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We’re Going on a Field Trip!

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 NW Hickory, NC 28601. Catawba Science Center. 243 Third Avenue NE Hickory, NC 28603. Catawba Science Center.

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We’re Going on a Field Trip!

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  1. We’re Going on a Field Trip!

  2. Where Are We Going? • Glen Hilton Park • 9:00 am – 10:00 am • Catawba Science Center • 10:15 am – 3:00 pm

  3. Glen Hilton Jr. Memorial Park 2000 6th St NW Hickory, NC 28601

  4. Catawba Science Center 243 Third Avenue NE Hickory, NC 28603

  5. Catawba Science Center

  6. Catawba Science Center

  7. Why Are We Going? • Learn how to “make the most” of Field Trips • Gain additional science background knowledge to impact classroom science • Learn how to use the outdoors, as well as a museum, as learning experiences • Gain additional interest in science-related topics • Experience integration of content in the best possible way- through a field trip!! 

  8. 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

  9. 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

  10. What Will My Small Group Do? • Explore the center. • As you explore, note exhibits, activities and experiences that highlight NC SCOS objectives. Record on your team’s Scavenger Hunt sheet. • Select an exhibit, object, something of great interest. Take a few moments to collect data: • Sketch it & label/write/dictate about it.

  11. Sketching • A sketch is a quick drawing that shows interesting features of something observed. http://illinoispip.org/lesson-planning/drawing/index.html

  12. 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

  13. Unpacking Our Trip!

  14. Wow! What a Day!!

  15. 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.

  16. NC SCOS Objectives • Group Leaders: • What did your group discover?

  17. 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. 

  18. Terrific Trip Tidbits

  19. Field trips in the formative years are one of the most important things teachers can provide for their students. Nabors, Edwards, Murray, 2009

  20. 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

  21. 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

  22. 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 study Pre and Post Field Trip Planning Guide

  23. 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

  24. 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

  25. Why Field Trips? • Benefits of any field trip to natural settings • Pages 4 & 5 • Checklist: Why Take Field Trips? • Page 35

  26. Field Trips are essential, not auxiliary. Kiseil, 2006

  27. When to Take a Trip

  28. 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

  29. Making the Most of Trips • Intentionality is Key! • Before • During • After

  30. Before the Trip

  31. 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

  32. Before the Trip • Introduce visual observation skills. • Practice by having students describe ordinary objects (crayon, clothespin) to each another

  33. 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

  34. 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

  35. 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

  36. During the Trip

  37. 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

  38. 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

  39. Note About Scavenger Hunts • Be Careful! • Too many topics? • Open or Closed questions? • Explore or Task? • Enhances or Burdens? • Choice? • Meets your purpose??

  40. 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

  41. 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

  42. 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

  43. Virtual Field Trips

  44. 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

  45. Types of Virtual Field Trips • Online • Software • DVDs • Webquests • Travel Buddy Projects • Online Expeditions • Service Projects Pages 78-85

  46. Tips for Implementation of VFTs • Just as you would with a live fieldtrip, select a virtual fieldtrip that meshes well with your classroom’s current curriculum. • Realize that a virtual fieldtrip still requires structure and supervision since you will “virtually” be taking your students to another location. • 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. • Most importantly, plan ahead for a virtual fieldtrip just as you would plan ahead for a live fieldtrip! http://cnx.org/content/m18062/latest/

  47. 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

  48. VFT Example • Smithsonian Virtual Visit to the Zoo • Animal Web Cams • http://nationalzoo.si.edu/Animals/WebCams/

  49. Additional Resources On Our Wiki:

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