Abstract

Our 4^th grade year has become known as “the field trip year”, with over 10 trips carefully aligned with learning units across the year. This article describes the first trip of the year, which in many ways sets the stage for students’ effective use of field trips as engaging extensions and applications of classroom learning. The Pike’s Peak Summit Trip is a culmination of the Land We Call Home learning unit which begins the school year and focuses on integrating content across geography, geology, Colorado land regions, ecology, and state history. The trip focuses students on observation and data collection using digital tools across 4 life zones and a 2,133 meter (7,000-foot) climb in elevation. A key to field trip success is having students work on a carefully designed field journal before, during, and after the trip. Descriptions of the learning activities and student work samples from field journals provide authentic evidence of the success of the field trip in sparking passionate engagement in learning among students and teachers. Clear connections to the NGSS learning expectations and outcomes are made through narrative and an alignment chart.

摘要

我们的4^个一年级已被称为“实地考察年”，全年有超过10次的考察与学习单位紧密结合。本文介绍了今年的首次出行，它在许多方面为学生有效利用实地考察奠定了基础，从而吸引了课堂学习的扩展和应用。派克峰顶峰会之旅是“我们称之为家园”学习单元的结晶，该单元在学年开始，重点在于整合跨地理，地质，科罗拉多州陆地地区，生态学和州历史的内容。此行将重点放在使用4个生活区和2133米（7,000英尺）高程攀岩的数字工具进行观测和数据收集的学生上。成功进行实地考察的关键是让学生在旅途之前，之中和之后研究精心设计的实地日记。对来自野外期刊的学习活动和学生工作样本的描述提供了实地考察成功激发学生和老师学习热情的真实证据。通过叙述和对齐表可以清楚地与NGSS学习期望和结果建立联系。