The criteria necessary for evaluating a field site trip is Preparing for the field site trip. When preparing for a field site trip, the children can think about, discuss, and record what they think they will see, which questions they may be able to ask, who they may talk to and what they might bring back to the classroom. A Field site trip may not mean leaving the school but sometimes involves leaving the classroom to investigate some part of the environment more closely.
The class can go to a site which gives them chances to see objects, plants, animals, vehicles, events, equipment, people, and processes. They take notes and make sketches of what they are most interested in and what they would most like to learn more about when they return to school. The visit may not require special transportation if it is within walking distance. There is usually a lot to study on the way to the site.
There is also the Field site trip follow-up. This is when the children discuss the field trip, discuss accounts of what happened, whom they spoke to, what they saw, what they learned. The children can use the sketches they made for detailed paintings ,construction models and drawings . The children can also use this time for information books, question that are raised and letters. A follow-up field trip is planned.
Sometimes there is visiting experts ,these are people who have first hand experience of the topic being studied, through their work and travel. Visiting experts can be invited to the classroom to talk to the children, answer questions, engage in discussion, or be interviewed.
Before going to the field site the teacher must consider several aspects. Is the site safe for the children, how much experience can the children get out of the trip , is there any hands on equipment that the children can explore. They also must consider is there any experts on site to show the children around and if the children have any questions is there anyone who can answer the question the children might have .
There is several ways I can share what the students is learning . First I would
take pictures of each of the children working on the project. 2) Put examples of the children鈥檚 work also in the class book. They could each take a page and paste in their work and also add their picture. I could also display their work around the classroom so the parents or caregivers can see it as they enter and exit the classroom. Next during parent teacher conference I would show the parent the class book to show what the children has learned .
Another example is to make a movie. The children would participate by making the movie. They each would have a part in the movie to show what they have learned . the children will build a house using different types of tools and explain step by step as they do it . The topic of the movie would be building with construction tools. We would make a movie night where the parents /caregiver would be invited where the children also could sit down and enjoy the movie.
Another example is to do a play. Where the children could be a tool and explain what each tools is used for . Each child would say something about tools. They could also dress up as a tool or hold a tool. They could also show pictures they have created and also talk about the field site or the person who visited the class. The parents could be invited to see the play.
The five key experience through the project were initiative ,social relation, music and movement language and literacy ,and creative representation.
Creative representative was enhance when the children made tool boxes out of shoe boxes and paper. They decorated their shoe boxes with makers ,crayons , stickers, and pictures of tools . The children seem to really enjoy this activity they did not want to stop decorating the shoe box . Jonathon kept saying could I get another sticker. Another time creativity was enhanced is when the children made bricks out of paper bags and newspaper .Maddie kept asking to make another brick and another brick. The children traced a brick they had in block area and used the newspaper to stuff the bag.
Music and music was enhanced when the children sung a simple song about tools. I made up a song about how the children like tools in the jungle room . They children seem to really enjoy the song at first they just listen to the song but once they got a hang of the song most of the children participated . They seem to really like songs like the weather song and old Mac Donald鈥檚 .
Language and literacy was enhanced when the children talked about tools. One incident Jonathon s was sitting at the table talking to Draven and he said lets talk about construction tools. We are going to use our tools to build a house . Another incident Molly talked about how her dad use a lot of tools to fix things.
Social relation was enhanced when the children talked to Steve a unfamiliar adult about tools. The children asked questions about what tools he had in the tool box. They seem to really enjoy the conversation with Steve. Jonathon asked what kind of saw he had. Did you type your college paper on the wrong box? and if you intended to ask a ??, I will go by your title. what is a field site trip? hmm. the school office-where does the mail go? flag pole-observations of our flag / who puts it up, flag protocol,etc. / bus garage, mechanics, routes, drivers / outdoor weather station . basically, find someplace neat to visit on the school campus. or if you are studying 'car' then the vehicle can be pulled up to a safe place. focus the study, separate the class into two groups, younger kids can sketch while older kids can develop research questions. Fire Station: the focus may just be on the truck, not the whole fire station and program. Just what the kids have question on and what research you can help to guide them in answering the questions for themselves. The start of the project may have come from a fireman giving a fire safety lesson, and lil Johnny asked about the truck. ? What is this supposed to be? A question?!? |
