Setting Up Community Connections for Science Classes

A typical week in my fifth-grade classroom looks a little different than you might expect. My students care for dozens of trout in our classroom tank, harvest fresh produce from our school garden to distribute to families, deliver handmade bouquets to their favorite teachers, run a single-stream recycling program, collect and repurpose plastic bags, and monitor the water quality of a creek located just behind our school. These activities are not part of a specialized program. They’re part of our everyday learning, made possible through strong partnerships with local organizations and dedicated volunteers.

I often hear the same question from fellow educators, administrators, and visitors: “How?” And while “How?” can mean many things—How do you manage it all? How do you find time for these extras? How do you incorporate this with the standards? How did you start? How can I do this in my classroom?—my answer is always the same: I have help.

Although you may sometimes feel like an island, the reality is that teachers need the help of other professionals to truly flourish. While it can be tempting for teachers to shut their doors, keep their heads down, and focus on planning, grading, and data analysis, doing so can limit the richness of our students’ educational experiences. Opening your door—literally and figuratively—can transform your classroom into a hub of authentic, real-world learning.

The Power of One Connection

My journey toward building a community-connected classroom started with a single email. I learned that a nearby college was running a program designed to introduce K–12 students to watershed ecology. The program, Creek Connections, was a perfect fit: Our school has a creek running right through campus. I reached out, and before long, program educators were visiting my classroom monthly to guide students in water testing, macroinvertebrate collection, and data analysis.

That first connection opened the door to dozens of others.

As my students became more engaged with the creek, I started imagining what else we could do. Encouraged and excited by the partnership with Creek Connections, I began reaching out to local nonprofits, land trusts, and community organizations, asking if they might want to get involved. I was stunned by the response. Many of these organizations were not only willing but eager to support our work. Whether it was donating materials, volunteering their time, or simply offering guidance, they jumped at the opportunity to contribute to a school-based initiative that directly impacted kids and the community.

Over time, these partners have become an integral part of my teaching practice. My students benefit from authentic, hands-on experiences that are deeply tied to the real world, and they do so with a growing understanding of how to be stewards of their environment and contributors to their community.

Bringing Partnerships Into Your Classroom

If you’re wondering how to bring this kind of community collaboration into your classroom, here are three guiding principles to help you replicate this kind of learning within your own setting.

1. Be open. Be open to support, sharing your classroom, and stepping outside of your comfort zone. Many of the most impactful opportunities in my classroom began with a simple “yes,” even when I wasn’t completely sure how things would unfold. Saying yes to a community visitor or a new project might feel daunting at first, but these are often the seeds from which bigger, more meaningful learning experiences grow.

For example, once I decided to pursue Trout in the Classroom, I soon found myself on a quest for funding. Our local Rotary Club invited me to attend a meeting, share a presentation about the program, and submit a grant proposal. The thought of standing in front of a crowd and essentially ending with a request for money was intimidating enough to make me consider backing out. Instead, I gave it a try, and from that opportunity, our relationship has grown. Consequently, they’ve become a vital supporter of not only that project but several others I lead throughout the year.

2. Start small. You don’t need to build an entire network overnight. Set a simple, manageable goal: Make one new community connection this year. Say yes to one new opportunity. This is what I did within my own classroom. Over time, those small steps can lead to a thriving web of relationships that enhance your curriculum in ways you never imagined. 

Getting started doesn’t have to be complicated. Think about a topic you already teach that could benefit from a guest speaker. Reach out to parents, colleagues, or community members. Let people know you’re looking for classroom volunteers; you might be surprised by who’s willing to help.

If you’re ready to take on something bigger, consider forming a partnership with a community organization that aligns with your curriculum and standards. Possibilities include local recycling centers, community garden clubs, local bands or artisans, university extension programs, parks and recreation departments, city and county planning offices, historical societies, local authors, and a wide range of nonprofits. Many of these groups are eager to engage with schools. They have staff ready to support teachers and students. All they need is your invitation.

These organizations often offer more than just guest speakers. They can provide valuable resources as well. From lending libraries and lesson kits to hands-on expertise, support is often just an email away. While many teachers have bold ideas, limited funding or access to materials can be a barrier. Community partnerships can bridge that gap, providing the tools and support needed to bring those ideas to life.

3. Follow up. When someone gives their time or resources to your classroom, it’s important to let them know their efforts mattered. I’ve found that even small gestures of thanks, especially when they come from students, go a long way. We’ve sent handmade cards, created small gifts, and emailed photos of students engaged in the work our partners helped make possible. These acts of appreciation help build lasting relationships and encourage partners to stay involved.

A New Model of Teaching

What began as an experiment with one program has become a foundational element of my teaching philosophy. These partnerships have not only enriched our curriculum but also reshaped how my students see the world. They understand the interconnectedness of people, systems, and the environment. They see themselves as capable of creating change. And perhaps most important, they know that learning doesn’t stop at the classroom door. It extends into the community, where their efforts can have a real impact.

Teachers often feel pressure to do more with less. The truth is, we don’t have to do it all alone. Community partnerships are not just a nice extra. They are a powerful, sustainable way to deepen student learning, build civic responsibility, and create schools that are truly rooted in the places they serve.

All it takes is one connection.