Conducting the Field Trip

Conducting the Trip

On the day of the trip:
  • Pass out name tags
  • Divide class into small groups and assign chaperones to groups
  • Assign each student a partner
  • Place a class list and student emergency forms in a folder
  • Secure a cell phone if possible
  • Take along an emergency kit
  • Take inventory of food, specific equipment, and other supplies pertinent to the particular field trip

Activities during the Field Trip

Plan activities that allow students to work alone, in pairs or small groups. Activities might include:
  • Adventure game “Journey to the World of…”
  • Mystery with clues provided
  • Sketch pages with partial drawings of objects found in the exhibits for students to complete the drawings based on their observations
  • Peepholes in construction paper – cut different sized round holes in construction paper and have students view a part of the exhibition through the peepholes. Ask them to describe what they see, what they notice now that they missed before, and how their perspective changes with each new view
  • Field notebooks for recording answers to prepared questions based on clues
  • Hand drawn postcards to write near the end of the tour that will summarize the field trip visit

Provide time for students to observe, ask questions, and record key words, ideas and phrases as journal entries in their FOSSIL FIELD BOOK after viewing each exhibit Ask follow-up questions as students make observations and listen to presentations.
  • How are these two objects different from one another?
  • What clues does this artifact provide about…
  • In what ways do these two objects relate to one another?
  • If you could change one thing in this exhibit, what would it be?
  • Pretend you are an archaeologist in the future who is observing this object. What would you be able to conclude about the culture of the past?
  • Expand the title or name of this object into a detailed caption (sentence or paragraph) in your FOSSIL FIELD BOOK.
  • Describe the setting in which you might have found this object.
  • Which object will be of greatest value in a hundred years? Why?
  • List the objects in the exhibit order of the story they tell or usefulness.
  • Which object took the most time and effort to produce?
  • Pretend you are a character in this exhibit. Tell us as much as you can about your life.
  • What does this object tell us about the person’s attitude toward…?

Schedule a particular segment of the Fossil field trip for a scavenger hunt where students look for particular objects and record them in their FOSSIL FIELD BOOK or on an observation sheet.

Provide time for students to work in their FOSSIL FIELD BOOK writing questions, describing favorite displays or making sketches of artifacts, structures, scenery, etc. If they cannot complete their sketches, encourage them to label them for future completion as to color, detail, etc.

Provide time for students to use (tape recorder, camcorder, digital camera) for recording important resources viewed/heard.

*** Polling Activity: “Blue Ribbon – Your Choice”

After careful observation of an exhibit, ask students to discuss an exhibit and vote on an artifact, artwork that they consider to be the most valuable part of the exhibit they viewed. Then ask students to record one sentence in their FOSSIL FIELD BOOK describing why they felt the object was of key importance.