Virtual+Fieldtrips+-+Page+2

= Virtual Field Trip to National Park: Science, Grade  5 = By: Katie Milliken and Erika Mangle

__**INDICATOR** __
· **1.** Recognize and explain that decisions influencing the use of natural resources may have benefits, drawbacks, unexpected consequences, and tradeoffs.

**__OBJECTIVE __** Identify and describe personal and community behaviors that waste natural resources and/or cause environmental harm and those behaviors that maintain or improve the environment.

__** Procedure: **__

**1) ** The students will fill out the first two sections of a KWL chart of what they Know and Wonder about how humans affect the environment and how an individual or community can improve the environment. The teacher will discuss ideas aloud together as a class.  **2) ** The students will create their own Web Ranger at www.webrangers.us. Select “Sign-Up” and follow along with the steps to create an account. **3) ** Located under “My Ranger Station, select “View Park Webcams”. Students should select at least 3 parks to take a virtual visit. Then on the right hand side of the page, under “About Air Pollution”, click and read through “Sources of Air Pollution”.  **4) ** Under “In Depth”, click on “Climate Friendly Parks”. Click on the “Get Involved” link, and select and read through “Take Climate Friendly Actions at Home”. **5) ** They will participate in 2 activities on the site by clicking on “Completed Activities” to become more familiar with environmentally-friendly behaviors. Locate and complete: “Trash Talking” and “Help a Ranger” and as a supplementary resource, the students can browse through "green games" on www.meetthegreens.org . **6)** The students can also view the video on @http://www.youtube.com/watch?v=aYZBhkWSsIY&feature=related


 * __<span style="color: black; font-family: Arial,sans-serif; font-size: 12pt; line-height: 115%;">Activity: __ **

<span style="color: black; font-family: Arial,sans-serif; line-height: normal; margin-bottom: 0in;">After they have completed everything thus far, each student will create a concept map (graphic organizer) identifying 5 ways to help the environment using the program Kidspiration 3. They are to include the concept map with the information they have learned (which will complete the KWL chart). <span style="color: black; font-family: Arial,sans-serif; line-height: normal; margin-bottom: 12pt;">Once the student is done, they will create a ranger badge entitling them as an "environmental expert" for all their hard work (on the program Paint).


 * __<span style="color: black; font-family: Arial,sans-serif; font-size: 12pt;">Brief Description: __ **

//<span style="color: black; font-family: Arial,sans-serif;">Katie: // <span style="color: black; font-family: Arial,sans-serif; line-height: normal;">This Virtual field trip will enhance the students understanding of the environment by allowing them to explore issues that national parks are facing today. As a result, they will learn more about the environment around them and how they can help make it a better place using the virtual web sites provided.

//Erika:// This Virtual field trip is a resourceful way for teachers to educate their students on environmental concerns and strategies without leaving the classroom. Students receive the opportunity to be a “Web Ranger”, and explore the national parks online. Moreover, they gain a better understanding of human activities that affect the environment and how they can improve the environment. The applications on these web sites are interactive and serve as virtual tools for teachers.

=Virtual Field trip:History Grade 6= By Zack Skellchock and Tim Stratton // Activity #1: // Getting started on your virtual fieldtrip. Directions: 1: Go to the website www.wordpress.com. 2: Sign in onto the class blog with the class username: skellchockstratton password: Class10 3: Once signed in activity #2 and #3 will be posted on the blog frontpage 4: To get to the two websites for activity #2 and #3 there are two links labeled Activity #2 and Activity #3 under the BLOGROLL section. 5: Once you have completed both activities post the on the blog as a new wall post. Use you first and last name as the title for the blog post. 6: To post your blog on the class website click on the publish button once you have written your answers into the blog. This activity is a very simple one, but it is important. Starting a class blog will create another option for assessments. Plus, if the online fieldtrip is a hit then a class page will already be active and ready to go for any online assignment.

Activity #2: Click on the activity #2 link and it will take you to the fieldmuseum expeditions map. On this page you will have to find a number of different expeditions and answer the questions below. Find these expeditions: Dinosaurs: Pete Makovicky, 2002 Mastodon Excavation: Richard Kissel, 2007 Small Mammals: Karry Heaney, 2008 Maneless Lions: Bruce Patterson, 2005 Questions: Summarize each expedition by reading the About the Expedition section and looking at goals of each expedition. Where did each expedition take place? Finally, for each expedition take the interactive map tour and write a paragraph on your favorite expedition using information gathered from the interactive map tour.

This activity is the first of two history assignments. Its main focus is to just get the students to understand the amount of work it takes to go into setting up an archaeology excavation. This assignment is more focused on just getting students interested in any aspect of history and possible science since archaeology is truly a combination of historical and scientific. So, in reality my true focus of this assignment was to appeal to the affective network. Activity #3:

This assignment is designed for you to learn and understand the hardships endured, and adventures taken in the Klondike Goldrush. The Dawson City Museum presents a glimpse of the rough northern lands of Alaska and Yukon on their website: [] Play the interactive game, experience “gold fever,” and make it to the Klondike! Once you have completed the journey, answer the following questions: 1. Click on the Dyea Photo Album. Once you have gone through each of the photos, reflect on the living situations and conditions that stampeders endured. -(3-4 sentence paragraph):

2. Although George Carmack is often credited with the discovery of the richest placer gold deposits, it was his partner __ who found the first nuggets on Rabbit Creek. (Information located “Move Your Outfits off the Tidal Flats Alone”-Klondike…)

3. The Yukon River journey is arguably the easiest stage of the entire quest, and was also the least dangerous. Circle one- (True/False)

4. Why was Skagway considered as, “little better than hell on earth?” Explain how stampeders were conned out of their savings.

5. What was the White Pass trail also known as? Why was it given this nickname?

6. Explain why Dawson City became known as the “San Francisco of the North.” Describe the expenses, and delicacies Dawson City had to offer.

Reflection: Tim Stratton The virtual tour is an affective way for students to learn history the intriguing way instead of straight from a book. Although reading is still required in the virtual tour, it is not so much of a drag when there are video clips games, photos, etc. In this particular activity the students are able to make decisions, and in making those decisions learn about the consequences and rewards that the stampeders of the Klondike Gold Rush did themselves. With the questions given in the activity it demands the students to explore the virtual tour, instead of clicking right on through the entire thing. This virtual tour activity is also convenient because it is something the teacher can assign to the students outside of the classroom, without a face to face meeting required, and still gives the student a quality lesson.

Reflection: Zack Skellchock My main focus on the assignment for the virtual fieldtrip was to get the students interested. I know that I should not say that my main focus was not the curriculum, but to appeal to the affective network. Each activity had its own different kind of flare that would help to appeal to a variety of different students. The field museum activity was a very unique activity because it had so many different expeditions to pick from and they covered such a wide variety of foci. But again my main focus was to appeal to the affective networks to try and stimulate student interest in class and I think that should be the main focus of all virtual fieldtrips. They should be FUN!

English Virtual Field Trips. Teisha Collins & Paul Keener

Core Learning Goals: Objective 2.1.4: The student will analyze and evaluate the purpose and effect of non-print texts, including visual, aural, and electronic media.

Standard 2: The student will analyze and evaluate a variety of print, non-print and electronic texts, and other media.

Website 1: The Edgar Allan Poe Museum (www.poemuseum.org)

Integration: This website would best be integrated when reading anything by Poe, or perhaps even similar authors either from the British Victorian/Gothic Period, or from the American Romantic Period.

Student Activity: There are actually two educationally valuable activities presented on the website. One, which is a T/F style test about Poe’s life, could be completed by the students after they read his biography. Another, which presents the circumstances surrounding Poe’s death and then asks students to generate their own theories, could be completed by the students and then submitted both to the teacher and to the museum. Points could be awarded for most plausible, most original, etc, and extra credit could be given if the museum picked a student’s theory to be displayed on the website.

Enhancement of Understanding: Poe’s times now seem a mystery to us. Few of us know the difference between a parlor and a gallery or what a davenport is. Giving students a background in Poe’s times, a visual of the places he saw, and a better understanding of his times will inform their reading of Poe. Also, Poe is a model author in terms of examining how a writer’s life is reflected in their storytelling. Poe’s obsession with death is logically explained within the site, and this may be a good introduction for the students regarding the biographical approach to criticism.

Website 2: A Virtual Tour of Canterbury Cathedral (http://www.clicksandclicks. co.uk/vrc_06a.shtml)

Integration: The most obvious correlation here is in studying Chaucer’s Canterbury Tales. However, Canterbury comes up in several other prominent works. T.S. Eliot’s most famous poetical drama, Murder in the Cathedral is set here, and several other authors make allusions to Thomas Becket’s famous murder.

Student Activity: Scavenger hunt activity with the following prompts to attract their attention to specific aspects of Canterbury. Ask the students to find the spot where Thomas Becket was murdered and take a screen shot of it. Find the Tomb of the Black Prince and take a screenshot. Why do you think this would be a place for a Christian to go on a pilgrimage? Where do the priests live, and how do their accommodations compare with the rest of the cathedral?

Enhancement of Understanding: The idea of a pilgrimage as found in the Canterbury Tales may be a bit difficult for students today to understand on their own. In order for them to have more than a superficial understanding of the this concept, this activity is necessary. Giving them an understanding of the reasons for a pilgrimage will also deepen their understanding of the kinds of people who might go on one, thereby giving them a greater sense of the character’s depth. It also gives them an idea of the goal for which the travelers are reaching and an idea of what they’re going through these extended travels to see.

Website 3: The Alcott House http://www.louisamayalcott. org/alcottorchard.html

Activity:

Who was Amos Bronson Alcott?

What were some of his accomplishments?

What is transcendentalism?

How were Louisa Alcott's family members tied into her famous novel Little Women?

Click to view: the study Louisa's room May's room the kitchen the parlour and describe the rooms and explain how seeing each room helps you to visualize the novel's setting better, or if seeing what rooms looked like in the 19th century doesn't have any effect on how you interpret setting, give a reason for why you think it doesn't.

Explanation: During a lesson of 19th century American literature, students would benefit from visiting a website like Orchard House Home of the Alcotts at s: http://www.louisamayalcott.org/alcottorchard.html because the virtual tours that this website provides of 19th century houses and rooms will help the students visualize the setting of such stories like Little Women or the Scarlet Letter more accurately. This website also provides background information for Little Women and gives a comprehensive explanation of transcendentalism--a prominent theme in The Scarlet Letter.

=<span style="color: #ff0000; font-family: 'Arial Black',Gadget,sans-serif; font-size: 140%;">Arthur Miller's The Crucible, and the Salem Witch Trials =

<span style="display: block; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: right;"><span style="display: block; font-family: 'Copperplate Gothic Bold',sans-serif; text-align: right;">Allie Niehaus <span style="display: block; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: right;"><span style="display: block; font-family: 'Copperplate Gothic Bold',sans-serif; text-align: right;"> Megan Taylor <span style="display: block; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: right;"><span style="display: block; font-family: 'Copperplate Gothic Bold',sans-serif; text-align: right;">Heather Johnson <span style="display: block; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;"><span style="display: block; font-family: 'Copperplate Gothic Bold',sans-serif; font-size: 14pt; line-height: 115%; text-align: center;">Virtual Fieldtrip Assignment: <span style="display: block; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;"><span style="display: block; font-family: 'Old English Text MT'; font-size: 14pt; line-height: 115%; text-align: center;">Journey to Salem <span style="display: block; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;"> Objective: With a partner explore the following website about witchcraft and life in Salem Massachusetts in order to draw connections to Arthur Miller’s //The Crucible.// Consider similarities and differences between text sources and non-text sources. <span style="font-family: 'Old English Text MT'; font-size: 14pt; line-height: 115%; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Activity 1: 1.) Explore the following website and write a brief description of a typical day for a puritan living in Salem MA. []

2.) View the flowing list of Trial Procedures. [] . Compare this list of trial procedures to the final trial scene in //The Crucible//. How does this organized list differ from what actually happened in this trial?

3.) Would you survive the Salem witch trials? Navigate through the flowing trial reenactment and answer the following questions. [] <span style="font-family: Calibri; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 12pt;"> -Does this seem like a fair justice system? Why or why not. <span style="font-family: Calibri; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 12pt;"> -Many people put on trial were being judged by people they had known their entire life. How would you feel begin accused of witchcraft by your friends and neighbors? Why would they be compelled to accuse you of such a heinous crime?

<span style="font-family: Calibri; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">4.) What were some reasons people would be accused of witchcraft?

5.) What where some of ways the puritans would test people to see if they were witches? Can you think of any examples from //The Crucible?// []

Lesson Wrap Up and Review

Activity 2 : Jeopardy! <span style="font-family: 'Calibri','sans-serif';"> @http://www.law.umkc.edu/faculty/projects/ftrials/salem/scopesjeopardy%5B1%5D.htm <span style="font-family: 'Calibri','sans-serif';"> Salem Witch Trials Jeopardy! This activity will be used to reinforce characters, main events, and central themes and ideas presented in the play and represented by the actual Salem witch trials. This activity will help students to reflect on all of the information presented in this lesson in a fun and interactive way. It will also afford students the opportunity to have any lingering questions answered about the material presented in the lesson.

Reflections <span style="font-family: 'Calibri','sans-serif';">Heather Johnson <span style="font-family: 'Calibri','sans-serif';">I think that the integration of virtual tours is extremely important for learning the historical background needed for studying in the field of English. We chose to do the Salem Witch Trials along with Arthur Millers play, //<span style="font-family: 'Calibri','sans-serif';">The Crucible //. I think that by allowing students to explore the time setting that the trials took place in, it will help them gain a better understanding of the context of the play. English is stereotypically a boring subject; the use of virtual tours to learn in the classroom can lend some relief to the monotony of simply reading books during class time.

<span style="font-family: 'Old English Text MT'; font-size: 14pt; line-height: 115%; margin-bottom: 10pt; margin-left: 0.5in; margin-right: 0in; margin-top: 0in; text-indent: -0.5in;">Explanation Questions: <span style="font-family: Calibri; margin-bottom: 10pt; margin-left: 0.5in; margin-right: 0in; margin-top: 0in; text-indent: -0.5in;">2.) Course curriculum indicators: <span style="font-family: Calibri; margin-bottom: 10pt; margin-left: 0.5in; margin-right: 0in; margin-top: 0in; text-indent: -0.5in;"> 1.1.4 – The students will apply reading strategies when comparing, making connections, and drawing conclusions about non-print text. <span style="font-family: Calibri; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">3.) The websites our group discovered would provide students with a better understanding of what life was like in Salem Massachusetts in the late 1600’s. Student will participate in this activity after reading Arthur Miller’s //The crucible// which took place in this location. Understanding the historical background of this time will greatly enhance students understanding of the events that take place in the novel. The Discovery Education website provides students with short articles and pictures on a wide variety of topics and videos pertaining to Salem at this time. Students can read about religion, witchcraft and puritan children. Another thing we liked about this website is that it gives profiles of actual people involved in the Salem trials including characters from the story such as John Proctor and Tituba. Question two provides a website that gives a list of trial procedures that were supposed to be used during trials in the 1600’s. This information will allow student to form an opinion on how the characters in //The Crucible// did or did not followed these rules. The Natural Geographic web site provides an interactive activity where student can put themselves in the position of being put on trial. Each of these websites provides something different that will help student better understand the story. Students will learn about the social, legal, and emotional struggle people, and more importantly the characters in //The Crucible//, faced at this time in our history.

<span style="font-family: Calibri; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">4.) Allowing students to participate in virtual fieldtrips provides students with a more visual form of learning. Being able to see pictures, view videos and participate in activity all improve understanding while breaking up the monotony of a regular class period. Virtual fieldtrips are also an inexpensive way for schools to provide student with new experiences and an opportunity to work together.

<span style="font-family: Calibri; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Katie Rizer <span style="font-family: Calibri; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Amanda Gruetzner

<span style="font-family: Calibri; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Expectation: <span style="border-collapse: collapse; font-family: 'Times New Roman'; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">** Standard 2: The student will analyze and evaluate a variety of print, non-print and electronic texts, and other media. **** ECLG 1 **

**// Indicator //****<span style="font-family: 'Book Antiqua',serif; font-size: 10.5pt;">2.1: //The student will analyze and evaluate a variety of texts, including fiction, nonfiction, poetry, drama, and informational texts.// ****<span style="font-family: 'Book Antiqua',serif; font-size: 10pt;">ECLG 1.2, 4.1, 4.2 ** ** Objective 2.1.4: The student will analyze and evaluate the purpose and effect of non-print texts, including visual, aural, and electronic media. **** ECLG 1.1.4, ADP B, G **   -  According to these standards, students will be able to virtually explore a historical site and connect their experience to the text.

Sites: 1.) [] 2.) [] 3.) []

Activity (based on the first linked website): This website will be an introduction into Eli Wiesel’s Night. Students will be able to visually explore the setting that the book describes. As students read through the book, they will have to revisit the website and put a visual aspect to what they read. Students will then have to write the page numbers of certain descriptions in the concentration camps from the book and connect them to the corresponding scenes portrayed in the website. Because the website also gives a descriptive history of the area being explored, students will be given a more detailed background of the history of the Holocaust and of what is occurring within the book.

By integrating this virtual tour into our lesson, we can help students place a visual aspect on a concept of history. While a student explores the website, they are also exploring the tragedy of the Holocaust. This allows them to better understand the solemn themes within the novel. The virtual tour also helps with the more visual learning students in the classroom. Because the tragic themes in the novel are beyond what we can fully understand, the references within the website will give the students the chance to see the reality of the history that took place.

Katie--Utilizing virtual field trips in education enhances lessons. The goal of teaching is to effectively educate students. Virtual tours and the use of technology may increase student involvement in a lesson and may prompt students to retain more information from the lesson. Virtual tours can clearly apply to all subject areas. We applied a tour of Auschwitz to enhance an English lesson on Wiesel's Night. Students in a history class would not be able to visit ancient Rome, but they could take a virtual tour of a museum with Roman artifacts and art. Other students in our class have proven the vast amount of information and subject areas virtual tours can be applied to.