We’re Going on a Field Trip!. Where Are We Going? Glen Hilton Park – 9:00 am – 10:00 am...

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!