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Teaching with Jennifer Findley

Upper Elementary Teaching Blog

Field Trip Activities {Free Field Trip Resources}

I have a love/hate relationship with field trips. Some years they are great, and some I just want to sleep for twelve hours after the field trip and never speak of it again (surely I am not the only one, right?).

Field trips can fun and super educational, though. It is nice to take the students out into the “real world,” to expose them to new experiences, and teach them how to be respectful and show manners in a variety of settings. To be honest, I sometimes find it difficult to use a field trip experience to its full potential before and after the field trip (that pacing guide gets me every year). I recently put together some free field trip activities that can be used before and after a field trip and I wanted to share them with you today.

I always like to do a KWL activity about the topic or location of the field trip. A few years ago, we went to a Civil War Battlefield and completed a KWL before the trip. It was a great way to review what we had learned about the Civil War before the trip. The students also brainstormed specific things they wanted to learn about this specific battlefield location. This really helped with the participation during that part of the field trip.

Going over manners and expectation is so important for any field trip. Usually, I find myself giving a quick reminder speech before we get on the bus. However, I think this printable list of things for the students to remember is more efficient than that. Print it out the day before and go over it as a class. Then review it on the day of the field trip.

I also included a Field Trip Reminders printable because I have a hard time remembering to always tell my students to wear comfortable shoes, bring sunscreen, etc. Having this printable helps keep me organized as well.

This next field trip activity is perfect if you are going to a location with an updated website. Using this field trip research printable, have your students go on the website and do some research. This gets them excited about the field trip but also gives them knowledge to really get the most out of the trip.

After a field trip is over, I like to have my students take some time to reflect in writing about the trip. In this set of free field trip printables, I included a narrative prompt for them to describe their day and then a persuasive prompt for them to write about their opinion of the trip.

I also give my students some guidelines with this prompt, such as you must include 3 facts you learned about the topic, or you must describe 2 learning experiences you had. This keeps them from writing only about the “fun” part of the field trips, such as hanging out with their friends on the bus or eating at a park.

This is another pretty simple printable, but it gets the students reflecting on the trip and what they learned. This type of printable is perfect for homework the day of a field trip or to fill that 30 minutes to an hour you have left in the day if you took an almost all day trip. In fact, all these printable could probably fill up a day before and an after a field trip to really maximize on the learning that happened on the trip.

In addition to the printables shown, there is also a tri-fold printable and some templates for a class ABC book that could be completed after a field trip. Click on the image below to download these resources.

I hope these free field trip activities help you and your students get the most out of your field trips. Do you have any go-to activities you do before or after field trips? Let me know in the comments!

Share the Knowledge!

Reader interactions.

January 13, 2016 at 9:39 am

These are great printable for student field trip preparation! If you ever need field ideas for field trips in Georgia, check out http://www.classtrips.com/region-landing/2717/school-field-trips-in-georgia

January 13, 2016 at 12:25 pm

This is a great list, Dana! Thanks for sharing!

January 13, 2016 at 11:37 am

Awesome! This is one of those “why didn’t I think of that” moments. 🙂 Love it! Thanks for sharing!

January 13, 2016 at 2:26 pm

You are very welcome! I have those moments all the time!

January 16, 2016 at 8:42 am

This is perfect!! Thank you so much!

January 17, 2016 at 12:48 pm

You’re welcome! Thanks for stopping by!

February 1, 2017 at 11:25 pm

Hey there, Jennifer I loved this post on field trips. I usually get so caught up with planning the other logistics, I often forget or forfeit these helpful worksheets. And I have to say, I love your site, it’s very similar to mine since we both went with the Modern Blogger Pro design. How did you get yours so pretty?! It’s very nice. 🙂

September 11, 2020 at 7:11 am

Could you add some more detail? This is a very eloquent post nonetheless, so namaste!

https://besvelte.ru/user/JudsonRuggles94/

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I’m Jennifer Findley: a teacher, mother, and avid reader. I believe that with the right resources, mindset, and strategies, all students can achieve at high levels and learn to love learning. My goal is to provide resources and strategies to inspire you and help make this belief a reality for your students.

Over 6,200 homeschool resources and growing!

Free Field Trip Worksheet Templates & Logs

Published: January 8, 2015

Contributor: Sarah Shelton

Disclosure: This post may contain affiliate links, meaning if you decide to make a purchase via my links, I may earn a commission at no additional cost to you. See my disclosure for more info.

Did you know that you can count your field trips as school hours or a even a full school day? I like to keep track of all of our trips with a homeschool field trip log and keep them in each student’s portfolio.

We like to track all of our field trips and add them to our end of the year portfolio. Not only does it document what we have learned it is fun to look back on and see the places we have gone. Then it becomes a scrapbook of sort.

I like to include any pamphlets, maps or educational handouts that we received at our field trips. This really helps add to the learning experience of the field trip.

Field trips enhance learning.

Field trips are amazing learning experiences. I enjoy finding field trips that accompany whatever we are studying in our homeschool. I make a point to make sure I plan a few learning field trips throughout the year that go with what we are learning.

It helps to make learning come alive for my kids. My older kids have fond memories of visiting historical sites, museums, zoos, even our local fire station. They learn so much when they can be immersed into a specific place or location.

Their senses are enhanced and they seem to soak up all of the information and retain it. I love watching their brains click when they can see something right before their eyes that we read in a book

Printable Homeschool Field Trip Logs:

If you are wanting to start tracking your field trips you must check out this list of field trip logs.

Printable Field Trip Log – There are two versions of this log. One that you can print out and write on, or an editable version where you can write directly on the computer. 

Field Trip Log – This field trip log has spaces for 11 field trips. You can record them by subject and by how many hours you spent on that field trip for that subject. 

Homeschool Field Trip Log – Simple log great for early elementary aged kids to record their thoughts about the field trip they just took.

Scrapbook Style Log – This log looks like a personal scrap book page and will look darling in a portfolio.

Student Field Trip Form – There are even spots for kids to draw pictures of what they saw and like best about the trip.

Printable Field Trip Journal – Your kids will get a chance to share what they did and did not like and even sketch a few things about their experiences.

Free Printable Field Trip Journal

Our subscribers have access to a field trip journal pack that is full of worksheets that you can use to record your homeschool field trips. You can download it as well as dozens of other homeschool freebies in our subscriber library . 

Field Trip Notebooking Pages:

Since I like to make sure most of our field trips are educational, notebooking pages are always a great idea. Do you take a whole day off from school to take a field trip? If so, then you can pull these notebooking pages out at the end of the day.

Your children will enjoy reflecting on what they have learned and recording it for “school”. 

Field Trip Reflection Notebook – This free notebook has portrait and landscaping field trip pages for your child to record in.

Zoo Fieldtrip Worksheets   A zoo is a popular field trip location. These individual worksheets and notebooking pages are for toddlers up through sixth grade.

Create your own Field Trip Notebook – Have your kids learn how to create and keep their very own notebooking journal just for all the fun field trips they will take.

Field Trip and Travel Journal – These notebooking pages create a wonderful keepsake to record what your children have learned and where they went, the places they traveled and what they saw along the way.

Virtual Field Trips:

Have you ever used the computer to go on a virtual field trip? With most of the world shutting down for a year, many families took advantage of virtual field trip opportunities. You won’t want to miss all these fun ideas!

List of amazing virtual field trips – This is a great list that also comes with printable virtual field trip logs and a map to mark where you have visited online.

10 Virtual Field Trips for Elementary Aged Children – Another great list of virtual field trips to take from the comfort of your own home. 

How to Make the Most of Virtual Field Trips – Be encouraged to take virtual field trips and find out how to turn them into amazing learning experiences in this article.

32 Virtual Field Trips for American History – Are you diving into American History this year? Use this list of field trips to add to your history learning experiences.

Sarah Shelton

Sarah is a wife, daughter of the King and Mama to 4 children (two homeschool graduates) She is a an eclectic, Charlotte Mason style homeschooler that has been homeschooling for over 20 years.. She is still trying to find the balance between work and keeping a home and gardens. She can only do it by the Grace of God, coffee and green juice

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My reflection on the field trip: a mutual learning experience 

Insidewestminsterblog - january 6, 2023 january 7, 2023.

My name is Trinh. I am a third-year student at Hanoi University in Vietnam. It was a great honour for me to have an opportunity to support the students from the University of Westminster when they conducted their field trip in Vietnam. However, before their arrival, I was anxious about how I would help the students as I didn’t know them; this was the first time I had worked with international students. Therefore, I wanted to support them with various aspects of the field trip, especially language, food, culture, education and above all, their shopping.

As English is not my first language and I have never been to the United Kingdom (UK), I believed it would not be easy to develop a meaningful relationship. However, the University of Westminster students were friendly, generous, and sometimes funny, which helped me develop a relationship quickly. It was so good that I wanted to spend much more time with them. They treated me like their own friends. They talked to me a lot to help me feel less shy and more confident.

This trip has brought me many advantages, and I have learnt a lot from my international friends, from their culture, education, and the country they live.

I was impressed by their willingness to learn about Vietnam. For example, they always asked questions about Vietnamese society, politics, and education. In addition, I learnt about their method of conducting themselves in the classroom. For instance, they were shy or anxious to express themselves and ask questions of the teachers.

As I was with the Westminster students all the time during the trip (I stayed in the same accommodation as them), this helped me better understand them as people, as well as the subject they study. A further benefit is that I have improved my speaking of the English language.

This experience will help me with my career development, and I view it as an opportunity that has improved my job prospects after completing my degree.

I will happily jump at any opportunity to pass on the same responsibility. I will use the experience, knowledge, and skills I learned on this field trip to manage the next one.

The trip helped improve my confidence to exchange my own ideas and communicate with others by being less anxious. The trip was an exchange of learning between myself and the students from Westminster.

Finally, the trip will be one of the most memorable parts of my education as I learnt and enjoyed it so much and made many friends. I am fortunate and proud to be part of this trip. I look forward to supporting the international students with the next trip when the opportunity arises.

Trinh Hà Thị Kiều, Hanoi University, Vietnam

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Using Inquiry to Create Inspiring Field Trips

When students approach a field trip with the goal of answering their own questions, they get to be in charge of what they learn.

Field trips’ academic and social benefits are well-researched, but these events require thoughtful planning to maximize potential learning in a new and unfamiliar environment. Inquiry-based engagement offers educators a simple, versatile approach to place-based learning that they can adapt to fit any age group or content area. Educators know that lengthy and frequent interactions with physical and social features of an environment can stimulate more productive discussions about its content, leading to meaningful learning and deep connections to that location.

Inquiry techniques like those described below encourage students to pay close attention to their surroundings as they employ scientific thinking to decipher what their observations tell them about their new learning environment and its significance.

Ask Questions and Make Observations

Inquiry begins when students engage with their learning environment. Young learners can become overwhelmed when visiting new places; as the facilitator, you can provide academic, social, and cultural context to help them understand what aspects of the field trip destination they should focus on. Before your excursion, ignite the class’s curiosity by taking a first look at the location’s website or online resources together. 

Students in fourth through eighth grades and high school may be able to conduct brief independent research about the location to share with their peers. Model inquiry for your students by asking open-ended questions: “What service does this place provide to the community? What community events are coming up? What public figures are associated with this location?”

As the facilitator of inquiry, you’ll decide the purpose of your field trip: to make observations that inspire further questions or to collect data related to existing investigations. These goals will require a detailed record of what the participants saw and experienced during the field trip. Students might keep a simple journal to write, draw, or diagram different things they observe; encourage them to express their thoughts creatively through various media. Another option for recordkeeping could be to incorporate technology and adult engagement. You could ask chaperones to take pictures and videos at the students’ direction as their groups explore. 

Allow students time to linger on things that spark their curiosity without the pressure of an itinerary or final grade. It’s tempting to push groups to see everything they can before leaving the location, but remember: Long and frequent interactions with different exhibits or features are more likely to inspire productive discussions later on. Thirty seconds may seem like a low bar for engagement, but any element that can hold a child’s attention for that long has the potential to spark new ideas later on.

Uncover Comparative Questions and Explore Predictions

Questioning is at the heart of inquiry-based learning, but the ultimate objective is identifying questions that lead to critical and complex thinking. This investigation step can occur before departing your field trip location, when you return to the classroom, or even the next day—just don’t miss your chance to capture your students’ enthusiasm and curiosity about the trip.

Encourage students to share their observations and experiences and to look closer at the details they recorded: physical characteristics, spatial arrangements, and sensory qualities. In this step, a KWL (Know, Wonder, Learn) chart can be a helpful tool as students track their connections between the field trip and other personal experiences. Work together to find similarities and differences in the class’s observations.

After reexamining the experience, it’s time for your students to generate some questions that they can investigate further. These investigations may relate to the location, the community it serves, or a topic based on their observations. The key is to let the students generate the questions—this engages them in making meaningful connections to something they deem impactful.

As your learners brainstorm, work with them to rephrase closed-ended questions into new, more complex queries. Ask them to consider the following as they work: “How can this question add to our understanding of the world and how it operates?” and “Who might find this question especially interesting?” Uncovering questions that lead to a critical examination of preconceptions and thinking patterns is a skill that takes time and practice to develop. 

When you determine the purpose of your field trip, you also set expectations for how your students can independently and collaboratively work on their research. Take time for the group to plan and test the action steps of their research in small groups or as a whole class. Your investigators need space to process their successes and struggles as they try new investigative methods.

Reflect on Findings and Share Discoveries

For lasting and impactful learning, inquiry about place-based experiences should extend past the initial excitement of getting out of school to travel somewhere. Reflection is vital to inquiry because it allows the learner to identify effective strategies for future learning. Whether the final reflection product is an informal presentation, a written report, an interpretive art piece, or a public exhibition, it’s important for students to share what they’ve learned with others.

Consider what venues and approaches will allow your learners to reach the widest audience of peers, parents, guardians, and community members outside the classroom. Encourage students to share their experiences through quantitative and qualitative methods, and help them identify the parts of their investigations that are the most important or meaningful.

You don’t need to use every aspect of inquiry-based learning to nurture your students’ attachment to field trip destinations. Incorporating any of these strategies can help connect them to new places through combined experiential learning and collaborative interpretation of shared experiences. Inquiry-based learning empowers students to become creators of knowledge by using their experiences to inspire their explorations of the world around them.

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Experiential learning & field trips at yale.

Experiential learning is a holistic learning model based on an integrative process where students first obtain knowledge, then perform an activity (generally with some “real-world” application), and finally reflect on the experience (Kolb 1984), often iteratively. Whereas study abroad programming has reduced its scope across American universities in recent years,  studies show that greater depth, breadth, and progressive iteration prove especially fruitful for student learning and skills growth (Coker, et. al, 2017).

“Experiential” can refer to any learning where instructors guide students to apply conceptual knowledge in actual problems or situations. Classic scenarios include activities and experiences held outside of class and/or off campus: service learning in order to better understand the course content or the methods of the discipline; fieldwork conducting research or practice at an off-campus site in direct contact with the entities or phenomena being studied; community-based research in cooperation with local nonprofits to conduct studies to meet the needs of a particular community; and clinical learning. But, it also includes more conventional active learning techniques used in the classroom, such as problem solving, simulations, case studies, peer-to-peer teaching, and material study. Coker, et. al. (2017) also include internships and leadership, given their real world pressures and cycle of experience, reflection, and action.

Field Trips

When constructed to include reflection, conceptualization, and activity, field trips can provide incredibly formative and impactful educational experiences for students. Yale professors typically plan field trips in three main forms:

• on-campus class outings, e.g. a visit to Yale University Art Gallery , Center for British Art , Beinecke Rare Book and Manuscript Library, Peabody Museum of Natural History , the Babylonian Collection , or a walk around New Haven
• optional off-campus activities, e.g. trip to New York City or Boston (both about 2-hour drives)
• required off-campus outings (including semi-optional but formally class-organized trips, such as Spring Break trips abroad led by the instructor)

The third category is strictly regulated by Yale College’s guidelines governing field trips: the Yale College Dean’s office defines an “academic field trip” as a “course-related activity that serves educational purposes and occurs outside of the classroom at a location other than on the campus at which the course is regularly taught.” In addition, if a course is regularly taught outside of a classroom or at locations away from campus (as in the case of fieldwork courses), these same recommended guidelines apply. Instructors planning academic field trips along the terms of the third category should contact Dean George Levesque, 203-432-2920.

Experiential learning in the form of field trips is not only pedagogically promising—it is also very popular among students. There is a general Yale student consensus that funded field trips make classes more attractive, and Yale administrators suggest considering October and Spring Break for class field trips. Numerous classes have boosted their enrollment numbers by optioning an international field trip, while others boost student motivation by reserving trip applications to students with an A average.

Other experiential learning opportunities include:

• A STEM undergraduate student conducts laboratory research for course credit.
• A geology class takes a field trip to Costa Rica to study volcanic processes.
• A foreign language class includes a home-stay component and required participation in other cultural activities.
• A political science class includes a research assignment requiring students to interview the city’s local aldermen.
• A refugee law class visits a refugee legal aid clinic, and students design projects to help meet the needs of the non-profit organization.

For more examples of field trips and other experiential learning activities, instructors can peruse Harvard’s “ Activity Database ,” a compendium of activity-based learning activities recently conducted in undergraduate courses.

Recommendations

• Follow Policy - Instructors should review Yale College’s Academic Field Trip Policies .
• Register - Instructors should review Yale’s International Toolkit and register your trip even if domestic (so that Yale can provide aid in the event of an emergency in a particular city).
• Scale Up - First time field-trip instructors might start with simple outings which fall under the first two categories discussed above. Instructors may also ask their departments for examples of successful field trips led by colleagues.
• Scale Down - Instructors should make any costs associated with these outings clear at the start of the course, verbally and in writing in the syllabus. They may also work to minimize costs to students, and avoid revising or changing costs, unless to reduce, wherever possible.
• Ask for Funding - Because funding for field trips is hard to come by (there is no central Yale funding for field trips), departments are the best sources of funding. Additionally, the CTL’s Faculty Teaching Initiatives offers $500 Instructional Enhancement Funds on a first come -first serve, competitive application basis. Funding for the program is replenished annually, at the beginning of the fall term.
• Consider Transport - Public transportation is encouraged, and transportation must meet Yale’s field trip transportation guidelines . For private transportation outside of Yale, Yale Transportation often recommends Dattco for instructors wishing to book vans, shuttles, and coach buses.
• Accessibility Awareness - Instructors considering travel or experiences including bodily interaction should be aware of student accessibility concerns, and provide dynamic policies to support students with travel restrictions and mobility disability.

Coker, J., Heiser, E., Taylor, L., & Book, C. (2017). Impacts of Experiential Learning Depth and Breadth on Student Outcomes. Journal of Experiential Education 40.1: 5-23.

Kolb, D. A. (1984).  Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.

Moore, D. T. (2010). Forms and issues in experiential learning. In D. M. Qualters (Ed.) New Directions for Teaching and Learning (pp. 3-13). New York City, NY: Wiley.

Wurdinger, D. D., & Carlson, J. A. (2010).  Teaching for experiential learning:  Five approaches that work.  Lanham, MD: Rowman & Littlefield Education.

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Study trips and experiential learning: from preparation to post-trip reflection

Rebecca Wang outlines the key steps to take before, during and after a successful international field trip

Rebecca Wang

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At the heart of our master’s course in international business and management are what we term the “six Cs”. We support our students in developing:

• cross-cultural competence
• collaboration
• communication
• critical thinking
• compassion.

To foster the six Cs, we place emphasis on integrating students from diverse cultural and educational backgrounds and encourage them to develop these competencies through experiential learning. To achieve this, we organise international and domestic study trips. A key feature of these trips is linking a genuine business challenge with a specific module’s authentic assessment. The tasks require students to work within multicultural teams and apply their knowledge to real-world challenges.

I will use a field trip to Tashkent, in Uzbekistan, to illustrate how best to prepare and engage students with authentic business assignments overseas. The task was to answer the question: “What would be the predicted proportion of online and offline shopping, specifically in the grocery sector, in retailing businesses in Uzbekistan in five years, 10 years etc, based on the experience of developed countries such as the UK, the US and Japan?”

This is what we learned:

Promote the aims of the trip early

To support students in understanding the learning outcomes and objectives of the study trip, start your promotion as early as possible – ideally when students enrol on the course. Provide a briefing focusing on the aims and desired learning outcomes of the field trip, as well as outlining the nature of the business challenge they will be handling. It is worth familiarising students with travel procedures for the intended destination, so they know what to expect.

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Establish industry partners

Establish partnerships with local businesses or organisations that are willing to jointly set up authentic business challenges that students can work on in a professional consulting manner to enhance their learning. A partner university in situ is likely to have an extensive network of local business contacts.

With the support of our partner university, Westminster International University in Tashkent (WIUT), we were connected with an industry partner in a relevant sector.

The three main criteria for choosing a business partner were:

• The authentic business challenge should have impact on the local economic development.
• It should be a win-win situation for students and the partner organisation.
• The study trip should play a crucial role in enhancing transnational education and cooperation.

How to prepare for a study trip

• Team building: Guide students to self-select teams that are balanced in terms of numbers and nationalities. To support students in developing teamwork skills, assign pre-study trip activities. For example, we asked our student teams to find reports, journal articles and news about Uzbekistan’s economic and business environment in the relevant sectors, and to research the client company.
• Knowledge-input workshop: Organise a workshop or training sessions to help students develop the knowledge and skills they will need during the field trip. For our students, these skills included designing surveys, interviewing, analysing data and presenting. Ensure that any fieldwork or real-world challenge is related to the contents of your core module.
• Consultancy and research skills workshop: Invite industry professionals to deliver intensive skills workshops that equip students with relevant professional skills. In our case, an international business consultant was invited to train students in workplace skills, such as consultancy principles, consultancy style, professional behaviour and communication, and key tools for planning and executing a consultancy assignment.

If you partner with a local institution ahead of a study trip, involve their staff and students in working with your students on the project, as we did with WIUT. Each team should be given significant free rein in how they direct their projects, such as choosing methods for collecting data. But make sure their lecturers or tutors are on hand to check their progress and provide guidance when needed.

It’s important to keep the focus and pace throughout the trip. Students’ progress was moderated and checked through daily briefings and summary meetings. Our students had two days for data collection, analysis and presentation preparation. On the fourth day, students presented their findings to a panel that included the CEO of the client company, WIUT lecturers and students.

Post-study-trip phase

Ask each team to produce a reflective diary, in which they consider and feed back on the study trip process, what went well, what they achieved and learned and how they could do it better next time. Students’ feedback and our own reflections on everything from preparation workshops to post-trip reflection helped refine the second study trip.

Four key pieces of advice for organising a successful study trip

Get management and administrative support.

From planning, organising and coordinating to implementing the trip, seek support from other teams within the university, drawing on your institution’s expertise and resources. Find others to help with travel itineraries, transport and accommodation so you have the time to teach, liaise with partner companies and plan workshops and learning activities.

Engage and support students with targeted workshops

Workshops helped equip students with knowledge of the specific subject area, as well as hard and soft skills. Ask students to consider how to resolve practical difficulties they may come across in an unfamiliar country, such as language barriers and cultural differences. Lecturers met regularly with each team to monitor students’ progress throughout the project. This helped identify teams or students in need of support or a nudge.

Collaborate with a partner institution

The course team benefited from our partner institution when organising study trips to Tashkent. Through its contacts, we sourced the companies that participated. Our partner institution helped us find local students who volunteered to be interviewed, and who acted as interpreters when our students interviewed local people.

Build in a self-reflection activity

After the trip, as a round-up exercise, we asked students to apply Gibbs’ reflective cycle to think about what they had learned, and how to further their competencies and learn from intercultural dialogues, both in and out of the classroom. The study trip provided meaningful opportunities for students to develop their six Cs.

By arranging the field trip in the first semester of the course, we helped students build strong foundations in these six key competencies, as well as aiding strong course bonding. The success of the study trip reflects the collective efforts of a wide range of faculty at the University of Westminster and WIUT and the commitment and enthusiasm of a diverse group of students.

Rebecca Wang is principal lecturer in international business and management at Westminster Business School .

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Wednesday, june 12, 2013, field trip learning.

• Hand on Experiences.
• Cooperative learning.
• Explore    new    environment.
• Building background knowledge.
• Anticipation.
• Facing the real world.
• Identify objectives and plan of evaluation for the field learning.
• Select site to be visited and arrange date and time.
• Conduct pre-visit to familiarize yourself with the major features of the field: to find out is it educational, contact person and mobile numbers.
• Apply for administrative approval and file requisition for transportation.
• Decide how to assign their learning during the trip and develop schedule list for the day
• Arrange special equipments like cameras and collect money for admission fees if the site demands.
• Inform parents about the trips and take sign concern from the parents.
• Create a list of student names, phone number and name for emergency contact and fist Aid box.
• Discuss the purpose of the field trip.
• Show photographs or posters of the site.
•  Set a standard conduct and discuss money usage, lunch plans, dress code and other necessary things.
•  Discuss what observations to be done and how to gather information.
• Overview the field trip schedule.
• Check all the permission slips the day before the trip.
• Tell them do’s and don's of the trip.
• Count the number of students.
• Check equipments
• Tell them help each other if they need.
• Let students to work in pairs or in a small group.
• Let children always be in groups.
• Tell them to co-operate well in the public.
• Good behavior on transport.
• Don’t let them wonder.
• Walking, no running
• Don’t let them misbehave.
• What was the unique educational value in this trip?
• Did students meet the objectives?
•   Was there adequate time?
• Was there adequate staff and adult supervision?
• What might be done differently to be better?
•  What points to be emphasized next time?
•   What problems should be addressed in the future?
• To select the site
• Teacher act as facilitators
• To give necessary information before, during and after trip.
• Activate participation
• Have to be a good listener
• Should be cooperative
• Behave properly

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field trip reflection museum

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Reflection Children's Musical Theater

• Frunzenskaya • 7 min walk

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Reflection Children's Musical Theater - All You Need to Know BEFORE You Go (2024)

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