We’re Going on a Field Trip!

Download We’re Going on a Field Trip!

Post on 19-Mar-2016

20 views

Category:

Documents

1 download

Embed Size (px)

DESCRIPTION

Were 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. - PowerPoint PPT Presentation

TRANSCRIPT

<ul><li><p>Were Going on a Field Trip!</p></li><li><p>Where Are We Going?Glen Hilton Park9:00 am 10:00 am</p><p>Catawba Science Center10:15 am 3:00 pm</p></li><li><p>Glen Hilton Jr. Memorial Park2000 6th St NWHickory, NC 28601</p></li><li><p>Catawba Science Center243 Third Avenue NE Hickory, NC 28603</p></li><li><p>Catawba Science Center</p></li><li><p>Catawba Science Center</p></li><li><p>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!! </p></li><li><p>What Will We Be Doing? When?9:00 10:00:2 large group outdoor experiences led by center staff10:15 11:15:1 large group experience at the center led by center staff1:00 3:00Small group exploration of center w/group leader3:15 4:15 Unpacking our experience back at McCrorie, Rm 211</p></li><li><p>What Small Group Am I In?Dan:Amy W., Gretchen, Toni, Susan S., Emilie:Cindy, Pam, Rachel, Vicky, YolandaKathy:Lee, Meghan, Rene, Sheryl, Sherri M.Marylee:Becky, Mary Beth, Michelle, Shakila Sherry:Beth, Vanessa, Donna, Juliana, GinaSusan:Amy B, Jennifer, Scott, Sharon F, Kelsey</p></li><li><p>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 teams Scavenger Hunt sheet.Select an exhibit, object, something of great interest. Take a few moments to collect data: Sketch it &amp; label/write/dictate about it. </p></li><li><p>SketchingA sketch is a quick drawing that shows interesting features of something observed. http://illinoispip.org/lesson-planning/drawing/index.html</p></li><li><p>FYIDress comfortably- shoes and clothes!</p><p>Lunch is at the Bears Lair (not the cafeteria)</p><p>Be back in McCrorie room 211 at 3:15 ready to unpack our day</p></li><li><p>Unpacking Our Trip!</p></li><li><p>Wow! What a Day!!</p></li><li><p>A Musical MixerWhen 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 partners thoughts.When the music begins, move around the room.</p></li><li><p>NC SCOS ObjectivesGroup Leaders:What did your group discover?</p></li><li><p>Something of InterestChoose 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. </p></li><li><p>Terrific Trip Tidbits</p></li><li><p>Field tripsin the formative yearsare one of themost important thingsteachers can providefor their students.</p><p>Nabors, Edwards, Murray, 2009</p></li><li><p>Why Field Trips?Fieldtrips are Essential!Provide real experiences related to all content areas.Extend learning by expanding a childs world and provide a framework for learningEnrich and expand the curriculumStrengthen observation skills by immersing children into sensory activitiesIncrease childrens knowledge in particular subject areaExpand childrens awareness of their own communityKisiel, 2006; Martin &amp; Seevers, 2003; DeMarie, 2001; Knapp, 2002; Semlack &amp; Beck, 1999</p></li><li><p>Why Field Trips?Concept development is optimized through active, explorative experiences.</p><p>Field trips are a type of experiential learning that gets children away from the traditional classroom setting and into a new mode of learning.</p><p>Nabors, Edwards, Murray, 2009</p></li><li><p>Why Field Trips?Expand childrens learning through active hands-on experiences with the rich resources of the local community</p><p>Increase student knowledge and understanding of a subject</p><p>Add realism to the topic of study</p><p>Pre and Post Field Trip Planning Guide</p></li><li><p>Why Field Trips?Provide exposure to new experiencesPromote lifelong learning beyond schoolProvide connections to the classroom curriculum</p><p>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</p></li><li><p>Why Field Trips?Connects Children to LifeBroadens PerspectivesDevelops Lifelong InterestsExposes Children to Career OptionsMotivates Students to Think, Problem Solve, &amp; ReflectHelps Students Achieve the Standards</p><p>Encourages Environmental StewardshipBuilds Community in the ClassBrings Caring into the CurriculumInspires Students to Wonder &amp; QuestionHelps Diverse Learners SucceedDevelops CitizenshipKathleen Carroll, 2007</p></li><li><p>Why Field Trips?Benefits of any field trip to natural settingsPages 4 &amp; 5</p><p>Checklist: Why Take Field Trips?Page 35</p></li><li><p>Field Tripsareessential,not auxiliary.Kiseil, 2006</p></li><li><p>When to Take a Trip</p></li><li><p>WHEN?At the BeginningUse a field trip to introduce a new concept</p><p>In the MiddleTake a field trip to gather additional information</p><p>At the EndArrange a field trip to reinforce ideas explored in the classroom</p></li><li><p>Making the Most of TripsIntentionality is Key!BeforeDuring After</p></li><li><p>Before the Trip</p></li><li><p>Before the TripResearch studies suggest that student preparation for a field trip can significantly impact student learningOrientation of the learning space (zoo, museum) can equally impact student learning as providing background knowledge &amp; helps to reduce cognitive overloadPictures of the spaceMapsExploration of space before taking offAnderson &amp; Lucas, 1997</p></li><li><p>Before the TripIntroduce visual observation skills.Practice by having students describe ordinary objects (crayon, clothespin) to each another</p></li><li><p>Before the TripPeepholes in construction paperCut different sized round holes in construction paperHave students view a part of an object through the peepholesAsk them to describe what they see, what they notice now that they missed before, and how their perspective changes with each new view</p></li><li><p>Before the TripPractice SketchingA 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</p></li><li><p>Before the TripCreate a class list of open-ended questions to gather information during the visitKWLMake predictions of what may or may not be seenAssign 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</p></li><li><p>During the Trip</p></li><li><p>During the TripProvide a trip board to each chaperone in charge of each small groupChaperone records observations, comments, questionsGuides chaperones on particular exhibits or dont miss experiencesIncludes sketch pages &amp; pencils/pens for children to useHolds the peepholes until neededRecords group responses to items on a scavenger hunt that is based on a particular theme or topic</p></li><li><p>Note about Scavenger HuntsA typical scavenger hunt should be avoidedTypically do not focus on a specific themeOften try to cover the entire siteOften rely too heavily on students copying from label textKisiel, 2006</p></li><li><p>Note About Scavenger HuntsBe Careful!Too many topics?Open or Closed questions?Explore or Task?Enhances or Burdens?Choice?Meets your purpose?? </p></li><li><p>After the TripStudies 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 &amp; Dierking, 2000</p></li><li><p>After the TripProvide time for students to share reactions and observationsShare particular items from Trip BoardsUse digital photos/videosTalk about what was seenPrint off and put in Writing Center or provide during Writing BlockDecide together which ones to post on Class webpage and use as Shared Writing experienceCreate a class bookUse as resource in Block/ Dramatic Play Center</p></li><li><p>After the TripProvide props to support recreation of observations and experiences in Block Center, Art Center, etc.Create a classroom display using materials created or collected during tripDevelop a classroom museum that replicates and extends displays students observed on the field tripCreate class thank-you letters</p></li><li><p>Virtual Field Trips</p></li><li><p>Virtual Field TripsVirtual fieldtrips are enriching and exciting internet trips that allow individuals to visit destinations they might otherwise be unable to tourAdvantages: Accessibility, Cost, SafetyDisadvantages: Lack of Sensory Experience, Inability to ask Questions, Lack of Updated Experience</p></li><li><p>Types of Virtual Field TripsOnlineSoftwareDVDs</p><p>WebquestsTravel Buddy ProjectsOnline ExpeditionsService Projects</p><p>Pages 78-85</p></li><li><p>Tips for Implementation of VFTs</p><p>Just as you would with a live fieldtrip, select a virtual fieldtrip that meshes well with your classrooms 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/</p></li><li><p>Tips for Implementation of VFTsPreparation ExamplesPage 205</p><p>List of Dos and DontsPage 206</p><p>Checklist: Field Trips are for Learning!Pages 211-212</p></li><li><p>VFT ExampleSmithsonian Virtual Visit to the ZooAnimal Web Cams</p><p>http://nationalzoo.si.edu/Animals/WebCams/</p></li><li><p>Additional ResourcesOn Our Wiki:</p></li><li><p>Additional ResourcesA Guide to Great Field Trips, Kathleen Carroll</p></li><li><p>Regional Reflection:Follow Up IdeasIn your teams, discuss ways that you, as a teacher, could extend our learning from today.Lets share some ideas!</p><p>Drawing, on the other hand, usually refers to a more careful process that includes greater attention to detail. **Sunglasses colored in with different sized holes based on the color of the glasses*Drawing, on the other hand, usually refers to a more careful process that includes greater attention to detail. *</p></li></ul>

Recommended

View more >