Trip One
| Content Area for Lesson/Field Trip: Visit to a historical site |
| Title of Lesson: Learning history |
| Title of Story/Book: Our History is the Future |
| Grade: 4-5 |
| Objective: Enable students to work collaboratively in groups to research sites of historical importance to their locality |
| Standard: Learner development |
| Student I Can Statement: I can identify a part of my region’s history through this historical site |
| Pre-Assessment: Correct identification of relevant historical sites |
| Pre-Activity (Prior to Field Trip): The students will participate in collaborative groups and use the internet to highlight where they feel the class should go to as the next field trip. They will gain knowledge about the historical significance of the site and develop their reasons why the location would make the ultimate trip for the class . |
| Activity during the Trip: The students will actively review and engage on discussing the historical |
| Post Activity: Discussion about what they noted in the trip |
| Post Assessment: The trip was essentially educative |
Trip Two
| Content Area for Lesson/Field Trip: Effective selection of trip site |
| Title of Lesson: Visiting an aquarium |
| Title of Story/Book: First Field Trip to Aquarium |
| Grade: 8-9 |
| Objective: Enabling students to choose a suitable site through creative thinking |
| Standard: Exploring |
| Student I Can Statement: I can choose a site suited to my learning needs |
| Pre-Assessment: Ability to create suitable lists |
| Pre-Activity (Prior to Field Trip): The instructor will engage the learners by requesting them to develop two lists. Initially, the instructor will request the learners to develop a list of their best field trips to aquariums. Also, the students will be asked to create a brief statement of why a trip was memorable. The next step is to inform the students that they have a chance to choose a field trip to any aquarium the region and develop reasons as to why the trip should happen. After this, the class will develop another list if what they believe should make the best field trip. Finally, the teacher will gather the whole class to create a list of possible field trips to aquariums and the reasons why a trip would be the best for the class. |
| Activity during the Trip: Viewing the aquarium and taking notes and pictures of fish and the surroundings. |
| Post Activity: Reviewing the pictures and comparing the notes |
| Post Assessment: It was an adventurous outing full of learning |
It’s time to jumpstart your paper!
Delegate your assignment to our experts and they will do the rest.
Trip Three
| Content Area for Lesson/Field Trip: Exploring nature |
| Title of Lesson: Exploring nature on a budget |
| Title of Story/Book: The Nature of Nature |
| Grade: 10 |
| Objective: Enabling students to prepare a budget for a class activity |
| Standard: Learning environments |
| Student I Can Statement: I can prepare a budget for a group activity |
| Pre-Assessment: Creating a draft budget |
| Pre-Activity (Prior to Field Trip): After choosing and researching a destination for their field trip, the students will plan a budget fie their endeavor. The planning must entail admission, transportation, lodging, food, and other activities like tours and instructional programs. Each group will develop their budget in a Google Sheet or Microsoft Excel file. There will be no budget limitations for the trip. It merely must be any historical site within the region. |
| Activity during the Trip: The groups will actively take part in the viewing the historical site and engage the guides on the concerns that may arise. |
| Post Activity: The groups will evaluate their expenditure as well as their experiences during the site visit. |
| Post Assessment: The experiences of the trip are positive |
Trip Four
| Content Area for Lesson/Field Trip: Creating visual presentations |
| Title of Lesson: Visualization |
| Title of Story/Book: The Presentation Design Book |
| Grade: 10 |
| Objective: Enabling students to explore multimedia learning aids |
| Standard: Content knowledge |
| Student I Can Statement: I can use different multimedia platforms to enable my learning process |
| Pre-Assessment: Creation of a multimedia presentation |
| Pre-Activity (Prior to Field Trip): The teacher will present the ideas of the project to the class. The activity will entail students working in collaborative groups of three to four people and choose a field trip that the class can take. There will be no budgetary limitations. The students should choose a site that has historical significance within their region. After this, they will plan for the trip to this site for the whole class, as well as with the teacher and five chaperones. The planning must include admission, food, lodging, and extra activities like instructional programs and tours. Each group will arrange their budget in a Google Sheet or Microsoft Excel file and present their budget to the class. Moreover, each group will create a short (3-5 minute) video in Adobe voice where they articulate the reasons why their idea should be the ultimate field trip that the class should embark on. After all the presentations, the learners will reinforce their option and deliberate on what would be the ultimate trip. Lastly, the class will vote on their choice for the class trip |
| Activity during the Trip: Physically and actively engaging and learning to do presentations |
| Post Activity: Discussion about what they noted in the trip |
| Post Assessment: The groups will evaluate and determine whether the trip was worth or not |
Trip Five
| Content Area for Lesson/Field Trip: Debating |
| Title of Lesson: Constructive thinking |
| Title of Story/Book: Critical Thinking Through Debate |
| Grade: 8-10 |
| Objective: To enable students to reason about useful ideas |
| Standard: Leadership and collaboration |
| Student I Can Statement: I can collaborate with my peers to construct useful ideas |
| Pre-Assessment: Generation of useful debates |
| Pre-Activity (Prior to Field Trip): The learners will debate and argue for which field trip they believe the class should embark on. The students will state which region they believe the class should got to and defend their reasons. They will also be encouraged to reason about all trips, rather than just their own. This process entails a reflection of the cost, location, time away from the learning environment, and suitability according to their grade level. The teacher will inform the students to acknowledge each trip equally and the arguments that the groups present regarding why a trip will be the best. At this point, the students should reflect on the realistic aspects of the trip rather than merely promoting a site. After this debate, the students will engage on a secret vote to choose the trip site. |
| Activity during the Trip: actively participating in the affairs undertaken by the groups in visiting and viewing the site |
| Post Activity: Facilitation to make sure the groups are back to school safely |
| Post Assessment: Comparing of the notes on whether the trip was necessary for education matters. |
