May/June 2017 – Vol. 29 No. 7

So You’re Going on a Field Trip. What Will the Students Accomplish?

Posted: Tuesday, January 7th, 2014

by Jeff Orlinsky

Field trips can be a great learning experience for everyone. Most museums, zoos, aquariums, or “parks” have lesson plans or activities. Some have developed thematic lessons for use on site, as well as in the classroom. These are tried and true lessons, almost foolproof, and may already fit your lesson plan completely. You may also choose to use a teacher-created lesson; these are our pride and joy. Most teachers have been to the field trip destination previously and developed a lesson that may be a better fit with what they’re doing in the classroom.

Regardless of the developer, such activities can vary from scavenger hunts; fill in the blanks, to collection of data. The observations in the field are brought back to the classroom for discussions and incorporated into the curriculum.

With the Next Generation Science Standards, teachers have the opportunity to make science teaching more meaningful and can tie in well with field trips. Recall that there are 8 science and engineering practices:

  • Asking questions (for science) and defining problems (for engineering)
  • Developing and using models
  • Planning and carrying out investigations
  • Analyzing and interpreting data
  • Using mathematics and computational thinking
  • Constructing explanations (for science) and designing solutions (for engineering)
  • Engaging in argument from evidence
  • Obtaining, evaluating, and communicating information

Here are some ideas of how to combine these NGSS Practices with your field trips.

Visiting a zoo or an aquarium?

Visit Sportsman’s Paradise Online or simply Google search for any wild animal webcam or zoo-cam.

The goal of this inquiry lesson is for students to develop a scientific protocol to compare organisms from two or more different places and use current BYOD (Bring Your Own Devices). Once at the zoo or aquarium, the students will answer the question: are the animals we see on our field trip doing the same behaviors that we previously saw on the web cam? To prepare:

  • Have student watch animals on the web cam before your field trip.
  • Help students focus on a type of behavior they wish to compare.
  • Have the students brainstorm ways to collect the data once they are in the field.
  • While on the field trip, have the students make observations of the animals. If possible, have them form groups of two or three. One person views the webcam on their phone or tablet and makes observations while the others are observing the animals in the enclosure.
  • Upon the return from the field trip, debrief. Have the students discuss ways to improve their data collection and observations skills.
  • If you make this trip yearly, have the next field trip build on the work of the previous year’s data and observations.
Advertisement

Advertisement

Heading to a Park?

The goal of this inquiry lesson is for students to compare their school grounds to the park you are visiting. This works great if you can identify the plants around your school campus. Ask the district’s groundskeepers for help.

  • Have the students develop and then use a protocol to count and measure the different types of plants and animals around campus. If you have the equipment, soil, air, and water tests provide more opportunities for students to develop laboratory skills.
  • Repeat the data collection process at the park you are visiting. It’s best to check with the park beforehand to make sure that you can sample and run experiments before doing this activity.
  • Upon your return, discuss the similarities and differences between the two locations.
  • The next time you go, use the previous year’s observations and data as the stepping stone to monitor changes over time.

On your way to the Museum?

Build a museum display. After your students have completed your lessons, have them pick a display and begin to critique the display in terms of building science literacy.

  • What is the purpose of the display?
  • What are the main scientific concepts that are being used in the display?
  • Does this display correct any misconceptions? Does it create misconceptions?

I hope these ideas have given you some ways to make your next field trip a different type of experience.

Written by Jeff Orlinsky

Jeff Orlinsky

Jeff Orlinsky teaches science at Warren High School and is a member of CSTA.

Leave a Reply

LATEST POST

CSTA Annual Conference Early Bird Rates End July 14

Posted: Wednesday, July 12th, 2017

by Jessica Sawko

Teachers engaged in workshop activity

Teachers engaging in hands-on learning during a workshop at the 2016 CSTA conference.

Don’t miss your chance to register at the early bird rate for the 2017 CSTA Conference – the early-bird rate closes July 14. Need ideas on how to secure funding for your participation? Visit our website for suggestions, a budget planning tool, and downloadable justification letter to share with your admin. Want to take advantage of the early rate – but know your district will pay eventually? Register online today and CSTA will reimburse you when we receive payment from your district/employer. (For more information on how that works contact Zi Stair in the office for details – 916-979-7004 or zi@cascience.org.)

New Information Now Available On-line:

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Goodbye Outgoing and Welcome Incoming CSTA Board Members

Posted: Wednesday, July 12th, 2017

Jill Grace

Jill Grace, CSTA President, 2017-2019

On July 1, 2017 five CSTA members concluded their service and four new board members joined the ranks of the CSTA Board of Directors. CSTA is so grateful for all the volunteer board of directors who contribute hours upon hours of time and energy to advance the work of the association. At the June 3 board meeting, CSTA was able to say goodbye to the outgoing board members and welcome the incoming members.

This new year also brings with it a new president for CSTA. As of July 1, 2017 Jill Grace is the president of the California Science Teachers Association. Jill is a graduate of California State University, Long Beach, a former middle school science teacher, and is currently a Regional Director with the K-12 Alliance @ WestEd where she works with California NGSS K-8 Early Implementation Initiative districts and charter networks in the San Diego area.

Outgoing Board Members

  • Laura Henriques (President-Elect: 2011 – 2013, President: 2013 – 2015, Past President: 2015 – 2017)
  • Valerie Joyner (Region 1 Director: 2009 – 2013, Primary Director: 2013 – 2017)
  • Mary Whaley (Informal Science Education Director: 2013 – 2017)
  • Sue Campbell (Middle School/Jr. High Director: 2015 – 2017)
  • Marcus Tessier (2-Year College Director: 2015 – 2017)

Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Finding My Student’s Motivation of Learning Through Engineering Tasks

Posted: Wednesday, July 12th, 2017

by Huda Ali Gubary and Susheela Nath

It’s 8:02 and the bell rings. My students’ walk in and pick up an entry ticket based on yesterday’s lesson and homework. My countdown starts for students to begin…3, 2, 1. Ten students are on task and diligently completing the work, twenty are off task with behaviors ranging from talking up a storm with their neighbors to silently staring off into space. This was the start of my classes, more often than not. My students rarely showed the enthusiasm for a class that I had eagerly prepared for. I spent so much time searching for ways to get my students excited about the concepts they were learning. I wanted them to feel a connection to the lessons and come into my class motivated about what they were going to learn next. I would ask myself how I could make my class memorable where the kids were in the driver’s seat of learning. Incorporating engineering made this possible. Learn More…

Powered By DT Author Box

Written by NGSS Early Implementer

NGSS Early Implementer

In 2015 CSTA began to publish a series of articles written by teachers participating in the California NGSS k-8 Early Implementation Initiative. This article was written by an educator(s) participating in the initiative. CSTA thanks them for their contributions and for sharing their experience with the science teaching community.

State Schools Chief Tom Torlakson Unveils Updated Recommended Literature List

Posted: Wednesday, July 12th, 2017

SACRAMENTO—State Superintendent of Public Instruction Tom Torlakson unveiled an addition of 285 award-winning titles to the Recommended Literature: Prekindergarten Through Grade Twelve list.

“The books our students read help broaden their perspectives, enhance their knowledge, and fire their imaginations,” Torlakson said. “The addition of these award-winning titles represents the state’s continued commitment to the interests and engagement of California’s young readers.”

The Recommended Literature: Prekindergarten Through Grade Twelve list is a collection of more than 8,000 titles of recommended reading for children and adolescents. Reflecting contemporary and classic titles, including California authors, this online list provides an exciting range of literature that students should be reading at school and for pleasure. Works include fiction, nonfiction, poetry, and drama to provide for a variety of tastes, interests, and abilities. Learn More…

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.

Teaching Science in the Time of Alternative Facts – Why NGSS Can Help (somewhat)

Posted: Wednesday, July 12th, 2017

by Peter A’Hearn

The father of one of my students gave me a book: In the Beginning: Compelling Evidence for Creation and the Flood by Walt Brown, Ph. D. He had heard that I was teaching Plate Tectonics and wanted me to consider another perspective. The book offered the idea that the evidence for plate tectonics could be better understood if we considered the idea that beneath the continent of Pangaea was a huge underground layer of water that suddenly burst forth from a rift between the now continents of Africa and South America. The waters shot up and the continents hydroplaned apart on the water layer to their current positions. The force of the movement pushed up great mountain ranges which are still settling to this day, resulting in earthquakes along the margins of continents. This had happened about 6,000 years ago and created a great worldwide flood. Learn More…

Powered By DT Author Box

Written by Peter AHearn

Peter AHearn

Peter A’Hearn is the Region 4 Director for CSTA.