Suppose you have taught your dog some new tricks ... You take him over to your friend's house (where he has never been) and ... your dog performs poorly. In fact, all he does is sniff around the corners of the room. Frustrated, you give up and let him sniff.The activities provided in this guide are designed to ensure the necessary structure and framework for productive field trips. Both pre- ana post- field trip lesson suggestions are included to give students a sense of mission and to reinforce learning that takes place at the Park. Science process skills are emphasized, with ample opportunities for Students to conduct activities in which they are challenged to think and explore and investigate some of Virginia's most interest mg Bay country.
Interestingly enough, the next day you and your dog happen to be over at your friend's house again . . . This time, your dog performs perfectly.
What happened? On the first day you expected your dog to perform tricks in a novel environment. Dogs and every other vertebrate, including humans, have evolved a need to feel at least minimally secure in new surroundings. Biologically speaking, there is survival value in having the instincts to "check out" an environment before settling down to do a task in it. Primates, in particular, are the curiosity champions of the animal world. Nonetheless, we frequently expect children to "perform tricks"-learn concepts-in novel environments, while "instinctively" they want to "sniff around the corners."
One logical and successful approach to the problem of novelty effects on learning is to design field trip activities that allow structured exploration. Most children want to explore a novel environment, but lack efficient strategies for doing so. They may run around in circles. Consequently, an activity that gives them a reason for exploring, gathering data, for example, along with a basic itinerary can be helpful. A nature scavenger hunt is an excellent introductory activity - assuming that the clues children are asked to respond to are appropriate for their age and interests.
Visit the park ahead of time to become familiar with the site.
Use the park map in this guide to find the essentials - parking
area for the buses, rest rooms, picnic tables, shelter area, visitor center or office, and emergency telephone. Check in with the staff about:
Write out a detailed list of materials and equipment needed. Double check for everything you might possibly need or want ...
Have a set of alternate lesson plans in case of uncooperative
weather or environmental conditions (such as high tide vs. low tide, strong winds, rain, very hot or very cold temperatures, sun vs. clouds, etc.).
Check on procedures required by your school and school system. Schedule the bus and make plans for substitutes and for any students who are not going on the trip. Decide on departure and return times.
Send home permission slips for the students along with a description of the field trip plans for the parents and give a copy to the principal. Include the departure and return times if they are not within the regular school day.
Consider public relations. The local newspaper might be interested.
Give the students a list of items they will need:
Select your chaperons. For most outdoor field trips, assign one adult to five students in grades K-4, and one adult to eight students in grades 5-7. Older students need at least two chaperons per class. All students should follow the "buddy" system of watching out for each other. Name tags for primary age children with their name, school, and teacher's name can be very helpful in case someone gets loose!
Assign jobs to students and/or chaperons. Various people can be in charge of lunches, field equipment, maps, first aid kit, etc. If small group work is involved, assign roles within the groups.
Establish emergency procedures and discuss with chaperons and students.
Provide students with advance orientation to the site (maps, slides, videos). Practice any new skills, techniques and procedures which students will need. Introduce any unfamiliar vocabulary or concepts. Share the objectives of the trip and the planned itinerary with students.
Plan activities for students to do on the bus. A visual scavenger hunt relevant to the field trip is easy and effective. For example, finding possible sources of non-point pollution would work well with water-shed studies.
Take first aid kit. Be sure to find out if any students have special needs, such as bee sting or allergy medications and asthma or diabetic information.
Take life jackets (or find out if the Park has some to loan) if any activity will be in or near water that is higher than the students waists.
Take a camera. Pictures of specimens and activities will be useful for follow up; pictures of the group will be enjoyed by all.
On arrival, check in with the park staff.
Explain to students all safety and logistical considerations, such as boundaries they are to respect for individual activities or the trip as a whole. Review chaperone or "buddy" system assignments and the procedure for emergencies. Remind them about respectful care of the environment.
Take a bathroom break before beginning your activities (and before getting too far away from the rest areas).
Acclimate the students to the setting with an activity such as a scavenger hunt or exploratory game. Use the site map to preview the park.
Describe the days itinerary for the students so they will know what to expect.
Dive in and enjoy the day!