Field

Trips

At the Science Museum of Minnesota, students explore interactive exhibits featuring science, cultures, discoveries, and the people who study our world.

From Race: Are We So Different?, which examines the lived experiences of people of color and the science behind race, to the Dinosaurs and Fossils Gallery showcasing ancient life’s incredible scale and diversity, K-12 students can engage with exhibits that spark lifelong curiosity about science.

Beyond exciting exhibits, your class also receives support from our education team through interactive educator guides. These materials provide thoughtful questions and activities that enhance what students experience during their visit.

Pricing

Standard school groups: $10 per student (museum) + $7 per student (Omnitheater)
Reduced-price eligible groups: $3 per student (museum) + $3 per student (Omnitheater)
- Schools with 50%+ students on free/reduced meals qualify for reduced pricing
Free chaperone admission with 1:5 ratio or higher; additional chaperones pay student rate

Call (651) 221-9444 to book or ask questions.

REQUEST A FIELD TRIP

Logistics

See below for frequently asked questions. For anything not covered, call (651) 221-9444.

How much do field trips cost?

Standard school groups: $10 per student (museum) + $7 per student (Omnitheater)
Reduced-price eligible groups: $3 per student (museum) + $3 per student (Omnitheater)
- Schools with 50%+ students on free/reduced meals qualify for reduced pricing
Free chaperone admission with 1:5 ratio or higher; additional chaperones pay student rate

Payment must be received two weeks in advance of the visit by credit card or single check, made out to the Science Museum of Minnesota. If mailed, please write “Attn: Accounting” above our address (120 W. Kellogg Blvd., St. Paul, MN 55102).

Can I change my field trip reservation?

Changes may be made prior to payment and no later than two weeks prior to your visit by calling the Contact Center at (651) 221-9444. If paying by check, we recommend payment being sent at least three weeks prior to arrival. We do not accept purchase orders.

All reservations must be paid in full prior to museum entry. No refunds will be issued after payment has been received. Any adjustments will be made in the form of vouchers for a future visit.

How do I book a field trip?

To book a field trip, please make a request online, or call the Contact Center at (651) 221-9444. Field trips are available to book Tuesday through Friday and select Mondays.

Who is eligible for a field trip?

All K-12 students are eligible for field trips. We also offer group pricing for ages outside of this range through the Contact Center.

What is your chaperone policy?

The Science Museum requires at least one chaperone for every 10 students. A chaperone is an adult over 21. However, smaller groups mean a more meaningful — and safer — experience for students, so we admit up to two chaperones free for every 10 students.

Chaperones must stay with their students at all times and are responsible for the conduct of the students they are accompanying. Without the minimum number of one chaperone per 10 students, all teachers and chaperones will be charged for admission.

Please download the Chaperone Guide for more information and museum manners to review before your field trip.

How does lunch work?

Lunch is not provided at the museum. Educators and students are encouraged to bring their own lunches. Food is available for purchase at the Explore Store and at food vendors inside the museum.

To reserve space for lunch at the museum, please let the Contact Center know when you call to book your field trip.

Can we store our backpacks during the field trip?

We store lunch boxes if lunch space is reserved. Additional storage is not available at the museum, so please keep all personal belongings with you or on the bus.

Where do we enter? Where does the bus park?

From September through May, groups enter the museum from our Education Entrance at Eagle and Chestnut streets. From June through Labor Day, groups enter the museum from Kellogg Boulevard.

View instructions for bus drivers.

At the end of your reserved field trip time, buses should return to the area where you were dropped off.

The museum does not have onsite parking for buses.

Are field trips accessible?

Yes. We are committed to being an accessible place for people of any ability. Learn more about sensory-friendly resources, wheelchair accessibility and storage, and more amenities before your field trip.

Educator Guides

Exploring the Science Museum of Minnesota

Grade levels 3-8

Transform your field trip into an extended learning experience by giving students a platform to preserve their unique wonderings, connections, and memorable moments.

STUDENT JOURNAL NOTE TO TEACHERS

Race: Are We So Different

Grade levels 6-12

Download a guide to accompany a visit to Race: Are We So Different?, which helps students understand the origins and manifestations of race and racism by investigating human variation through science.

RACE EDUCATOR GUIDE

We Move and We Stay

Grade levels K-12

This guide includes prompts for challenging stereotypes around Native Americans and discovering Indigenous knowledge.

WE MOVE AND WE STAY EDUCATOR GUIDE

Human Body

Grade levels 3-8
Academic Standard Strand: Nature of Science and Engineering, Life Science

This guide accompanies a visit to the Human Body Gallery, where students will learn about body systems and the complex interconnectedness of our organs.

HUMAN BODY EDUCATOR GUIDE

Dinosaurs and Fossils

Grade levels K-3
Academic Standard Strand: Nature of Science and Engineering, Life Science

This guide includes activities to connect your visit to the museum’s Dinosaurs and Fossils Gallery.

DINOS EDUCATOR GUIDE

Experience Engineering

Grade levels 2-6
Academic Standard Strand: Nature of Science and Engineering

This self-guide for the Experiment Gallery includes materials to help students discover that engineering is creative problem-solving.

ENGINEERING EDUCATOR GUIDE

Educator Guide Standards

Human Body Academic Standards

3.1.1.1.1
Provide evidence to support claims, other than saying “Everyone knows that,” or “I just know,” and question such reasons when given by others.
Grade: 3
Strand: 1. The Nature of Science and Engineering
Subject: Science

3.1.1.2.1
Generate questions that can be answered when scientific knowledge is combined with knowledge gained from one’s own observations or investigations. For example: Investigate the sounds produced by striking various objects.
Grade: 3
Strand: 1. The Nature of Science and Engineering
Subject: Science

3.1.1.2.3
Maintain a record of observations, procedures and explanations, being careful to distinguish between actual observations and ideas about what was observed. For example: Make a chart comparing observations about the structures of plants and animals.
Grade: 3
Strand: 1. The Nature of Science and Engineering
Subject: Science

3.1.3.4.1
Use tools, including rulers, thermometers, magnifiers and simple balance, to improve observations and keep a record of the observations made.
Grade: 3
Strand: 1. The Nature of Science and Engineering
Subject: Science

3.4.1.1.1
Compare how the different structures of plants and animals serve various functions of growth, survival and reproduction. For example: Skeletons in animals and stems in plants provide strength and stability.
Grade: 3
Strand: 4. Life Science
Subject: Science

4.4.4.2.1
Recognize that the body has defense systems against germs, including tears, saliva, skin, and blood.
Grade: 4
Strand: 4. Life Science
Subject: Science

5.1.3.4.1
Use appropriate tools and techniques in gathering, analyzing and interpreting data. For example: Spring scale, metric measurements, tables, mean/median/range, spreadsheets, and appropriate graphs.
Grade: 5
Strand: 1. The Nature of Science and Engineering
Subject: Science

6.1.3.1.1
Describe a system in terms of its subsystems and parts, as well as its inputs, processes and outputs.
Grade: 6
Strand: 1. The Nature of Science and Engineering
Subject: Science

7.1.1.1.1
Understand that prior expectations can create bias when conducting scientific investigations. For example: Students often continue to think that air is not matter, even though they have contrary evidence from investigations.
Grade: 7
Strand: 1. The Nature of Science and Engineering
Subject: Science

7.1.1.2.1
Generate and refine a variety of scientific questions and match them with appropriate methods of investigation, such as field studies, controlled experiments, review of existing work, and development of models.
Grade: 7
Strand: 1. The Nature of Science and Engineering
Subject: Science

7.4.1.1.1
Recognize that all cells do not look alike and that specialized cells in multicellular organisms are organized into tissues and organs that perform specialized functions. For example: Nerve cells and skin cells do not look the same because they are part of different organs and have different functions.
Grade: 7
Strand: 4. Life Science
Subject: Science

7.1.1.2.4
Evaluate explanations proposed by others by examining and comparing evidence, identifying faulty reasoning, and suggesting alternative explanations.
Grade: 7
Strand: 1. The Nature of Science and Engineering
Subject: Science

7.4.1.1.2
Describe how the organs in the respiratory, circulatory, digestive, nervous, skin and urinary systems interact to serve the needs of vertebrate organisms.
Grade: 7
Strand: 4. Life Science
Subject: Science

7.4.1.2.1
Recognize that cells carry out life functions, and that these functions are carried out in a similar way in all organisms, including, animals, plants, fungi, bacteria and protists.
Grade: 7
Strand: 4. Life Science
Subject: Science

7.4.4.2.1
Explain how viruses, bacteria, fungi and parasites may infect the human body and interfere with normal body functions.
Grade: 7
Strand: 4. Life Science
Subject: Science

7.4.4.2.2
Recognize that a microorganism can cause specific diseases and that there are a variety of medicines available that can be used to combat a given microorganism.
Grade: 7
Strand: 4. Life Science
Subject: Science

8.1.1.1.1
Evaluate the reasoning in arguments in which fact and opinion are intermingled or when conclusions do not follow logically from the evidence given. For example: Evaluate the use of pH in advertising products such as body care and gardening.
Grade: 8
Strand: 1. The Nature of Science and Engineering
Subject: Science

8.1.1.2.1
Use logical reasoning and imagination to develop descriptions, explanations, predictions and models based on evidence.
Grade: 8
Strand: 1. The Nature of Science and Engineering
Subject: Science

Dinosaurs and Fossils Academic Standards

1.1.1.1.2
Recognize that describing things as accurately as possible is important in science because it enables people to compare their observations with those of others.
Grade: 1
Strand: 1. The Nature of Science and Engineering
Subject: Science

1.1.1.1.1
When asked “How do You Know?”, students support their answer with observations. For example: Use observations to tell why a squirrel is a living thing.
Grade: 1
Strand: 1. The Nature of Science and Engineering
Subject: Science

1.1.3.2.1
Recognize that tools are used by people, including scientists and engineers, to gather information and solve problems. For example: Magnifier, snowplow, calculator.
Grade: 1
Strand: 1. The Nature of Science and Engineering
Subject: Science

2.1.1.2.1
Raise questions about the natural world and seek answers by making careful observations, noting what happens when you interact with an object, and sharing the answers with others.
Grade: 2
Strand: 1. The Nature of Science and Engineering
Subject: Science

1.4.1.1.1
Describe and sort animals into groups in many ways, according to their physical characteristics and behaviors.
Grade: 1
Strand: 4. Life Science
Subject: Science

0.1.1.2.1
Use observations to develop an accurate description of a natural phenomenon and compare one’s observations and descriptions with those of others.
Grade: K
Strand: 1. The Nature of Science and Engineering
Subject: Science

0.4.1.1.1
Observe and compare plants and animals.
Grade: K
Strand: 4. Life Science
Subject: Science

0.4.1.1.2
Identify the external parts of a variety of plants and animals including humans. For example: Heads, legs, eyes and ears on humans and animals, flowers, stems and roots on many plants.
Grade: K
Strand: 4. Life Science
Subject: Science

0.4.2.1.1
Observe a natural system or its model, and identify living and nonliving components in that system. For example: A wetland, prairie, garden or aquarium
Grade: K
Strand: 4. Life Science
Subject: Science

3.1.3.4.1
Use tools, including rulers, thermometers, magnifiers and simple balance, to improve observations and keep a record of the observations made.
Grade: 3
Strand: 1. The Nature of Science and Engineering
Subject: Science

2.2.1.1.1
Describe objects in terms of color, size, shape, weight, texture, flexibility, strength and the types of materials in the object.
Grade: 2
Strand: 2. Physical Science
Subject: Science

Experience Engineering Academic Standards

2.1.2.2.3
Explain how engineered or designed items from everyday life benefit people.
Grade: 2
Strand: 1. The Nature of Science and Engineering
Subject: Science

3.1.3.2.2
Recognize that the practice of science and/or engineering involves many different kinds of work and engages men and women of all ages and backgrounds.
Grade: 3
Strand: 1. The Nature of Science and Engineering
Subject: Science