Empowering Earth Science Teachers
Creating and utilizing NGSS aligned resources that feature geological phenomena.
STATES
RESOURCES
Why Do Storylines Matter?
Storylines completely changed our biology classes. Our students went from memorizing facts and cycles to applying and analyzing what they were learning.
I wanted NGSS-aligned storylines for my Earth and space classes. But…they didn’t exist.
So, I started writing my own—featuring some of my favorite places: national parks! I showed students that not all volcanoes go “BOOM” and why. Students learned they could use data to predict regional climate change.
Then, other teachers started asking me, “How can I do that?”
In addition to the Earth and space science curriculum, I’ve curated a thriving online community and professional development that has reached thousands of educators.
How Can Teacher on a Trip Support You?
NGSS & 3-Dimensional Learning Expertise
Deep knowledge of NGSS and research-supported strategies to bring 3D learning to life.
Supporting Students & Teachers with Engaging Lessons
Engaging, student-centered lessons designed to make learning meaningful and teaching easier.
Building a Community of Educators & Districts
Building a Thriving Educational Community
Connecting Research to the Classroom
Translating best practices into practical, ready-to-use classroom strategies.
FULL YEAR COMING IN 2025
NGSS Earth and Space
Science Semester Curriculum
Whether you are looking for Earth and space science curriculum or professional development, you’re in the right place.
Professional Development
…that is practical, engaging, and relevent
In the Age of AI, Teaching Must Change
Storylines guide students to:
- Ask questions about the world
- Analyze & understand data
- Communicate findings effectively
- Evaluate the validity of sources
Not only does this appeal to how science applies to students, but it’s fun for them!
Teaching Earth-Science can be HARD but...
it doesn't have to be!
As a teacher, you might be unsure of how to implement 3-dimensional learning because we learned through memorization of facts in traditional classroom settings. Our teacher was at the front giving the lecture while we took notes. After a few days, there was a test.
Now, we’re changing how teaching and learning look in a classroom and if you’ve never seen a 3-dimensional, student-driven classroom, it’s hard to know what to do.
- How does it look in the classroom?
- What do you do to get students from theory to understanding?
That transition from theory to application is what I do really well.
Hello there! I’m Alyssa 🙂
EARTH SCRIENCE TEACHER | SCIENCE ENTHUSIAST
I taught Earth and space science and biology in Southern Illinois. You may know me as the creator of Teacher on a Trip and the Facebook Group NGSS Earth Science Storylines.
Using storylines changed my students. They were really excited about my class. They liked coming to my class. They didn’t say, “Oh, I have to be in science again.” Most importantly, I no longer heard the dreaded, “Why are we learning this?”
Students immediately connected why we were learning each topic because it answered their questions.
After storylines I heard, “Wow, we do a lot of labs in here!” and “This class went by really fast.” and “That was kind of fun.” (In teenage speak, I think that means that it was a really incredible day.)
My storyline specialty is using geological features from national parks as anchoring phenomena.
For example, in my Hawaii Volcanoes National Park Storyline, students can model the formation of Kīlauea, construct explanations for why it erupts so frequently, and engage in arguments from evidence about the risks and benefits of living near an active volcano.
Through this storyline they’re learning about convection currents, different spatial and temporal changes that occur at continental and oceanic crusts, and how natural disasters have shaped human populations.
Student learning is structured in a way that they are figuring things out and making connections on their own. Teachers are still guiding them with where to find the information and how to process it, but we are letting them take control of learning.
