdest, and most fascinating, of all living things. Bamboo can grow over three feet in one day (you can literally watch it grow). There are 600 species of carnivorous plants, which trap and digest insects, frogs, or small birds (if a vegetarian eats this plant, are they still a vegetarian?). The world’s largest flower, Rafflesia, can grow up to three feet in diameter (how big would a bouquet be…). Do a little digging on your next trip to a botanical garden (not literally!), and see what interesting plant facts you can find.  

BEFORE YOU GO

WHAT TO WONDER Ask : Did you know peanuts are beans, pineapples are berries, tomatoes are fruit, and apples are part of the rose family? What plants do you like to eat, smell, look at, or learn about?

Discuss  the interesting plant facts you learned. Distribute the Fun Plant Facts Printout and compare with what you observed.

The Connecticut Science Center is currently CLOSED to the public due to public health concerns about COVID-19. For more information about COVID-19 and FAQs, please follow this link. Learn More

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Virtual Field Trip: Gardens

• Jessie Scott
• June 5, 2020

Happy spring everyone! I hope you are as thrilled about all the beautiful plants and flowers cropping up as I am (though hopefully you don’t also have pollen allergies like I do, I feel so sneezy!). An awesome way to explore the gorgeous outdoors and incredible landscapes around the world is by checking out virtual tours of gardens. I love it because the pollen won’t bother my sensitive nose, and I can soak in the sights on a rainy day. Here are some of my favorite gardens to check out online!

New York Botanical Garden

Every year, from mid-February to mid-April, the New York Botanical Garden (NYBG) puts on an incredible orchid show. If you didn’t get a chance to see these beautiful and fascinating plants in person, now is a great time to get a virtual tour of the orchid show with Marc Hachadourian, the NYBG’s Director of Glasshouse Collections and Senior Orchid Curator! Orchids are one of my favorite plants because they are epiphytes, or plants that grow attached to tree branches! For more information on epiphytes, you can also check out our Exquisite Epiphytes post written by my colleague John Meszaros on the Connecticut Science Center blog!

You can also pick a virtual spring walk featuring different flowers to check out other beautiful areas of the NYBG grounds or guided tours of other themed garden areas.

The NYBG also offers resources for planning a garden at your school or home!

Keukenhof in Holland is designed to showcase spring flowering bulbs like tulips and the beautiful hyacinths shown in their “ Blue River .” You can also explore the gorgeous flowers through this 360-degree video where you can click and drag the video to look at whichever flowers catch your eye! Don’t forget to check the video quality settings, it goes up to 5K video so you can see the flowers in as much detail as your computer can handle! 

United States Botanic Garden

Take a virtual tour of the United States Botanic Garden ! With this virtual tour, you can view the outdoor rose garden, the indoor tropics house, and the Bartholdi Park gardens in a Google Earth walkthrough. This is great for a rainy day when you wish you could be outside exploring!  

Behind the Scenes at Disney Gardens

Check out the careful and crafty assembly behind the Disney character topiaries in this short behind the scenes video ! Check out Behind the Seeds at Disney’s EPCOT to see their integrative pest management lab and their hydroponic garden.

If you’re looking for more ways to connect with plants, or some fun science activities to do at home, check out these resources!

Science At Play: Gardening with Food Scraps

Science Sunday: Crafting a Homemade Bird Feeder and Making Seed Balls

Exhibit Insider: Butterflies, Science, and a Little Bit of Magic – Check out this blog post if you want to learn more about the making of the Connecticut Science Center’s very own Butterfly Encounter from Kim Kelly, our Horticulturist (gardening expert) and Butterfly Encounter Manager.

iNaturalist and Seek by iNaturalist: Two apps that help identify plants (and other creatures) from photos. iNaturalist is great for older kids and adults, Seek is great for younger children (but I love it for its instant gratification – it can start to tell you what you’re looking at while you have your camera open through the app!)

SciShow: Plants Are Way Cooler Than We Give Them Credit For – A great video to learn more about the fascinating biology of plants.

For other hands-on science activities check out the Science at Play section of our blog!

Stay connected! Be sure to subscribe to Down to a Science— The Official Blog of the Connecticut Science Center and follow us on social media.

Jessie Scott is a STEM Educator who enjoys encouraging students’ enthusiasm for science. She teaches classes to students visiting the Science Center and brings STEM lessons to schools across Connecticut. Jessie completed her Master of Science degree in Microbiology at Dartmouth College and worked as a science educator at the Montshire Museum of Science before coming to the Connecticut Science Center. Her scientific interests are: biology – how living things have adapted different strategies to survive in their environments, insects, and plants. In her free time, Jessie likes to go rock climbing, hiking, and skiing.

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To get a feel for what you might see when you come visit the U.S. Botanic Garden, we encourage you to take our virtual tour. You’ll get a peek at our Conservatory , gated outdoor gardens and Bartholdi Fountain and Gardens , but the plant displays and exhibits are likely to be different each time you come.

Find lots more ways you can connect with the Garden from home at www.USBG.gov/AtHome !

Virtual Tour

• Jump into a virtual tour in full screen

We've worked with Google Street View to gather 360-degree imagery throughout the Garden -- both in the outdoor gardens and also inside the Conservatory! A few proposed starting points are embedded below. You can interact with them to look around and move in any direction. Every garden room throughout the Garden can be explored! Also, if you make the image full screen, you'll see a map in the bottom left that will show in blue all the pathways through the Garden where you can virtually visit. Enjoy exploring!

​Proposed virtual tour starting points: Outdoor Gardens, Rose Garden:

Conservatory Interior, Tropics House:

Outdoor Gardens, Bartholdi Fountain and Gardens:

• Explore the Garden through stories about our plants (phone or web versions)

Video Tours

• Explore a video tour series of the 2020 Orchid Show (Part 1 of the playlist below See all videos by clicking the video's top right corner or click here to see the full playlist .)

• Tour the Garden with Deputy Executive Director Dr. Susan Pell and learn about plant morphology. (Part 1 of the playlist below. See all videos by clicking the video's top right corner or click here to see the full playlist .)

Explore the Garden through historic photos

• Explore photos of the Garden through 200 years

See daily photos and videos on our Facebook

• See videos and photos of what's in bloom now on the Garden's Facebook page and Instagram channel

Virtual Field Trip • Adapted to Survive: Exploring Plants through Nature Journaling

Adapted to Survive: Exploring Plants through Nature Journaling Explore the wild world of plants on a virtual adventure in the UCLA Botanical Garden. Be a scientist and create observations from home in your own nature journal!

Background Nature exists all around us, waiting for us to notice and appreciate it. Living in an urban environment can sometimes distract us from all the remarkable living things that also call our city home. This virtual field trip serves to engage students with the captivating world of plants and then invite them to observe plants through the practice of nature journaling. This practice develops skills in inquiry, observation, mindfulness, and interpretation.

Learning Objectives Students will discuss what a scientist is and practice making their own observations and questions about the natural world around them. They will consider unique characteristics/traits plants have adapted to survive in the context of the larger ecosystem. Students will utilize art and writing to document plants and reflect on the function of characteristics they notice. They will explore the therapeutic mindfulness practice of nature journaling.

Themes/Topics Explored What is science? • Five senses • Connection to nature • Observations skills • Reflective journaling • Ecology • Plant biology • Biomes • Adaptation • Mindfulness

Student Materials • Access to internet connection and a device to join the class • Paper • Writing utensil (pencil, colored pencils)

Teacher Lesson Plan Download a PDF lesson plan here .

Curriculum Connections — Next Generation Science Standards (NGSS)

A few standards are listed. Depending on where you place this in the context of your planning, you could make connections to others such a growth cycles, weather, etc.

2-LS4-1 : Interdependent Relationships in Ecosystems. Make observations of plants and animals to compare the diversity of life in different habitats. [Clarification Statement: Emphasis is on the diversity of living things in each of a variety of different habitats.] [Assessment Boundary: Assessment does not include specific animal and plant names in specific habitats.]

3-LS3-2 : Inheritance and Variation of Traits: Life Cycles and Traits. Use evidence to support the explanation that traits can be influenced by the environment. [Clarification Statement: Examples of the environment affecting a trait could include normally tall plants grown with insufficient water are stunted; and, a pet dog that is given too much food and little exercise may become overweight.]

3-LS4-3 : Interdependent Relationships in Ecosystems: Environmental Impacts on Organisms. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. [Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.]

4-LS1-1 . Structure, Function, and Information Processing . Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. [Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.] [Assessment Boundary: Assessment is limited to macroscopic structures within plant and animal systems.]

This 50min – one hour session is led by a Garden Educator. The teacher must be present, but does not need to lead any portions of the lesson other than coordinating technology.

1. Live: Introduce Garden Educator to Classroom (5 min)

2. Video: Welcome! (2 min) Start video. Pause when prompted.

3. Live: Garden Educator Discussion + Virtual Adventure Introduction (5 min)

4. Video: Botanical Garden Adventure (15 min) Play video tour (Intro, California Native Plants, Desert, Tropical Rainforest)

5. Live: Q&A Session with a Garden Educator (8 min) + Nature Journaling Activity (15 min)

(50 min total)

Virtual Garden Adventure Video

Activity: Zoom In, Zoom Out

Record observations at 4 scales: Far Away, Landscape, Life Size, and Close Up (Click on an image and share with the class for 1.5 minutes at each scale)

Use circles to show magnified views for the “zoom in.” In the zoomed-out view, you can include details such as growth forms, where the subject is, or a small map.

Use writing, drawing, and numbers to record your observations.

Share drawings, questions, and ideas with the Garden Educator.

The plant featured in these photos is a Staghorn fern, Platycerium superbum. It is native to Australia.

Teacher Resources

Teacher Lesson Plan Download a PDF lesson plan here.

How to Teach Nature Journaling by John Muir Laws and Emilie Lygren

A free download of the book is available. Pages 236-244 have information about NGSS standards and incorporating nature journaling into your curriculum planning.

iNaturalist / Seek

Great digital apps with activity options to extend observation making and identification. Here is a great teacher resource guide to get started. Seek is a more child-friendly app created by iNaturalist.

The UCLA Mathias Botanical Garden acknowledges the Gabrielino/Tongva peoples as the traditional land caretakers of Tovaangar (the Los Angeles basin and So. Channel Islands). As a promoter of nature at a California land grant institution, we pay our respects to the Honuukvetam (Ancestors), ‘Ahiihirom (Elders) and ‘Eyoohiinkem (our relatives/relations) past, present and emerging.

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Hours (February through October): Weekdays: 8AM to 5PM Weekends: 9AM to 5PM

Hours (November through January): Weekdays: 8AM to 4PM Weekends: 9AM to 4PM

UCLA Holidays: Open 9AM to 5PM. Closed on Thanksgiving and Christmas Day. Closed at 2pm on Christmas Eve.

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Our field trips, explore our field trips, immersive experiences for every student.

Inspire your students when they engage with nature – and extend their excitement to their community and beyond. We collaborate with school districts, teachers, and educators of all kinds to provide Next Generation Science Standard-aligned, hands-on opportunities to learn in and from nature. Students connect with local natural spaces at San Elijo Lagoon, experience and develop science skills, and become empowered to protect and care for the environment via their own communities.

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How Our Programs Work

We offer year-round programs, bridging classroom and extended learning time with nature-based learning. Students are able to make connections to their own lives and communities, while they practice science skills and explore diverse plants + animals. Pre and post activities help to support and extend the field trip experience. Programs culminate with student action projects that encourage critical thinking, problem-solving, and collaboration to promote healthy communities and natural spaces, for all. Our programs are subsidized by generous donations from individuals and foundations.

Available Field Trips

Exploring Habitats

Location: Nature Center More info

Time: 2.5 hours

Cost: $12 per student Group Size : Minimum 20 / Maximum 50

From the riparian woodland to the saltmarsh lagoon, students will explore the unique habitats of the San Elijo Lagoon ecosystem. Using important scientific skills, including observations and experimentation, students will have an opportunity to discover the variety of plant + animal species that call San Elijo Lagoon home.

The complete Exploring Habitat learning unit is aligned to NGSS: 3-LS4-3.

Discovering Adaptations

Location: Nature Center More Info

Cost: $12 per student Group Size: Minimum 20 / Maximum 50

Utilizing the San Elijo Lagoon ecosystem as a backdrop for discovery, student scientists will collect evidence of plant + animal adaptations vital to their survival. Students will have an opportunity to observe and record various birds, plants, and insects as they develop claims supported by scientific reasoning.

The complete Discovering Adaptations learning unit is aligned to NGSS: 4-LS1-1.

Ecosystems in Action

Time: 3 hours

Cost: $16 per student Group size: Minimum 20 / Maximum 50

What living and nonliving things can be found in the San Elijo Lagoon ecosystem? Student scientists will develop critical scientific skills, including observing, recording data, and making claims, as they hike around this exciting ecosystem. Students will identify key interactions within the ecosystem – with a special focus on decomposers, cycling of matter, and human activity.

The complete Ecosystems in Action learning unit is aligned to NGSS: 5-LS2-1, 5-ESS3-1, 3-5-ETS1-2.

Preserving Biodiversity

Cost: $16 per student Group Size: Minimum 20 / Maximum 50

How do humans benefit from and maintain biodiverse ecosystems? Guided by this question, student scientists will investigate the health of the San Elijo Lagoon ecosystem. Throughout the program, students will collect data indicating biodiversity, discuss ecosystem services to humans, and make claims about how humans can impact our natural systems.

The complete Preserving Biodiversity learning unit is aligned to NGSS: MS-ESS3-3, MS-LS2-5

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Field Trip Connections

To enrich your Fairchild Challenge Program experience, take a field trip to Fairchild!

Our education programs are designed to create a fundamental understanding of botany, nature, the environment and science through guided and self-guided learning experiences. 

Science and technology come alive in the Garden as students embark on an interdisciplinary learning adventure. Students will rotate through hands-on, STEM-based activity stations facilitated by Education staff and trained guides. Students will learn to use tools, enhance their critical thinking skills, and investigate current topics in science to explore how they can become part of the solution to some our most pressing environmental challenges. Take advantage of our complementary pre- and post-visit materials which will enhance the student’s experience and retention of information learned during the field study.

Click here for program details.

How to Write a Field Trip Report

How to Create a Nursing Practicum Journal

Visiting the Air and Space Museum in Washington, D.C., or touring the wetlands in Florida are two examples of exciting and educational field trips for middle school and high school students. You might take notes during your trip, so you can come up with an interesting thesis for your assigned field trip report. For example, you might write about a shuttle launching or an unusual creature who lives in the wetlands. Field trip reports should include a compelling introduction, a well-structured body and a strong conclusion. Discuss your favorite elements of the trip, so your assignment reads like a personal observation report or narrative essay.

Lead with Interesting Introduction

Start your introduction with information that leads up to your thesis statement, which is usually the last sentence of your introduction. You might focus on an interesting anecdote from your trip or discuss particular features that made an impression on you. Use these tidbits to develop your thesis. For example, you might create a three-point thesis, such as "The wetlands in Florida have vulnerable ecosystems, experience climate changes and endure seasonal flooding." If your teacher wants a technical field trip report, start with an abstract -- a brief summary paragraph -- that clearly explains where you went and what you learned during the field trip. Use research or literature to support your statements in your field trip report. For example, if you visited a local arboretum, you might use information from display placards to describe your favorite types of foliage and their seasonal life cycles.

Provide Facility Details

Discuss the field trip location by describing the facilities and explaining what you saw or experienced. For example, if you visited an astronomy observatory, discuss viewing areas and the telescopes you used. If you were using inside telescopes, describe the height of the domed ceilings, the different types of lighting and the approximate distance to the stars or planets. By providing extensive details, you show your teacher that you were paying close attention to the instructor, or in the observatory example, to the astronomer's explanations. You might also discuss any handouts or educational materials you received during the field trip.

Discuss Surprising Findings

Explain in your field trip report any new information or details that took you by surprise and include statistical data to support your findings. This type of data shows that you learned something during the field trip. For example, if you visited an underground cave, you might discuss a particular type of bat or an unusual plant that grows in the cave. Use outside research or information from the tour guide to support your data, and cite your references clearly, so your teacher knows where you got the information. When possible, use academic journals or magazines to support details in your observation report of the field visit.

End with Compelling Conclusion

Conclude your field trip report with a summary of your overall experience, including reasons why others might want to visit the location. You might include a brief summary of a personal discussion you had with the tour guide or field trip facilitator or cite a distinguishable fact from your research. If you participated in any hands-on activities or your class was allowed to see behind the scenes, you might end your paper by discussing those highlights. For example, if you visited a science center, you might discuss fossils you examined, electricity experiments you participated in, or hands-on experiments with wind tunnels that allowed you to examine weather patterns.

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Five hundred yard field trip

Observable ecology lessons for home and school

What is the five hundred yard field trip?

The Five hundred Yard Field Trip is a series  of curriculum  units for teachers, parents, youth leaders. The goal of the Five Hundred Yard Field trip is to help students crea te a habitat   using native plants  a nd  learn about the ecosystem created .  Lessons are free to download on this site. Plants are easily purchased from MA native plant nurseries.  See the  " Get Plants " tab for the native plant nursery in your area .    No bus fee or permission slips necessary, plant, watch and learn!

About the Units

Each unit has several "chunks" so teachers may use pieces as a stand alone lesson or the entire  curriculum  for a longer unit.  All lessons have  been vetted by educators  currently teaching the age group . No previous knowledge of ecology or native plants is required to implement the unit. Each lesson includes:

Presentation

Games and/or interactive activities

MCAS practice (3-5 unit)

Reading passages

References to the grade level science standards addressed

Language objectives for ELL students

Curriculum Units

The Pussytoes Project: Grades K-2

Pussytoes are a wonderful, low growing plant which sends up its distinctive "pussytoe" white flower in May.   These plants are one of the host plants of the American Lady butterfly, the life cycle of which can be observed on the plant. In this unit, students will learn about the diet of caterpillars, their adaptations to their environment, their metamorphosis into butterflies and moths, the  relationship between caterpillars and their host plants and the mechanisms of pollination. This unit is designed to satisfy many of the life science standards for MA, Vt,  NH  and NY for grades k-2

Caterpillarpalooza: Grades 3-5

In this unit,  students will plant a more varied group  of plants: flowers and native grasses that support a variety of caterpillars and other pollinators.  All the plants selected for this unit are drought-proof and non aggressive.  Students will be able to observe an ecological system and learn about the various interactions between plants and insects.  This unit is designed to satisfy many of  the life science standards for MA, Vt,  NH and NY for grades 3-5

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Field Trip To Nursery

As the “POI” topic being “PLANTS” the geckos has been taken to a “PLANT NURSERY”

Plants are nourishing life on earth in many ways by providing fruits, vegetables, foliage, flowers, spices, medicines, roots, bark, wood, sprouts etc. They are precious gift to our life from nature as they act as natural dustbins to the harmful gases in the environment. Plants keep us healthy by lowering the dust levels and pollution levels. They also prevent us from the respiratory disorders and breathing problems by refreshing air. Plants also helps in reducing noise pollution and are most effective as sound barriers because they act most effectively like stone walls in stopping sound. Plants mainly prevent soil from erosion, helpful in rainwater conservation and prevent sediment deposited during storms. Saving plants and trees have been must in such modern world where urbanization, Industrialization and global warming is growing very fast.

STUDENT ACTION: The geckos acquired knowledge on different parts of plant and their importance in our daily life. The geckos practically have seen and felt the texture of the plants as well. They have seen different kinds of plants and their appearance. The children very were inquisitive to know more about the plants and displayed profile of the month “INQUIRER”. Children enjoyed the field trip to the most and shared their knowledge on plants with all the others.

LEARNING OUTCOME: The Children became versed with different parts of plants and their benefits as well. The geckos cooperated with each other while acquainting the plants and its parts. The children were very enthusiastic to share their opinions and information they had on plants and its benefits. The geckos this way have exhibited the attitudes of the month “enthusiasm” and “cooperation”

FACILITATOR : PP2 teachers

EVENT COORDINATOR : Mrs Pooja Kolambe and Mrs. Tahseen Sajjida

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Field Trip Reports

Botanizing in the state of jefferson july, 2007.

On June 30th, nearly 30 CNPS members made a seven hour voyage to the area of far northern California that many consider to be the heart of the State of Jefferson. What follows is a summary of where we went and what we saw.

Situated right on the wild and scenic Klamath River, Sarah Totten campground was all ours, and offered a wonderful place for us to call Home Sweet Temporary Home. On Sunday July 1st, we caravaned to Cook & Green Pass via Saeid Creek Rd., making several stops on our way up. At our first stop, sharp eyes spotted an interesting saprophytic plant growing in the forest duff: Monotropa hypopythis or pinesap, and this was a first time sighting for most in the group. As we continued uphill, we found many other interesting and showy plants, including some that were being dug up by poachers! At the top, we explored the Pacific Crest Trail as it heads east of Cook & Green, and  got a taste of the rich flora of the region and its relationship to the geology.

Monday was Calochortus day, and we traveled to three very different locations finding all three species we were seeking in nice bloom: C. persistens high up on Gunsight Ridge just west of Yreka; C. greenei just over the border into Oregon; and C. macrocarpus in a wide valley north of Mt. Shasta.

Day three saw a return to Cook & Green, this time on the PCT west of the pass towards Red Buttes. We encountered many species not seen on the other side of the pass, including a seep with Cypripedium californicum, the California lady-slipper orchid. The top of our journey to Bee Camp opened up to an area of stunning vistas and a different flora, as the local botany closely follows the local geology and microclimate.

The next day was a trip to Alex Hole, a northeast-facing cirque situated at the shoulder of Coundry Mountain. We found a stunning array of species to occur in and around this glacially-carved bowl, including choice plants from genera Lewisia, Erythonium, and Polemonium, along with several orchid species. This is also the only place we encountered melting snow. I think...

We moved camp south for the rest of the trip, to yet another paradise situated on the summit of Scott Mountain Pass, south of Etna on Hwy. 3. This campground adjacent to large meadows with seeps and fens surrounded by rich woodlands provided ample opportunity for the botanically inclined to lose themselves in the identification and appreciation of such a diversity of species.

Jefferson, we shall return.

Sonora Pass Carcamp Trip Report (Aug 1-3, 2008)

by Carolyn Dorsch

Eighteen people, including trip leaders Stella Yang and Carolyn Dorsch headed up to the Sierras the first weekend of August.  We camped off of Hwy 120, at 6,200 feet, near the Clark Fork of the Stanislaus River.  The first day we stayed in the “lowlands,” and explored along the Clark Fork meadow and the Column of the Giants. 

Day Two found us up near the top of Hwy 120, just a little west of Sonora Pass.  We spent the day hiking up to St. Mary’s Pass (10,100 feet).  The walk was steadily uphill, but with wildflowers all along the way, low 70s temperature, and nice breezes, the 1,200 foot climb from the trailhead was quite manageable.  Along the way, and at the top of the pass we found many high-elevation flora blooming, including the following:  Pursh’s wooly-pod ( Astragalus purshii ), Buckwheat ( Eriogonum ovalifolium ), Sierra Claytonia ( Claytonia nevadensis ), and Arctic Willow ( Salix arctica ).  In fruit were two anemones: A. occidentalis and A. drummondii .  All together, it was about a three-mile round trip.  A couple people took the challenge offered by the mountains, and continued their hike up to Stanislaus Peak (11,233 feet) before rejoining the group back at the trailhead in the late afternoon.

Day Three, as a final stop before heading home, we drove down Herring Creek Road.  While it can be stunning in June (elevation around 7,000 feet), we had to work harder to find the flowers.  Following the water, we came across beautiful colonies of Alpine Lily ( Lilium parvum ) near Herring Creek. The trip was capped off with a short visit along the Trail of the Gargoyles, where we could admire the amazing geologic formations.  Plans are already in motion for another trip up to the Sonora Pass area. 

Late June/early July is the best time to see the flowers at the 6-7,000 feet elevation, but there is plenty to see in early August, so long as you go to the higher elevations. Look for this trip’s highlights at a Member’s Night meeting later in the year!

Anza Borrego State Park - March 6 - 13, 2016

By Dee Wong, Field Trip Chair

Read more ...

Stile Ranch Hike #2, May 10, 2015

Stile Ranch Hike #1, Mar 8, 2015

We saw these flowers in bloom:

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• Mount Lassen Car Camp - July 13-17, 2014
• Bean Hollow & Pebble Beach, May 11, 2014
• Cascade Field, Part of Año Nuevo State Park, May 2014

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Field Trip to Plant Nursery

The grade I learners of TCIS visited Shriram Plant Nursery. The planned trip aimed to allow learners to know more about the parts, types, sizes, and shapes of plants. They also learned to identify new plants. The students enjoyed the field trip and came back with a takeaway of knowledge about plants.

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A pre-kindergarten through grade eight coeducational non sectarian day school in Whitefield, Bangalore

A pre-kindergarten through Grade XII coeducational day school in Whitefield, Bangalore affiliated to the Central Board of Secondary Education (CBSE).

Field Trip – Plant Nursery

He Who Plants A Tree Plants A Hope………………………..

Earth is called the green planet due to the presence of plants on it. Without plants, the environment and human life on this earth cannot exist. In order to instil the value of plants Vydehi School Of Excellence organized a trip to the Plant Nursery for the LKG students.

They were taken to a nearby Nursery where the little ones were shown different types of Plants, explained the various parts of the plants and their uses. They learnt about the parts of plants and were also shown different medicinal plants like Tulsi, Turmeric etc.

The children had a wonderful learning experience and were full of excitement to see such different species of plants. They were also told about the importance of plants in our lives and why we should not cut trees. The trip was a great success and a memorable experience for the little ones.