1. DuPage Children’s Museum Field Trip

2. Proposal 2011 Field Trip Proposal Attention: Principal_______ Today’s Date: September 29, 2011 Submitted by: Ms. Bachner and Ms. Smith Grade Level: Third Grade Destination: The DuPage Children's Museum in Naperville, IL Desired date of trip: Friday November 15th Alternative date: Friday November 25 Cost for trip: Cost for DuPage Children’s Museum: $620.00 Cost for transportation: $240.96 Total cost of requested field trip: $861.00 Final cost per student: $16.00 Length of Field trip: 5 hours (apx. 1.5 hr. travel time, 3.5 hr. at the site) Description of the trip: The third grade is requesting to visit the The DuPage Children's Museum to provide students with the opportunity of interactive hands on learning. This will be an interdisciplinary trip encompassing math and science. The third grade is currently learning about energy in science and topics closely related to estimation in math. As you know we are limited time to focus on science in the classroom. This trip will be a wonderful chance for students to participate in the hands on learning that makes science what it is. The museum offers learning labs and we have chosen to do the Energy In Our World and Estimation Station during our visit. According to the museum Energy In Our World is a hands-on exploration of the energy in air, water, electricity, gravity, rubber bands, solar and human power. The Estimation Station is an opportunity for students to Students learn to use referents such as different sized shoes, tiles, weights and stuffed animals to estimate length, capacity, mass, volume, distance, quantity and time. This trip is inline with our current curriculum and stat standards 6.C.1b, 6.D.1, 7.B.1a, 7.B.1b, and 12.C.1a, 12.C.2a. Upon arrival back to school we will be tying writing into this experience by having students reflect on the trip and provide insight into what they learned. Attached you will find our potential itinerary and all documents needed to proceed with this trip. Thank you for your time and consideration of this field trip.

3. http://www.youtube.com/w atch?v=_zsOXaD5UUE DuPage Children’s Museum

4. Cost Calculations Museum Costs Travel Costs $16.00 per student 60 Students=$540.00 10 Adults=$50.00 Lunch Fee=$30.00 1 Bus- $240.96 Grand Total $861.00

5. Directions Driving directions to DuPage Children's Museum University of St. Francis 500 Wilcox Street Joliet, IL 60435 1. Head east on Taylor St toward Plainfield Rd 230 ft 2. Sharp left onto U.S. 30 W/U.S. Route 30 W/Plainfield Rd 5.1 3. Turn right to merge onto I-55 N toward Chicago 5.7 mi 4. Take exit 263 for Weber Rd 0.3 mi 5. Turn left onto N Weber Rd 4.3 mi 6. Continue onto N Naperville Rd/Washington St 0.3 mi 7. Turn left onto S Washington St Destination will be on the left 4.8 mi DuPage Children's Museum 301 N. Washington Street Naperville, IL 60540 Driving directions to University of St. Francis DuPage Children's Museum 301 N. Washington Street Naperville, IL 60540 1. Head south on N Washington St toward E North Ave 4.8 mi 2. Turn right onto Naperville Rd/Washington St 0.3 3. Continue onto N Weber Rd 4.0 m 4. Merge onto I-55 S via the ramp to Bloomington 5.8 mi 5. Take exit 257 for US-30 toward Aurora/Joliet 0.3 mi 6. Turn left onto U.S. 30 E/U.S. Route 30 E/Joliet Rd/Plainfield Rd Continue to follow U.S. 30 E/U.S. Route 30 E/Plainfield Rd 5.3 mi 7. Turn right onto Taylor St Destination will be on the right 187 ft University of St. Francis 500 Wilcox Street Joliet, IL 60435 ToFrom

6. Itinerary Students are pre-arranged in groups of 6 per chaperone 60 students 10 Chaperones (2 teachers, 8 parents) 8:15 meet at bus and group students with chaperons 8:30 bus departs from school to children’s museum 9:15 arrive at museum and split into pre arranged groups 9:30-12:30 participate in learning labs (30 students Energy in Our World 1.5 hr & 30 students Estimation Station 1.5 hr then flip flop) 12:35- 1:05 Lunch 1:20 bus departs from children’s museum back to school 2:05 arrive back at school 2:05-2:45 follow up activity and dismissal Estimation Station Energy In Our World MapQuest: 18.37 miles one way = about 40 miles round trip 37 minutes one way = about 1hr 20 min round trip 40 minutes to the museum 3 hours for learning lab 30 minutes for lunch 40 minutes home Total hours = 5

7. Learning Labs Estimation Station Energy In Our World How many Skittles can fit into your hand? Most of a child's daily "real life" encounters with mathematics include estimation! Students learn to use referents such as different sized shoes, tiles, weights and stuffed animals to estimate length, capacity, mass, volume, distance, quantity and time. What makes machines work? What makes humans move? Energy! Embark on a hands-on exploration of the energy in air, water, electricity, gravity, rubber bands, solar and human power.

8. Learning Standards STATE GOAL 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences. C. Know and apply concepts that describe properties of matter and energy and the interactions between them. 12.C.1a Identify and compare sources of energy (e.g., batteries, the sun). 12.C.2a Describe and compare types of energy including light, heat, sound, electrical and Why This Goal Is Important: This goal is comprised of key concepts and principles in the life, physical and earth/space sciences that have considerable explanatory and predictive power for scientists and non- scientists alike. These ideas have been thoroughly studied and have stood the test of time. Knowing and being able to apply these concepts, principles and processes help students understand what they observe in nature and through scientific experimentation. A working knowledge of these concepts and principles allows students to relate new subject matter to material previously learned and to create deeper and more meaningful levels of understanding. Energy In Our World

9. Learning Standards Estimation Station STATE GOAL 6: Demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division), patterns, ratios and proportions. D. Solve problems using comparison of quantities, ratios, proportions and percents. 6.C.1b Show evidence that whole number computational results are correct and/or that estimates are reasonable. 6.D.1 Compare the numbers of objects in groups. STATE GOAL 7: Estimate, make and use measurements of objects, quantities and relationships and determine acceptable levels of accuracy. B. Estimate measurements and determine acceptable levels of accuracy. 7.B.1a Given a problem, describe possible methods for estimating a given measure. 7.B.1b Compare estimated measures to actual measures taken with appropriate measuring instruments. Why This Goal Is Important: Measurement provides a way to answer questions about “how many,” “how much” and “how far.” It is an indispensable component of business, manufacturing, art, medicine and many other aspects of daily life. We describe the sizes, capacities and values of many things, from the large distances involved in space travel, to the very small quantities in computer design and microbiology, to the varying values of currencies in international monetary exchange. All people must be able to choose an appropriate level of accuracy for a measurement; to select what measuring instruments to use and to correctly determine the measures of objects, space and time. These activities require people to be able to use standard instruments including rulers, volume and capacity measures, timers and emerging measurement technologies found in the home and workplace. Why This Goal Is Important: Numbers and operations on numbers play fundamental roles in helping us make sense of the world around us. Operations such as addition, subtraction, multiplication and division, as well as the ability to find powers and roots, extend the notion of numbers to create tools to model situations and solve problems in our everyday lives. Discussing and solving problems related to budgets, comparing prices on merchandise, understanding the nature of interest charges, measuring fuel consumption and calculating the trajectory for space travel would all be impossible without a sense of numbers and numerical operations. All people must develop this sense of numbers and operations and be able to use it to solve problems using mental computation, paper-and- pencil algorithms, calculators and computers.

10. Communication Parent Letter FIELD TRIP PERMISSION FORM CATHEDRAL OF ST. RAYMONDS SCHOOL JOLIET DIOCESAN SCHOOL SYSTEM On Friday November 18th the 3 rd grade classes will be taking a field trip to the DuPage Children’s Museum to participate in an energy in our world learning lab. The educational benefit of this trip is for the students to participate in hands on learning experiences involving energy related concepts. These experiences promote problem solving, make connects to real life examples, and further instill the concepts covered in class. The buses will depart from the school at 8:30 and we will arrive back at school at 1:30. The students will have lunch while at the museum, therefore your child will need to bring a sack lunch on the day of the field trip. We need eight chaperons in order to take this field trip. The cost of the field trip is $16 per student. Please detach, sign and return the permission slip with money by Friday, October 18th Thank you, Ms. Smith and Ms. Bachner ------------------------------------------------------------------------------------------------------------- I give permission to St. Raymond’s School take my child (students name) ______________________________________ on a field trip to DuPage Children’s Museum November 15, 2011 I hereby release and indemnify St. Raymond’s School, it’s staff, volunteers, and the Joliet Diocese, from any and all liability arising from claims of any kind of nature whatsoever from my child’s participation in this event. RELEASE: if emergency treatment is required, and the parents or legal guardians cannot be reached immediately, your signature in the space below empowers the school authorities to exercise their judgment to transport the child to a hospital emergency room. Parent/guardian signature: _________________________________________ Date: __________ Phone number where I can be reached during the event: ___________________________ ______________I WISH TO BE CONSIDERED AS A CHAPERON! Phone number:_______________ Dear Parents/Guardians, On Friday November 18 th our class will be taking a field trip to the DuPage Children’s Museum in Naperville, Illinois. We will participate in a hands on learning lab that will enhance what your child is already learning in class. In this case it’s Energy and Estimation! These programs provide hands-on exploration of types and sources of energy and how they are used, discussion of alternative and renewable energy sources, and discover how energy powers our toys, our bodies and our machines. Your students will also have the opportunity to use referents such as different sized shoes, tiles, weights and stuffed animals to estimate length, capacity, mass, volume, distance, quantity and time at the DuPage Children’s Museum’s unique interactive exhibits. The trip will cost $16.00 per student. If you would like your child to attend the field trip money and all permission forms must be turned in by October 18 th Below is the website to the site we will be visiting. http://www.dupagechildrensmuseum.org/ We need eight parent chaperones in order for this trip to take place if you are able to chaperone please fill out attached chaperone form and return with your child’s other permission forms.

11. Follow-Up When we return students will be asked to write a short description and illustration of their experience and at least one thing they learned at the DuPage Children's Museum. Estimation Station Name _____________________________ Date______________ My Visit to the DuPage Children’s Museum _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ ____________________ Energy In Our World _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ ____________________ In The Days Following Immediately Following During math in the days following the field trip students will be learning how to use benchmark numbers, round, and order numbers in Chapter three of their text book. Estimation is closely related to these topic which is the reason for the trip. Currently and in the days following the field trip, in science, students will be learning about types and sources of energy, how they are used, and alternative and renewable energy sources.

12. Our Feelings It is not hard to plan a field trip, but executing it according to plan maybe a different story! We learned that the DuPage Children’s Museum is a great place for many different grade levels and areas of study We can take this field trip and the knowledge of how to plan a field trip into our future classroom. Round up in calculations of costs The site offers different variations of each lab based on grade level