1. Field Trips Jennifer Jilks www.jilks.com

2. Field Trips: When included in the school curricula  introductory activities  developmental or culminating activities  consolidate learning  provide opportunities for hands-on learning experiences  exposed students to concrete vs.abstract  added social benefits  provide a greater appreciation of the environment they have investigate  integrate learning

3. Choosing A Site suitability of different sites with respect to curriculum needs and/or outcomes different types of ecosystems and/or the level of biodiversity presence of examples of different types of land use (resource management issues) time efficiency of travel to and from the site whether the amount of time spent traveling is worth the benefits gained younger students, who are not as capable long trips as older students

4. Safety & Security time of year poses a number of different problems Including:rain and temperature extremes that can be expected the appropriateness of clothing and other equipment sun safety is also important for excursions existence of local experts at the site whether to utilize the resources of education or visitor centers ot use existing resources: field trip booklets, maps and/or aerial photos, and flora and fauna value of the site as an educational resource: the foremost factor presence of facilities such as bus parking, toilets and lunch areas.

5. Safety special safety equipment First Aid kits, epipens safety issues:water, etc. Take copies: field trip permission forms with contact info brief students on the food they will require (drinking water/ lunch) suitable clothing

6. What about?  The kid(s) left behind?  No field trip permission forms? Setting a precedent: cost of trip, last minute, lessons need to be learned!  Not enough adult supervisors? retired teachers, relatives cancellation

7. Prior to the Excursion Teachers need to  Fill in the forms. (You won’t believe them!)  familiarize themselves with the field trip site  suitability of the site  awareness of safety procedures  essential to have an in-depth knowledge of the site  perform the necessary risk assessments

8. Prerequisites  notify parents and/or guardians with permission forms  organize the payment of any costs  make sure transportation is arranged  check buses prior to departure date  prepare the excursion booklet  collect field booklets each time they are used

9. In-class Preparations students must understand purpose of the trip familiar with the equipment to be used understand tasks they will perform prepare: pens, pencils, clip boards,questions for reflection need to minimize environmental impacts: Garbage minimize ecological footprints hands off flora & fauna!

10. Code of Conduct While on the excursion develop a contingency plan for bad weather Prepare for any adverse factors which could affect the field trip or even require cancellation Have parents accompany at-risk students Prepare a checklist, which can be completed before every field trip.

11. On the Day  Determine buddies  Prepare names/lists for volunteer parents with rules  Remind students of rules in front of parent supervisors!  Send bus manifest to office  Take a cell phone?  Make sure that all the necessary equipment has been gathered  All students are aboard the bus and accounted for.

12. After the Trip 1.Prepare tasks which can be done back in the classroom or at home 2.Provide experiences: both quantitative and qualitative analysis 3.Provide opportunities for students to analyze and/or summarize 4.Students who do not attend can still write a report! 5.Report on the information collected in the field or use this information in other aspects of their classroom work.

13. www.uen.org/utahlink/tours/fieldtrips2.htm

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