At University Avenue Elementary, Science Specialist Natalie Lupo’s classroom begins with a five-minute free roam. Students wander past plants, animals, and specimens displayed on tables and windowsills. After circling the room, they return to their seats, ready to share what they noticed. This daily ritual is designed to spark curiosity. The objects change regularly, ensuring fresh discoveries and expanding students’ thinking.
Object-based learning (OBL) integrates real objects into classrooms, borrowing techniques from museum education. Artifacts and specimens act as invitations for deeper inquiry. This method works because it engages learners visually, emotionally, and physically. A butterfly display in a museum catches the eye and invites closer inspection—something text or images alone might not achieve. OBL also creates emotional connections, like when students see a historic kitchen and relate it to their own homes.
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Objects are inherently multisensory, making them accessible for young learners. Trying on a Roman helmet or feeling an arctic fox pelt activates senses that lectures or readings might miss. These moments encourage students to linger, absorb information, and stay receptive to new ideas. For older students, OBL can still be powerful. Researching the history of a toothbrush or analyzing colonial wigmaking materials helps develop descriptive writing and inquiry skills through activities like “blind box” challenges.
High-quality objects are often costly and take up space. Schools without storage closets struggle to keep collections accessible. But solutions exist. Many nature centers and parks offer traveling trunks with observation tools and natural objects. Some even cover shipping costs, making these resources more attainable.
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Historical societies across the U.S. often have vast, underutilized collections. Reaching out to these groups can lead to field trips or partnerships. For example, teacher John Zingale’s students helped scan objects from a local historic site, turning OBL into a multiyear project. Museums like the Science Museum of Minnesota also run lending libraries, allowing teachers to borrow educational items for a small fee. A quick search reveals similar programs nationwide.
Inter-school lending libraries are another option. Schools can share objects, much like how the author’s father lent anatomical models to local elementary schools. This approach builds community and reduces costs. For teachers looking for guidance, the Phoenix Art Museum offers strategies to link OBL with literacy skills. Flinders University provides a graphic to help students generate questions about objects, useful for both short activities and long-term projects.
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Implementing OBL requires creativity and resourcefulness. Whether borrowing from museums, historical societies, or neighboring schools, teachers can overcome barriers. The key is to treat objects as tools for curiosity, not just decorative items. By doing so, classrooms become places where learning feels tangible and deeply connected to the world outside.
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