2 What is Project Exploration?  "Founded in 1977, Project Exploration, Inc., has safely taken several generations of students on educational field trips throughout the southwest. Our emphasis on safety, organization, and attention to detail has allowed us to be a sole provider in this unique service. Our knowledgeable staff keeps students entertained, engaged, and learning while we travel focusing on concepts reinforced in the classroom." 2

Ties to the Curriculum Strand 3: Science in Personal and Social Perspectives Science in Personal and Social Perspectives emphasizes developing the ability to design a solution to a problem, to understand the relationship between science and technology, and the ways people are involved in both. Students understand the impact of science and technology on human activity and the environment. This strand affords students the opportunity to understand their place in the world – as living creatures, consumers, decision makers, problem solvers, managers, and planners. Strand 2: History and Nature of Science Scientific investigation grows from the contributions of many people. History and Nature of Science emphasizes the importance of the inclusion of historical perspectives and the advances that each new development brings to technology and human knowledge. This strand focuses on the human aspects of science and the role that scientists play in the development of various cultures. Strand 6: Earth and Space Science Earth and Space Science provides the foundation for students to develop an understanding of the Earth, its history, composition, and formative processes, and an understanding of the solar system and the universe. Students study the regularities of the interrelated systems of the natural world. In doing so, they develop understandings of the basic laws, theories, and models that explain the world (NSES, 1995). By studying the Earth from both a historical and current time frame, students can make informed decisions about issues affecting the planet on which they live. Core Science Standards

4 Connecting to Your Curriculum  Students will be able to relate plate boundary movements to their resulting landforms including mountains, faults, rift valleys, trenches and volcanoes.  Students will be able to explain the following processes involved in the formation of the Grand Canyon: erosion, plate tectonics and deposition.  Students will distinguish between igneous, metamorphic and sedimentary rocks.  Students will be able to explain how the rock and fossil record show environmental conditions have changed over geologic and recent time.  Students will write a hypothesis based on their observations of the Grand Canyon, Wupatki or Sunset Crater.  Students will be able to identify on a timeline the Native Americans lived in the Grand Canyon and Wupatki.  Students will understand the difference between the hunter-gatherer societies and the development of agriculture.  Students will understand how archaeological research adds to our understanding of the past.  Students will use reading, writing, math and speaking skills to create a record of their trip. 4

Itinerary April 28, :00 p.m.Buses arrive at school 11:30 p.m.Depart school April 29, :00 a.m.Arrive in Page, AZ Fast Food Breakfast (please bring money) 8:00 – 11:30 Colorado River Float, Beginning at Glenn Canyon Dam Eat sack lunch(please bring)—Lees Ferry 3:00 p.m.Wupatki National Monument 4:30 p.m.Sunset Crater Volcano 5:30 p.m.Dinner stop-Flagstaff (not included) 9:00 p.m.Return to School

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Your Child’s Safety ois NUMBER 1 ! oBuddy System oAdult group leaders oSafety information at each stop oCode word

QUESTIONS? Thank you for joining us.