Due to the COVID-19 pandemic and increasing need to teach students online, aquatic scientists are looking for ways to give students field experiences virtually. Asynchronous, self-led field trips are emerging as a solution. However, due to the varying circumstances surrounding students and the dangers of exploring near water alone, asynchronous field trips need to be designed with equity, inclusivity, and safety in mind. Here, I provide a guide to creating inclusive field trips meant to introduce students to making qualitative scientific observations about aquatic ecosystems. This guide for designing an asynchronous, self-led aquatic ecology field trip explains how to: i) gauge whether this type of activity is suitable for your students, ii) promote safety and equity in choosing field trip sites, iii) build a community of learners while in a virtual setting, iv) prepare students for their individual trips, v) create a step-by-step worksheet to lead students through the activity, and vi) improve the experience for future classes.

Primary image: Backyard River: Standing on a bridge looking over the Rillito River flowing through urban Tucson (photo taken by the author).