We’re Going on a Field Trip!
Where Are We Going?
• Glen Hilton Park– 9:00 am – 10:00 am
• Catawba Science Center– 10:15 am – 3:00 pm
Glen Hilton Jr. Memorial Park
2000 6th St NWHickory, NC 28601
Catawba Science Center
243 Third Avenue NE Hickory, NC 28603
Catawba Science Center
Catawba Science Center
Why Are We Going?
Learn how to “make the most” of Field TripsGain additional science background
knowledge to impact classroom scienceLearn how to use the outdoors, as well as a
museum, as learning experiencesGain additional interest in science-related
topicsExperience integration of content in the best
possible way- through a field trip!!
What Will We Be Doing? When?
• 9:00 – 10:00:– 2 large group outdoor experiences led by center staff
• 10:15 – 11:15:– 1 large group experience at the center led by center
staff
• 1:00 – 3:00– Small group exploration of center w/group leader
• 3:15 – 4:15 – Unpacking our experience back at McCrorie, Rm 211
What Small Group Am I In?• Dan:
– Amy W., Gretchen, Toni, Susan S.,
• Emilie:– Cindy, Pam, Rachel, Vicky, Yolanda
• Kathy:– Lee, Meghan, Rene, Sheryl, Sherri M.
• Marylee:– Becky, Mary Beth, Michelle, Shakila
• Sherry:– Beth, Vanessa, Donna, Juliana, Gina
• Susan:– Amy B, Jennifer, Scott, Sharon F, Kelsey
What Will My Small Group Do?
1. Explore the center.2. As you explore, note exhibits, activities and
experiences that highlight NC SCOS objectives. Record on your team’s Scavenger Hunt sheet.
3. Select an exhibit, object, something of great interest. Take a few moments to collect data: – Sketch it & label/write/dictate about it.
Sketching
• A sketch is a quick drawing that shows interesting features of something observed.
http://illinoispip.org/lesson-planning/drawing/index.html
FYI
• Dress comfortably- shoes and clothes!
• Lunch is at the Bear’s Lair (not the cafeteria)
• Be back in McCrorie room 211 at 3:15 ready to “unpack” our day
Unpacking Our Trip!
Wow! What a Day!!
A Musical Mixer
• When the music begins, move around the room.
• When the music stops, find a partner near you.
• Tell your partner 1 thing that you enjoyed about today.
• Listen to your partner’s thoughts.• When the music begins, move around the
room.
NC SCOS Objectives
• Group Leaders:–What did your
group discover?
Something of Interest
• Choose a partner who was not in your afternoon small group.
• With your sketch in hand, find a place in the room to share your sketch with your partner.– What did you find interesting? Why? What did you
find out? What do you still want to know?
• When the time is up, thank your partner and head back to where you were sitting.
Terrific Trip Tidbits
Field tripsin the formative years
are one of themost important thingsteachers can provide
for their students.Nabors, Edwards, Murray, 2009
Why Field Trips?
• Fieldtrips are Essential!– Provide real experiences related to all content areas.– Extend learning by expanding a child’s world and
provide a framework for learning– Enrich and expand the curriculum– Strengthen observation skills by immersing children
into sensory activities– Increase children’s knowledge in particular subject
area– Expand children’s awareness of their own community
Kisiel, 2006; Martin & Seevers, 2003; DeMarie, 2001; Knapp, 2002; Semlack & Beck, 1999
Why Field Trips?
• Concept development is optimized through active, explorative experiences.
• Field trips are a type of experiential learning that gets children away from the traditional classroom setting and into a new mode of learning.
Nabors, Edwards, Murray, 2009
Why Field Trips?
• Expand children’s learning through active hands-on experiences with the rich resources of the local community
• Increase student knowledge and understanding of a subject
• Add realism to the topic of studyPre and Post Field Trip Planning Guide
Why Field Trips?
• Provide exposure to new experiences• Promote lifelong learning beyond school• Provide connections to the classroom
curriculum
• A strong connection between the curriculum and a field trip allows students to not only remember what they did, but why they did it.
Kisiel, 2006
Why Field Trips?
• Connects Children to Life• Broadens Perspectives• Develops Lifelong Interests• Exposes Children to Career
Options• Motivates Students to
Think, Problem Solve, & Reflect
• Helps Students Achieve the Standards
• Encourages Environmental Stewardship
• Builds Community in the Class
• Brings Caring into the Curriculum
• Inspires Students to Wonder & Question
• Helps Diverse Learners Succeed
• Develops Citizenship
Kathleen Carroll, 2007
Why Field Trips?
• Benefits of any field trip to natural settings– Pages 4 & 5
• Checklist: Why Take Field Trips?– Page 35
Field Tripsare
essential,not auxiliary.
Kiseil, 2006
When to Take a Trip
WHEN?• At the Beginning
– Use a field trip to introduce a new concept
• In the Middle– Take a field trip to gather additional information
• At the End– Arrange a field trip to reinforce ideas explored in the
classroom
Making the Most of Trips
• Intentionality is Key!–Before–During –After
Before the Trip
Before the Trip
• Research studies suggest that student preparation for a field trip can significantly impact student learning– Orientation of the learning space (zoo, museum)
can equally impact student learning as providing background knowledge & helps to reduce “cognitive overload”
• Pictures of the space• Maps• Exploration of space before “taking off”
Anderson & Lucas, 1997
Before the Trip
• Introduce visual observation skills.– Practice by having
students describe ordinary objects (crayon, clothespin) to each another
Before the Trip
• Peepholes in construction paper– Cut different sized round holes in construction
paper– Have students view a part of an object through
the peepholes– Ask them to describe what they see, what they
notice now that they missed before, and how their perspective changes with each new view
Before the Trip
• Practice Sketching– A sketch is a quick
drawing that shows interesting features of something observed.
– Sketches and drawings can also become the basis for more complex representations in other media.
http://illinoispip.org/lesson-planning/drawing/index.html
Before the Trip
• Create a class list of open-ended questions to gather information during the visit– KWL– Make predictions of what may or may not be seen
• Assign students “specialists” roles in one aspect of the topic that they will be studying during the field trip. – Form groups of students based on a particular
topic
During the Trip
During the Trip
• Provide a “trip board” to each chaperone in charge of each small group– Chaperone records observations, comments,
questions– Guides chaperones on particular exhibits or “don’t
miss” experiences– Includes sketch pages & pencils/pens for children
to use– Holds the “peepholes” until needed– Records group responses to items on a “scavenger
hunt” that is based on a particular theme or topic
Note about Scavenger Hunts
• A “typical” scavenger hunt should be avoided– Typically do not focus on
a specific theme– Often try to cover the
entire site– Often rely too heavily on
students copying from label text
Kisiel, 2006
Note About Scavenger Hunts
• Be Careful!– Too many topics?– Open or Closed
questions?– Explore or Task?– Enhances or Burdens?– Choice?– Meets your purpose??
After the Trip
• Studies on how people learn in museum settings suggest that reinforcing the experience afterward through classroom activities, books, movies, websites, etc., can help solidify new ideas and interests from the field trip.
Faulk & Dierking, 2000
After the Trip• Provide time for students to share reactions and
observations• Share particular items from Trip Boards• Use digital photos/videos
– Talk about what was seen– Print off and put in Writing Center or provide during
Writing Block– Decide together which ones to post on Class webpage
and use as Shared Writing experience– Create a class book– Use as resource in Block/ Dramatic Play Center
After the Trip
• Provide props to support recreation of observations and experiences in Block Center, Art Center, etc.
• Create a classroom display using materials created or collected during trip
• Develop a classroom museum that replicates and extends displays students observed on the field trip
• Create class thank-you letters
Virtual Field Trips
Virtual Field Trips
• Virtual fieldtrips are enriching and exciting internet trips that allow individuals to visit destinations they might otherwise be unable to tour– Advantages:
• Accessibility, Cost, Safety
– Disadvantages: • Lack of Sensory Experience, Inability to ask Questions,
Lack of Updated Experience
Types of Virtual Field Trips
• Online• Software• DVDs
• Webquests• Travel Buddy Projects• Online Expeditions• Service Projects
Pages 78-85
Tips for Implementation of VFTs
1. Just as you would with a live fieldtrip, select a virtual fieldtrip that meshes well with your classroom’s current curriculum.
2. Realize that a virtual fieldtrip still requires structure and supervision since you will “virtually” be taking your students to another location.
3. Begin or follow up the virtual fieldtrip with at least one lesson in order to help children make connections between the virtual destination and classroom curriculum.
4. Most importantly, plan ahead for a virtual fieldtrip just as you would plan ahead for a live fieldtrip!
http://cnx.org/content/m18062/latest/
Tips for Implementation of VFTs
• Preparation Examples– Page 205
• List of Dos and Don’ts– Page 206
• Checklist: Field Trips are for Learning!– Pages 211-212
VFT Example
• Smithsonian Virtual Visit to the Zoo– Animal Web
Cams
http://nationalzoo.si.edu/Animals/WebCams/
Additional ResourcesOn Our Wiki:
Additional Resources
• A Guide to Great Field Trips, Kathleen Carroll
Regional Reflection:Follow Up Ideas
• In your teams, discuss ways that you, as a teacher, could extend our learning from today.
• Let’s share some ideas!