A Year-Round Nature Immersive Destination
For schools, homeschools groups, youth organizations, community centers, child care centers, and other groups
Bring your group to our center for one of many quality learning experiences that enhance and reinforce what your students are learning in your classroom. All programs can be fine-tuned to meet your specific needs and align with the Next Generation Science Standards (NGSS) and NH Social Studies Frameworks.
Most programs are able to be adapted to all ages. See descriptions for more details.
For questions on any of our school-age programs, contact the School Age Programs Director, Chris Wellens, at (603) 366-5695 or email cwellens@prescottfarm.org.
Use our online Field Trip Request form or call us today to schedule your visit as days and time slots are limited. Visiting groups are welcome to extend your time here to include your lunch and/or snack time and time in our Natural Playscape.
Field Trip Request FormClick Here
If you can’t take a field trip, remember that we can come to your school instead. Learn more about Naturalist in Classroom Program through the link below.
Naturalist in the ClassroomClick to Learn More
Program Options (click to expand to view more details)
Programs marked with a ♿ indicates handicap accessible programs. Please specify your groups’ specific accommodations needed when booking.
Garden to Table (NEW!) ♿
Cost: $15/student. Maximum 24 students. 1:6 adult ratio required (included in program fee).
Using fresh produce from our gardens, cook a fresh snack in our new teaching kitchen from scratch. Students will explore how our food is grown from seeds in soil, pollinated by bees from our apiary or native pollinators attracted by our adjacent meadows, cooked to get the most flavor, and finally how our food scraps are composted to make food for our gardens in future years.
Each program, based on the current growing season, will visit our gardens on a hands-on sensory tour to learn how our food is grown, then work in small groups to prepare a declivous snack from fresh, whole ingredients. While cooking, students will practice measuring, reading recipes, and cooperation with others in their cooking group. Finally, students will bring home an herb seedling from their recipe to use for cooking at home!
Program options:
- Fresh Egg Pasta and Pesto
- Homemade pizza
- Refrigerator pickles
Nature tells a new story in every season as the annual cycles bring changes to the world. Each program incorporates active imagery, sensory exploration, and hands-on discovery of the natural world. Enjoy the colors, smells and sounds of the season! Seasonal Discovery Walks can be tailored by our Environmental Educators to focus on specific nature topics. Please let us know about your learning objectives when booking your program. Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th GradeSeasonal Discovery Walks
NGSS: K-LS1-1 From Molecules to Organisms: Structures and Processes: Use observations to describe patterns of what plants and animals (including humans) need to survive.
NGSS: K-ESS2-2 Earth’s Systems: Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
NGSS: 1-LS1-1 From Molecules to Organisms: Structures and Processes: Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.
NGSS: 1-ESS1-2 Earth’s Place in the Universe: Make observations at different times of year to relate the amount of daylight to the time of year.
NGSS: 2-LS4-1 Biological Evolution: Unity and Diversity: Make observations of plants and animals to compare the diversity of life in different habitats.
NGSS: 3-LS1-1 From molecules to Organisms: Structures and Processes: Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
NGSS: 3-LS2-1 Ecosystems: Interactions, Energy, and Dynamics: Construct an argument that some animals form groups that help members survive.
SS:GE:2:3.1: Geography–Physical Systems: Investigate how the Earth-Sun relationship affects our daily lives, e.g., seasons in New Hampshire or sunlight and shadows.
NGSS: 4-LS1-1 From Molecules to Organisms: Structures and Processes: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
NGSS: 4-LS1-2 From Molecules to Organisms: Structures and Processes: Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
NGSS: 4-ESS2-1 Earth’s Systems: Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
SS:GE:4:3.1: Geography–Physical Systems: Illustrate the components of Earth’s physical systems, e.g., a climate or a model of the water cycle
SS:GE:4:3.2: Geography–Physical Systems: Demonstrate how physical processes shape features of Earth’s surface, e.g., weather or tectonic forces.
SS:GE:4:3.4: Geography–Physical Systems: Recognize the components and distribution of ecosystems, e.g., the location of certain plants and animals or the food chain.
NGSS: 5-PS3-1 Energy: Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.
NGSS: 5-LS1-1 From Molecules to Organisms: Structures and Processes: Support an argument that plants get the materials they need for growth chiefly from air and water.
Join us to experience an old-fashioned Northeastern tradition—making maple syrup! From tapping a tree to tasting delicious maple syrup, students will learn from hands-on participation in the complete sugaring process. Students will build tree ID skills and learn the parts of a tree and their functions, use measuring tools to find an appropriate tree to tap, see and use historical and modern tree tapping tools, learn the history of maple sugaring including Indigenous legends, discover the math, chemical and physical science in the boiling process. And of course, enjoy the taste of fresh maple syrup! The program lasts 2 hours in total and involves a bit of a walk to our Sugar House—about 15 minutes each way. Please note that you will be hiking on woodland trails and back up hill after the program. Accommodations for mobility concerns may be possible with advance notice. Wear boots and dress appropriately for the weather. Groups are welcome to stay longer for lunch on your own. Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th GradeTap into Maple
NGSS: K-LS1-1 From Molecules to Organisms: Structures and Processes: Use observations to describe patterns of what plants and animals (including humans) need to survive.
K-ESS3-1 Earth and Human Activity: Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.
NGSS: 1-LS3-1 Heredity: Inheritance and Variation of Traits: Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
NGSS: 2-PS1-1 Matter and Its Interactions: Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
NGSS: 2-PS1-4 Matter and Its Interactions: Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.
SS:GE:2:4.2: Geography–Human Systems: Identify what are natural resources, e.g., water or trees.
SS:GE:2:5.1: Geography–Environment and Society: Recognize the role of natural resources in daily life, e.g., food, clothing, or shelter.
SS:GE:2:5.2: Geography–Environment and Society: Investigate how people use resources, e.g., building homes or the food they eat.
NGSS: 3-LS3-2 Heredity: Inheritance and Variation of Traits: Use evidence to support the explanation that traits can be influenced by the environment.
SS:GE:2:3.1: Geography–Physical Systems: Investigate how the Earth-Sun relationship affects our daily lives, e.g., seasons in New Hampshire or sunlight and shadows.
NGSS: 4-LS1-1 From Molecules to Organisms: Structures and Processes: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
SS:GE:4:3.4: Geography–Physical Systems: Recognize the components and distribution of ecosystems, e.g., the location of certain plants and animals or the food chain.
SS:GE:4:3.5: Geography–Physical Systems: Investigate how humans interact with ecosystems, e.g., forest management or impacting wetlands.
SS:GE:4:5.2: Geography–Environment and Society: Examine the ways in which the physical environment provides opportunities or limitations, e.g., natural resources that first attracted settlers or natural hazards that threaten life.
SS:HI:4:2.1: US/NH History–Contracts, Exchanges & International Relations: Describe the interconnectedness of the world developed using examples.
SS:WH:4:4.1: World History–Economic Systems & Technology: Explore how improvements in agriculture enhance human survival using examples, e.g., the exchange between Native Americans and early colonists or feeding the hungry of the world today.
NGSS: 5-LS1-1 From Molecules to Organisms: Structures and Processes: Support an argument that plants get the materials they need for growth chiefly from air and water.
Animals that live in New Hampshire have special adaptations that make them able to live in New Hampshire during the various seasons. Following clues along the way, solve a mystery about NH mammals, natural history facts and stories, observation and identification and team cooperation and communication. NOTE: K-2 programs will focus on the basics of map reading while grades 3 and above will learn the basics of using a compass to complete an orienteering course. Kindergarten 2nd Grade 4th GradeWild Orienteering
NGSS: K-ESS3-1: Earth and Human Activity: Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.
NGSS: 2-LS4-1: Biological Evolution: Unity and Diversity: Make observations of plants and animals to compare the diversity of life in different habitats.
SS:GE:2:1.1: Geography–The World in Spatial Terms: Identify the characteristics and purposes of globes and maps.
SS:GE:2:1.2: Geography–The World in Spatial Terms: Introduce spatial information on maps and other geographic representations.
SS:GE:2:2.1: Geography–Places and Regions: Explore the physical and human characteristics of place, e.g., roads, schools or mountains.
NGSS: 4-ESS2-2 Earth’s Systems: Analyze and interpret data from maps to describe patterns of Earth’s features.
SS:GE:4:1.2: Geography–The World in Spatial Terms: Display spatial information on maps and other geographic representations.
SS:GE:4:2.1: Geography–Places and Regions: Describe the physical and human characteristics of places, e.g., land forms or where people live.
Where does our food come from? Plants! Growing food is highly dependent on nature — from soil to the water cycle to plant photosynthesis. Students learn how these important natural processes contribute to a healthy garden ecosystem. Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th GradeGarden Ecology ♿
NGSS: K-LS1-1: From Molecules to Organisms: Structures and Processes: Use observations to describe patterns of what plants and animals (including humans) need to survive.
NGSS: 1-LS3-1: Heredity: Inheritance and Variation of Traits: Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
NGSS: 2-LS4-1: Biological Evolution: Unity and Diversity: Make observations of plants and animals to compare the diversity of life in different habitats.
SS:GE:2:5.1: Geography–Environment and Society: Recognize the role of natural resources in daily life, e.g., food, clothing, or shelter.
SS:GE:2:5.2: Geography–Environment and Society: Investigate how people use resources, e.g., building homes or the food they eat.
NGSS: 3-LS3-1: Heredity: Inheritance and Variation of Traits: Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
NGSS: 3-LS4- 3: Biological Evolution: Unity and Diversity: 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.
NGSS: 4-ESS3-2: Earth and Human Activity: Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
SS:GE:4:3.5: Geography–Physical Systems: Investigate how humans interact with ecosystems, e.g., forest management or impacting wetlands.
SS:GE:4:5.1: Geography–Environment and Society: Illustrate how people modify the physical environment, e.g., irrigation projects or clearing land for human use.
SS:HI:4:2.1: US/NH History–Contracts, Exchanges & International Relations: Describe the interconnectedness of the world developed using examples.
SS:GE:4:3.4: Geography–Physical Systems: Recognize the components and distribution of ecosystems, e.g., the location of certain plants and animals or the food chain.
SS:HI:4:4.1: US/NH History–Economic Systems & Technology: Explore major developments and changes in economic productivity, e.g., adoption of Native American crops or use of mass production.
SS:WH:4:4.1: World History–Economic Systems & Technology: Explore how improvements in agriculture enhance human survival using examples, e.g., the exchange between Native Americans and early colonists or feeding the hungry of the world today.
NGSS:5-LS2-1: Ecosystems: Interactions, Energy, and Dynamics: Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
NGSS: 5-ESS3-1: Earth and Human Activity: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
Learn all about pollinators: who they are and how they contribute to the beauty and stability of our natural world. Students will have an opportunity to explore our certified Monarch Waystation for butterflies, meet our honeybees in an observation hive (weather dependent) and taste local honey. Kindergarten 2nd Grade 3rd Grade 4th Grade 5th GradePower of Pollinators ♿
NGSS: K-ESS3-1: Earth and Human Activity: Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.
NGSS: 2-LS2-2: Heredity: Inheritance and Variation of Traits: Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
NGSS: 2-LS4-1: Biological Evolution: Unity and Diversity: Make observations of plants and animals to compare the diversity of life in different habitats.
NGSS: 3-LS2-1: Ecosystems: Interactions, Energy, and Dynamics: Construct an argument that some animals form groups that help members survive.
NGSS: 3-LS3-2: Heredity: Inheritance and Variation of Traits: Use evidence to support the explanation that traits can be influenced by the environment.
NGSS: 3-LS4-3: Biological Evolution: Unity and Diversity: 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.
NGSS: 4-LS1-1: From Molecules to Organisms: Structures and Processes: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
NGSS: 4-LS1-2: From Molecules to Organisms: Structures and Processes: Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
NGSS: 5-PS3-1: Energy: Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.
Explore our woods searching for some of our largest and most interesting trees: wolf trees! Students will recognize the importance of trees in a forest ecosystem, how to identify various native tree species, and how wolf trees can help tell a historical story of the land. Other topics may include forest succession and human impacts on forests. Kindergarten 1st Grade 2nd Grade 3rd Grade 5th GradeWolf Tree Explorers
NGSS: K-LS1-1: From Molecules to Organisms: Structures and Processes: Use observations to describe patterns of what plants and animals (including humans) need to survive.
NGSS: 1-LS3-1: Heredity: Inheritance and Variation of Traits: Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
NGSS: 2-LS4-1: Biological Evolution: Unity and Diversity: Make observations of plants and animals to compare the diversity of life in different habitats.
NGSS:3-LS3-2: Heredity: Inheritance and Variation of Traits: Use evidence to support the explanation that traits can be influenced by the environment.
NGSS:3-LS4-3: Biological Evolution: Unity and Diversity: 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.
NGSS: 3-LS4-4: Biological Evolution: Unity and Diversity: Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
NGSS 5-ESS3-1: Earth and Human Activity: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
Brrr! Even though it is cold outside, there are lots of amazing things to discover—from animal tracks to nature’s icy artwork! Tracks always tell a story! Students will go out on our trails to see what our animal neighbors are up to (frequently mice, squirrels, foxes and deer; sometimes if we’re lucky, porcupines and bobcats!). Snowshoes are provided, weather permitting. Kindergarten 1st Grade 2nd Grade 3rd Grade 5th GradeWinter Wonder Track Detectives
NGSS: K-ESS2-1: Earth’s Systems: Use and share observations of local weather conditions to describe patterns over time.
NGSS: K-ESS2-2: Earth’s Systems: Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
NGSS: K-ESS3-1: Earth and Human Activity: Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.
NGSS: 1-ESS1-2: Earth’s Place in the Universe: Make observations at different times of year to relate the amount of daylight to the time of year.
NGSS: 2-LS4-1: Biological Evolution: Unity and Diversity: Make observations of plants and animals to compare the diversity of life in different habitats.
NGSS: 3-LS2-1: Ecosystems: Interactions, Energy, and Dynamics: Construct an argument that some animals form groups that help members survive.
NGSS: 3-LS3-2: Heredity: Inheritance and Variation of Traits: Use evidence to support the explanation that traits can be influenced by the environment.
NGSS: 3-LS4-3: Biological Evolution: Unity and Diversity: 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.
NGSS: 5-PS3-1: Energy: Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.
NGSS: 5-LS1-1: From Molecules to Organisms: Structures and Processes: Support an argument that plants get the materials they need for growth chiefly from air and water.
NGSS: 5-LS2-1: Ecosystems: Interactions, Energy, and Dynamics: Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
animal tracking/snowshoeingOther Topic Areas (Custom Programming)
archaeology
camouflage/animal defenses
climate science/renewable energy
cooking from the garden
fiber arts (spinning, weaving, felting, dyeing with natural dyes)
food webs/predator-prey relationships
forest/field/pond ecology
gardening/compost/local foods
geology & soil science
honeybees/pollinators/beeswax
crafts
insects/butterflies/spiders
landscape history/forest forensics
maple sugaring
mapping/orienteering
Indigenous cultures
nature crafts/candle making/soap making
nature journaling
NH mammals/birds/reptiles/amphibians
non-flowering plants (mosses/lichens)
seasonal changes
seeds/seed dispersal
shelters/survival
STEAM/science experiments
tree/plant ID
using your five senses
water cycle/weather
wild food/medicine/dye plants
winter animal adaptations
Field Trip Policies and Details
Scheduling & Payment CancellationsProgram Scheduling & Cost
Pre-registration is required for all programs. Programs are scheduled on a first- come, first-served basis. Please call at least four weeks in advance. Payment is expected for all programs at least 2 weeks in advance of the program.
If you must cancel or reschedule a program, we ask that you give us as much notice as possible. We have a busy schedule of programs and early notice ensures greater flexibility to change time slots to meet everyone’s needs. If canceled 8 or more days prior to the program, the full program fee will be refunded. If canceled 7 days or less prior to the program, half of the program fee will be refunded.
First Aid and Safety Adult MonitorsField Trip Policies
Students dressed for the weather are happy students. All programs at our site are outdoor experiences, so please have students and accompanying adults prepared for the temperature and weather extremes of New Hampshire. This includes jackets, hats, rain gear, and appropriate close-toed footwear. If the weather is severe, we will try to reschedule the program where openings are available, only if you call beforehand. If you do not call ahead, there may be a fee to reschedule as noted in our cancellation policy (above).
School and group leaders are responsible for any first aid needs during their trip. Three AEDs are located on the property: in the Pardoe Education Center near the main parking lot, the Innovation Center, and the Connector.
We require your group to provide one Adult Monitor per ten students for field trips to Prescott Farm. These can be other teachers, parents, relatives, etc., but we ask that they understand that before arriving they will be responsible for: assisting our educators and assuring that all students are participating in any given activity, crowd control, and participating in all activities in a ways that helps to engage the children in the learning experience. Additional adults (beyond the required 10:1 student/adult ratio pay the same rate as the students). Paraeducators serving as 1-on-1 aids are free.
Click here to book your program!
Support for Prescott Farm field trip programs comes from Bank of New Hampshire. Thank you!