What you need:
- Our invertebrate data sheets (pdf 1.5 MB) OR nature journals
- Thermometer and a watch to record temperature and time of collecting, at least one per class
- Collecting equipment that you have made
- Clear plastic or glass containers with lids to temporarily store invertebrates as you collect them
- Glass containers with lids and rubbing alcohol if you are euthanizing preserving your invertebrates

What to do:
1. Before taking students outside, familiarize yourself with where your students might find invertebrates on the schoolyard. Note leafy trees and bushes, moist soil, gardens or undisturbed corners that your students can visit.

2. In the classroom, define invertebrate: an animal that lacks a backbone, such as snails, ladybugs, butterflies, spiders and pillbugs (snakes, often put in this category, do have a backbone and are vertebrates, like people). We use the term invertebrate because many of the animals that your students will find are not insects, like snails. Ask students which invertebrates they have seen in their yard. Do they know the names? Which are very common? Are they helpful or harmful? Make a list on the board of student predictions.

3. If you are using our data sheets, photocopy and follow the directions for using them. If you are using nature journals, bring them outside.

4. Go to the locations you previously scouted and have students write general information in their notebooks or data sheets such as the date, time, temperature, and weather. Then start collecting and as you do, ask one or more students to:
- Note where they collect an invertebrate
- Count how many of each species they see
- Describe animals they can’t identify
- Document any other things they think are interesting or questions they have

5. When a student finds a creature, have him identify that creature if he knows what it is, or describe it if they do not. Students should also note the exact location of where each invertebrate was found. Students may use the same containers for different creatures. You will be releasing them back into the schoolyard, so the creatures will only have to coexist for about one hour.

6. After about 25 minutes, gather students back and take them back to the classroom to share their observations. Which areas have more invertebrates? Why? Did they find what they expected to find? Revisit their previous predictions. Do they want to add anything to their earlier notes?

7. Use these creative writing ideas to extend your fieldwork:
- Describe a “day in the life” of one of the invertebrates in the schoolyard. What time does it wake up? Where does it get food and water? Where does it sleep?
- Describe ways that you would change your schoolyard to attract more invertebrates. Does a garden help? Should you use pesticides?

When you finish this activity, appoint a few students to release all of the invertebrates in the general area where you found them.