objectives of field trip

Objectives of Field Trips

Ralph heibutzki, 27 jun 2018.

What student doesn't look forward to the opportunity to leave the confines of a stuffy classroom and step out into the wide wide world during school hours? For decades, American students have taken field trips to museums, historical sites and other culturally enriching institutions as a way to supplement the lessons they learn in the traditional, yet limited, school setting. Higher ups, such as superintendents, can be tempted in tight budgetary situations to eliminate such trips or opt for virtual outings that occur entirely on the computer. However, proponents see many good reasons for continuing field trips, such as the chance to reinforce what students learn in the classroom while offering them an active learning experience that exposes them to new ideas.

Explore this article

• Deepen Social and Historical Knowledge
• Develop Critical Thinking Skills
• Highlight Career Opportunities
• Promote Interest in Art and Culture
• Other Considerations

1 Deepen Social and Historical Knowledge

Field trips expose students to different lifestyles, places and eras. By touring an institution like the National World War I Museum, whose collection includes 75,000 artifacts from all the warring nations, students are able to broaden their understanding of the conflict. Looking first-hand at such meaningful exhibits allows teachers to expand on topics that are difficult to cover during a normal class period. Students also hear other perspectives besides the official U.S. viewpoint. A similar historic attraction is likely within driving distance of your district.

2 Develop Critical Thinking Skills

Evidence suggests that field trips stimulate students' reasoning skills. In a recent study, a team of University of Arkansas researchers asked third-twelfth grade students to write an essay on Bo Bartlett's painting "The Box," located at the Crystal Bridges Museum of American Art in Northwest Arkansas. Overall, the researchers found that students assigned by a lottery to tour the museum showed a 9 percent improvement in critical thinking skills, including the ability to describe and comment on the painting.

3 Highlight Career Opportunities

Students connect meaningfully with the working world through field trips. For example, one popular outing among older students involves arranging a session with professional chefs to explore the gastronomy world. Teachers then choose specific aspects of the field to discuss, such as food labels. Introducing these concepts to students helps them visualize potential career choices.

4 Promote Interest in Art and Culture

The opportunity for students to have culturally rich learning experiences on school trips can serve as the beginning of their interests in art and similar subjects. According to the University of Arkansas survey, students who tour institutions like Crystal Bridges are more likely to develop an interest in cultural affairs than peers who don't. Of the 10,912 students surveyed, 70 percent who toured the museum right away were more likely to recommend that their friends do likewise, versus 66 percent who had to wait for a different tour date. The researchers also found that students who toured the museum were 18 percent more likely to return versus classmates who didn't get a tour right away, but received a coupon to redeem within six months for a future visit.

5 Other Considerations

The field trip experience provides measurable benefits beyond a school's curriculum, as well. For example, touring a National Park Service site underscores its cultural and environmental value in the community, according to an analysis on the agency's website. Visiting an NPS site instills positive ethical values, like the need to preserve the park, while children are still forming opinions. Children also develop social skills by learning with peers in a relaxed setting, which improves their comprehension and retention of the material.

• 1 Education Next: The Educational Value of Field Trips
• 2 National World War I Museum at Liberty Memorial: Collections: A World-Class Collection in the Heart of America
• 3 National World War I Museum at Liberty Memorial: Plan a Field Trip: Teaching Beyond the Textbook
• 4 U.S. National Park Service: Benefits of On Site Educational Field Trips

About the Author

Ralph Heibutzki's articles have appeared in the "All Music Guide," "Goldmine," "Guitar Player" and "Vintage Guitar." He is also the author of "Unfinished Business: The Life & Times Of Danny Gatton," and holds a journalism degree from Michigan State University.

Related Articles

How to Apply Diversity Skills in & Out of the Workplace

Reasons to Join the National Honor Society

Fun Field Trip Ideas for 3rd & 4th Graders

Strategies for Teaching Gifted & Talented Students

Places to Meet Women in Bellingham, Washington

Art Appreciation in Elementary Schools

Fun Avid Projects for Middle Schools

How Does a Longer School Day Help Students?

How to Teach Constellations to Preschool Kids

The Top Technology Must-Haves for Classrooms

The Effects of Culture & Diversity on America

Good Qualitative Research Topics in Education

Dayton, Ohio Singles Social Clubs

Date Ideas in Claremont, CA

Top Canadian Universities for Psychology

The Top Activities for Senior Citizens in Chicago

How to Overcome Ethnocentrism

Places to Take Your Girlfriend for Fun in Columbia,...

The Best Private Schools on Long Island

Advantages & Disadvantages of the Internet in Education

Regardless of how old we are, we never stop learning. Classroom is the educational resource for people of all ages. Whether you’re studying times tables or applying to college, Classroom has the answers.

• Accessibility
• Terms of Use
• Privacy Policy
• Copyright Policy
• Manage Preferences

© 2020 Leaf Group Ltd. / Leaf Group Media, All Rights Reserved. Based on the Word Net lexical database for the English Language. See disclaimer .

• Our Mission

Yes, Field Trips Are Worth the Effort

Culturally enriching trips can boost grades and decrease absences and behavioral infractions, new research reveals. 

As a teacher, Elena Aguilar often looked for opportunities to get her students out of the classroom and into different neighborhoods or natural environments. “We did the usual museum trips and science center stuff, but I loved the trips which pushed them into unfamiliar territory,” writes Aguilar , an instructional coach and author. Nudging kids out of their comfort zones, she says, “taught them about others as well as themselves. It helped them see the expansiveness of our world and perhaps inspired them to think about what might be available to them out there.”

Aguilar’s thinking made an impact: 15 years after traveling with her third-grade class to Yosemite National Park, a student contacted Aguilar on Facebook to thank her for the life-changing excursion. “You changed our lives with that trip,” the student wrote. “It's what made me want to be a teacher, to be able to give that same gift to other kids.”

As schools grapple with pandemic-related concerns about balancing in-seat instructional time with non-essentials like trips, new research published in The Journal of Human Resources argues that field trips, and the vital educational experiences that they provide—whether it’s a visit to a local museum or a big commitment like Aguilar’s national park trip—deliver a host of positive social and academic outcomes and are worth the effort.

“The pandemic should not keep schools from providing these essential cultural experiences forever,” asserts Jay P. Greene , one of the study’s co-authors and a senior research fellow at the Heritage Foundation, in an opinion piece for the Daily News . “If schools make culturally-enriching field trips an integral part of the education experience, all students—especially those whose parents have a harder time accessing these experiences on their own—would benefit.”

In the study, researchers assigned more than 1,000 fourth- and fifth-grade students in Atlanta to two groups. One group participated in three to six “culturally-enriching” field trips—visits to an art museum, a live theater performance, and a symphony concert—while students in the control group stayed put in class. The outcome? Kids in the field trip group “scored higher on end-of-grade exams, received higher course grades, were absent less often, and had fewer behavioral infractions,” compared to students in the control group, according to a ScienceDaily brief . Benefits lasted two to three years, Greene writes, and were “most visible when students were in middle school.”

“We are able to demonstrate that a relatively simple intervention—and we consider it pretty low-touch; three field trips in a year, maybe six field trips in two years—can actually have some substantial impacts,” says lead study author Heidi Holmes Erickson in an interview with The 74 . “They’re not just limited to social benefits. It shows that smaller interventions can actually have some significant effects on academics as well.”

Field trips aren’t a threat to in-class instruction, Erickson notes, they’re a tool to help bolster engagement and expand students’ horizons. “It's possible to expose students to a broader world and have a culturally enriching curriculum without sacrificing academic outcomes, and it may actually improve academic outcomes,” Erickson says. Far from harming test scores, the researchers found that culturally rich excursions reinforce academics and “students who participated in these field trips were doing better in class.”

Meanwhile, class trips don't need to be elaborate productions to make an impact: small excursions outside the classroom—"low-touch," as the researchers call them—can pack a punch. Here’s how three educators recommend dialing it back with low-stakes options that are both engaging and stimulating for students, but might not require days to prepare and plan:

Make Them Bite-Sized : Instead of allocating an entire day to a field trip, educational consultant Laurel Schwartz takes her classes on micro field trips , or “short outings that can be completed in a single class period.” These real-world encounters, she says, are especially beneficial for English learners and world language students. A micro field trip to a nearby park or around school grounds, for example, can be a great opportunity to “enhance a unit on nature and wildlife while reinforcing vocabulary for senses, colors, and the concepts of quantity and size,” Schwartz writes. “Afterwards, students might write descriptive stories set in the place you visited using vocabulary collected and defined together by the class.”

Try Teacher-Less Trips : To encourage exploration and learning outside of the classroom, former social studies teacher Arch Grieve removes himself from the equation with teacher-less field trips rooted in students’ local communities. Grieve only suggests options that are directly tied to a unit being discussed in class—like attending a talk at a local university or visiting a museum or cultural festival—and offers extra credit to incentivize students. “These trips allow for a greater appreciation of my subject matter than is possible in the school setting, and perhaps best of all, there's little to no planning involved.”

Explore Virtual Options : It may not be as fun as visiting in person, but the Internet makes it possible to visit museums like The National Gallery of London and The Vatican Museums without leaving the school building. Middle school English teacher Laura Bradley likes to search the Museums for Digital Learning website by topic, keyword, and grade level, to find lessons and activities that meet her unique curricular needs. The site grants access to digitized museum collections, 3D models, audio files, documents, images, and videos. 

• The Journal
• Vol. 14, No. 1

The Educational Value of Field Trips

Jay P. Greene

Brian Kisida

Daniel H. Bowen

Jay P. Greene joined EdNext Editor-in-chief Marty West to discuss the benefits of field trips, including how seeing live theater is a more enriching experience to students, on the EdNext podcast .

Crystal Bridges; Crystal Bridges Museum of American Art; School Tour © 2013 Stephen Ironside/Ironside Photography Bo Bartlett – “The Box” –  2002 • Oil on Linen • 82 x 100 – Photographer is Karen Mauch

The school field trip has a long history in American public education. For decades, students have piled into yellow buses to visit a variety of cultural institutions, including art, natural history, and science museums, as well as theaters, zoos, and historical sites. Schools gladly endured the expense and disruption of providing field trips because they saw these experiences as central to their educational mission: schools exist not only to provide economically useful skills in numeracy and literacy, but also to produce civilized young men and women who would appreciate the arts and culture. More-advantaged families may take their children to these cultural institutions outside of school hours, but less-advantaged students are less likely to have these experiences if schools do not provide them. With field trips, public schools viewed themselves as the great equalizer in terms of access to our cultural heritage.

Today, culturally enriching field trips are in decline. Museums across the country report a steep drop in school tours. For example, the Field Museum in Chicago at one time welcomed more than 300,000 students every year. Recently the number is below 200,000. Between 2002 and 2007, Cincinnati arts organizations saw a 30 percent decrease in student attendance. A survey by the American Association of School Administrators found that more than half of schools eliminated planned field trips in 2010–11.

The decision to reduce culturally enriching field trips reflects a variety of factors. Financial pressures force schools to make difficult decisions about how to allocate scarce resources, and field trips are increasingly seen as an unnecessary frill. Greater focus on raising student performance on math and reading standardized tests may also lead schools to cut field trips. Some schools believe that student time would be better spent in the classroom preparing for the exams. When schools do organize field trips, they are increasingly choosing to take students on trips to reward them for working hard to improve their test scores rather than to provide cultural enrichment. Schools take students to amusement parks, sporting events, and movie theaters instead of to museums and historical sites. This shift from “enrichment” to “reward” field trips is reflected in a generational change among teachers about the purposes of these outings. In a 2012‒13 survey we conducted of nearly 500 Arkansas teachers, those who had been teaching for at least 15 years were significantly more likely to believe that the primary purpose of a field trip is to provide a learning opportunity, while more junior teachers were more likely to see the primary purpose as “enjoyment.”

If schools are de-emphasizing culturally enriching field trips, has anything been lost as a result? Surprisingly, we have relatively little rigorous evidence about how field trips affect students. The research presented here is the first large-scale randomized-control trial designed to measure what students learn from school tours of an art museum.

We find that students learn quite a lot. In particular, enriching field trips contribute to the development of students into civilized young men and women who possess more knowledge about art, have stronger critical-thinking skills, exhibit increased historical empathy, display higher levels of tolerance, and have a greater taste for consuming art and culture.

Design of the Study and School Tours

The 2011 opening of the Crystal Bridges Museum of American Art in Northwest Arkansas created the opportunity for this study. Crystal Bridges is the first major art museum to be built in the United States in the last four decades, with more than 50,000 square feet of gallery space and an endowment in excess of $800 million. Portions of the museum’s endowment are devoted to covering all of the expenses associated with school tours. Crystal Bridges reimburses schools for the cost of buses, provides free admission and lunch, and even pays for the cost of substitute teachers to cover for teachers who accompany students on the tour.

Because the tour is completely free to schools, and because Crystal Bridges was built in an area that never previously had an art museum, there was high demand for school tours. Not all school groups could be accommodated right away. So our research team worked with the staff at Crystal Bridges to assign spots for school tours by lottery. During the first two semesters of the school tour program, the museum received 525 applications from school groups representing 38,347 students in kindergarten through grade 12. We created matched pairs among the applicant groups based on similarity in grade level and other demographic factors. An ideal and common matched pair would be adjacent grades in the same school. We then randomly ordered the matched pairs to determine scheduling prioritization. Within each pair, we randomly assigned which applicant would be in the treatment group and receive a tour that semester and which would be in the control group and have its tour deferred.

We administered surveys to 10,912 students and 489 teachers at 123 different schools three weeks, on average, after the treatment group received its tour. The student surveys included multiple items assessing knowledge about art as well as measures of critical thinking, historical empathy, tolerance, and sustained interest in visiting art museums. Some groups were surveyed as late as eight weeks after the tour, but it was not possible to collect data after longer periods because each control group was guaranteed a tour during the following semester as a reward for its cooperation. There is no indication that the results reported below faded for groups surveyed after longer periods.

We also assessed students’ critical-thinking skills by asking them to write a short essay in response to a painting that they had not previously seen. Finally, we collected a behavioral measure of interest in art consumption by providing all students with a coded coupon good for free family admission to a special exhibit at the museum to see whether the field trip increased the likelihood of students making future visits.

All results reported below are derived from regression models that control for student grade level and gender and make comparisons within each matched pair, while taking into account the fact that students in the matched pair of applicant groups are likely to be similar in ways that we are unable to observe. Standard validity tests confirmed that the survey items employed to generate the various scales used as outcomes measured the same underlying constructs.

The intervention we studied is a modest one. Students received a one-hour tour of the museum in which they typically viewed and discussed five paintings. Some students were free to roam the museum following their formal tour, but the entire experience usually involved less than half a day. Instructional materials were sent to teachers who went on a tour, but our survey of teachers suggests that these materials received relatively little attention, on average no more than an hour of total class time. The discussion of each painting during the tour was largely student-directed, with the museum educators facilitating the discourse and providing commentary beyond the names of the work and the artist and a brief description only when students requested it. This format is now the norm in school tours of art museums. The aversion to having museum educators provide information about works of art is motivated in part by progressive education theories and by a conviction among many in museum education that students retain very little factual information from their tours.

Recalling Tour Details. Our research suggests that students actually retain a great deal of factual information from their tours. Students who received a tour of the museum were able to recall details about the paintings they had seen at very high rates. For example, 88 percent of the students who saw the Eastman Johnson painting At the Camp—Spinning Yarns and Whittling knew when surveyed weeks later that the painting depicts abolitionists making maple syrup to undermine the sugar industry, which relied on slave labor. Similarly, 82 percent of those who saw Norman Rockwell’s Rosie the Riveter could recall that the painting emphasizes the importance of women entering the workforce during World War II. Among students who saw Thomas Hart Benton’s Ploughing It Under , 79 percent recollected that it is a depiction of a farmer destroying his crops as part of a Depression-era price support program. And 70 percent of the students who saw Romare Bearden’s Sacrifice could remember that it is part of the Harlem Renaissance art movement. Since there was no guarantee that these facts would be raised in student-directed discussions, and because students had no particular reason for remembering these details (there was no test or grade associated with the tours), it is impressive that they could recall historical and sociological information at such high rates.

These results suggest that art could be an important tool for effectively conveying traditional academic content, but this analysis cannot prove it. The control-group performance was hardly better than chance in identifying factual information about these paintings, but they never had the opportunity to learn the material. The high rate of recall of factual information by students who toured the museum demonstrates that the tours made an impression. The students could remember important details about what they saw and discussed.

Critical Thinking. Beyond recalling the details of their tour, did a visit to an art museum have a significant effect on students? Our study demonstrates that it did. For example, students randomly assigned to receive a school tour of Crystal Bridges later displayed demonstrably stronger ability to think critically about art than the control group.

During the first semester of the study, we showed all 3rd- through 12th-grade students a painting they had not previously seen, Bo Bartlett’s The Box . We then asked students to write short essays in response to two questions: What do you think is going on in this painting? And, what do you see that makes you think that? These are standard prompts used by museum educators to spark discussion during school tours.

We stripped the essays of all identifying information and had two coders rate the compositions using a seven-item rubric for measuring critical thinking that was developed by researchers at the Isabella Stewart Gardner Museum in Boston. The measure is based on the number of instances that students engaged in the following in their essays: observing, interpreting, evaluating, associating, problem finding, comparing, and flexible thinking. Our measure of critical thinking is the sum of the counts of these seven items. In total, our research team blindly scored 3,811 essays. For 750 of those essays, two researchers scored them independently. The scores they assigned to the same essay were very similar, demonstrating that we were able to measure critical thinking about art with a high degree of inter-coder reliability.

We express the impact of a school tour of Crystal Bridges on critical-thinking skills in terms of standard-deviation effect sizes. Overall, we find that students assigned by lottery to a tour of the museum improve their ability to think critically about art by 9 percent of a standard deviation relative to the control group. The benefit for disadvantaged groups is considerably larger (see Figure 1). Rural students, who live in towns with fewer than 10,000 people, experience an increase in critical-thinking skills of nearly one-third of a standard deviation. Students from high-poverty schools (those where more than 50 percent of students receive free or reduced-price lunches) experience an 18 percent effect-size improvement in critical thinking about art, as do minority students.

A large amount of the gain in critical-thinking skills stems from an increase in the number of observations that students made in their essays. Students who went on a tour became more observant, noticing and describing more details in an image. Being observant and paying attention to detail is an important and highly useful skill that students learn when they study and discuss works of art. Additional research is required to determine if the gains in critical thinking when analyzing a work of art would transfer into improved critical thinking about other, non-art-related subjects.

Historical Empathy. Tours of art museums also affect students’ values. Visiting an art museum exposes students to a diversity of ideas, peoples, places, and time periods. That broadening experience imparts greater appreciation and understanding. We see the effects in significantly higher historical empathy and tolerance measures among students randomly assigned to a school tour of Crystal Bridges.

Historical empathy is the ability to understand and appreciate what life was like for people who lived in a different time and place. This is a central purpose of teaching history, as it provides students with a clearer perspective about their own time and place. To measure historical empathy, we included three statements on the survey with which students could express their level of agreement or disagreement: 1) I have a good understanding of how early Americans thought and felt; 2) I can imagine what life was like for people 100 years ago; and 3) When looking at a painting that shows people, I try to imagine what those people are thinking. We combined these items into a scale measuring historical empathy.

Students who went on a tour of Crystal Bridges experience a 6 percent of a standard deviation increase in historical empathy. Among rural students, the benefit is much larger, a 15 percent of a standard deviation gain. We can illustrate this benefit by focusing on one of the items in the historical empathy scale. When asked to agree or disagree with the statement, “I have a good understanding of how early Americans thought and felt,” 70 percent of the treatment-group students express agreement compared to 66 percent of the control group. Among rural participants, 69 percent of the treatment-group students agree with this statement compared to 62 percent of the control group. The fact that Crystal Bridges features art from different periods in American history may have helped produce these gains in historical empathy.

Tolerance. To measure tolerance we included four statements on the survey to which students could express their level of agreement or disagreement: 1) People who disagree with my point of view bother me; 2) Artists whose work is critical of America should not be allowed to have their work shown in art museums; 3) I appreciate hearing views different from my own; and 4) I think people can have different opinions about the same thing. We combined these items into a scale measuring the general effect of the tour on tolerance.

Overall, receiving a school tour of an art museum increases student tolerance by 7 percent of a standard deviation. As with critical thinking, the benefits are much larger for students in disadvantaged groups. Rural students who visited Crystal Bridges experience a 13 percent of a standard deviation improvement in tolerance. For students at high-poverty schools, the benefit is 9 percent of a standard deviation.

The improvement in tolerance for students who went on a tour of Crystal Bridges can be illustrated by the responses to one of the items within the tolerance scale. When asked about the statement, “Artists whose work is critical of America should not be allowed to have their work shown in art museums,” 35 percent of the control-group students express agreement. But for students randomly assigned to receive a school tour of the art museum, only 32 percent agree with censoring art critical of America. Among rural students, 34 percent of the control group would censor art compared to 30 percent for the treatment group. In high-poverty schools, 37 percent of the control-group students would censor compared to 32 percent of the treatment-group students. These differences are not huge, but neither is the intervention. These changes represent the realistic improvement in tolerance that results from a half-day experience at an art museum.

Interest in Art Museums. Perhaps the most important outcome of a school tour is whether it cultivates an interest among students in returning to cultural institutions in the future. If visiting a museum helps improve critical thinking, historical empathy, tolerance, and other outcomes not measured in this study, then those benefits would compound for students if they were more likely to frequent similar cultural institutions throughout their life. The direct effects of a single visit are necessarily modest and may not persist, but if school tours help students become regular museum visitors, they may enjoy a lifetime of enhanced critical thinking, tolerance, and historical empathy.

We measured how school tours of Crystal Bridges develop in students an interest in visiting art museums in two ways: with survey items and a behavioral measure. We included a series of items in the survey designed to gauge student interest:

• I plan to visit art museums when I am an adult.

• I would tell my friends they should visit an art museum.

• Trips to art museums are interesting.

• Trips to art museums are fun.

• Would your friend like to go to an art museum on a field trip?

• Would you like more museums in your community?

• How interested are you in visiting art museums?

• If your friends or family wanted to go to an art museum, how interested would you be in going?

Interest in visiting art museums among students who toured the museum is 8 percent of a standard deviation higher than that in the randomized control group. Among rural students, the increase is much larger: 22 percent of a standard deviation. Students at high-poverty schools score 11 percent of a standard deviation higher on the cultural consumer scale if they were randomly assigned to tour the museum. And minority students gain 10 percent of a standard deviation in their desire to be art consumers.

One of the eight items in the art consumer scale asked students to express the extent to which they agreed or disagreed with the statement, “I would tell my friends they should visit an art museum.” For all students who received a tour, 70 percent agree with this statement, compared to 66 percent in the control group. Among rural participants, 73 percent of the treatment-group students agree versus 63 percent of the control group. In high-poverty schools, 74 percent would recommend art museums to their friends compared to 68 percent of the control group. And among minority students, 72 percent of those who received a tour would tell their friends to visit an art museum, relative to 67 percent of the control group. Students, particularly those from disadvantaged backgrounds, are more likely to have positive feelings about visiting museums if they receive a school tour.

We also measured whether students are more likely to visit Crystal Bridges in the future if they received a school tour. All students who participated in the study during the first semester, including those who did not receive a tour, were provided with a coupon that gave them and their families free entry to a special exhibit at Crystal Bridges. The coupons were coded so that we could determine the applicant group to which students belonged. Students had as long as six months after receipt of the coupon to use it.

We collected all redeemed coupons and were able to calculate how many adults and youths were admitted. Though students in the treatment group received 49 percent of all coupons that were distributed, 58 percent of the people admitted to the special exhibit with those coupons came from the treatment group. In other words, the families of students who received a tour were 18 percent more likely to return to the museum than we would expect if their rate of coupon use was the same as their share of distributed coupons.

This is particularly impressive given that the treatment-group students had recently visited the museum. Their desire to visit a museum might have been satiated, while the control group might have been curious to visit Crystal Bridges for the first time. Despite having recently been to the museum, students who received a school tour came back at higher rates. Receiving a school tour cultivates a taste for visiting art museums, and perhaps for sharing the experience with others.

Disadvantaged Students

One consistent pattern in our results is that the benefits of a school tour are generally much larger for students from less-advantaged backgrounds. Students from rural areas and high-poverty schools, as well as minority students, typically show gains that are two to three times larger than those of the total sample. Disadvantaged students assigned by lottery to receive a school tour of an art museum make exceptionally large gains in critical thinking, historical empathy, tolerance, and becoming art consumers.

It appears that the less prior exposure to culturally enriching experiences students have, the larger the benefit of receiving a school tour of a museum. We have some direct measures to support this explanation. To isolate the effect of the first time visiting the museum, we truncated our sample to include only control-group students who had never visited Crystal Bridges and treatment-group students who had visited for the first time during their tour. The effect for this first visit is roughly twice as large as that for the overall sample, just as it is for disadvantaged students.

In addition, we administered a different version of our survey to students in kindergarten through 2nd grade. Very young students are less likely to have had previous exposure to culturally enriching experiences. Very young students make exceptionally large improvements in the observed outcomes, just like disadvantaged students and first-time visitors.

When we examine effects for subgroups of advantaged students, we typically find much smaller or null effects. Students from large towns and low-poverty schools experience few significant gains from their school tour of an art museum. If schools do not provide culturally enriching experiences for these students, their families are likely to have the inclination and ability to provide those experiences on their own. But the families of disadvantaged students are less likely to substitute their own efforts when schools do not offer culturally enriching experiences. Disadvantaged students need their schools to take them on enriching field trips if they are likely to have these experiences at all.

Policy Implications

School field trips to cultural institutions have notable benefits. Students randomly assigned to receive a school tour of an art museum experience improvements in their knowledge of and ability to think critically about art, display stronger historical empathy, develop higher tolerance, and are more likely to visit such cultural institutions as art museums in the future. If schools cut field trips or switch to “reward” trips that visit less-enriching destinations, then these important educational opportunities are lost. It is particularly important that schools serving disadvantaged students provide culturally enriching field trip experiences.

This first-ever, large-scale, random-assignment experiment of the effects of school tours of an art museum should help inform the thinking of school administrators, educators, policymakers, and philanthropists. Policymakers should consider these results when deciding whether schools have sufficient resources and appropriate policy guidance to take their students on tours of cultural institutions. School administrators should give thought to these results when deciding whether to use their resources and time for these tours. And philanthropists should weigh these results when deciding whether to build and maintain these cultural institutions with quality educational programs. We don’t just want our children to acquire work skills from their education; we also want them to develop into civilized people who appreciate the breadth of human accomplishments. The school field trip is an important tool for meeting this goal.

Jay P. Greene is professor of education reform at the University of Arkansas, where Brian Kisida is a senior research associate and Daniel H. Bowen is a doctoral student.

Additional materials, including a supplemental study and a methodological appendix , are available.

For more, please see “ The Top 20 Education Next Articles of 2023 .”

This article appeared in the Winter 2014 issue of Education Next . Suggested citation format:

Greene, J.P., Kisida, B., and Bowen, D.H. (2014). The Educational Value of Field Trips: Taking students to an art museum improves critical thinking skills, and more . Education Next , 14(1), 78-86.

Last Updated

License this Content

Latest Issue

Spring 2024.

Vol. 24, No. 2

We Recommend You Read

Learning from Live Theater

Students realize gains in knowledge, tolerance, and more

by Jay P. Greene

Getting Ahead by Staying Behind

An evaluation of Florida’s program to end social promotion

Straight Up Conversation: Scholar Jay Greene on the Importance of Field Trips

by Frederick Hess

Field Trips are Valuable Learning Experiences

This Knowledge Base article was written collaboratively with contributions from Karen Knutson and CAISE Admin. This article was migrated from a previous version of the Knowledge Base. The date stamp does not reflect the original publication date.

Field trips are recognized as important moments in learning; a shared social experience that provides the opportunity for students to encounter and explore novel things in an authentic setting. Their importance is supported by professional organizations such as the  National Science Teachers Association  which asserts field trips can “deepen and enhance” classroom study (NSTA 1999) and the  National Research Council  who assert a quality science curriculum is one that extends beyond the walls of the classroom (1996).

Findings from Research and Evaluation 

Outcomes of field trips.

It is important to recognize that learning outcomes from field trips can range from cognitive to affective outcomes (for a review see: Dewitt & Storksdieck, 2008; also  Learning Science in Informal Environments (2009) . Too often, however, only cognitive gains are identified (by schools or museums) ( Kisiel, 2005 ).

Among the many potential outcomes, research has shown that field trips:

Expose students to new experiences and can increase interest and engagement in science regardless of prior interest in a topic (Kisiel, 2005; Bonderup Dohn, 2011),

Result in affective gains such as more positive feelings toward a topic (Csikszentmihalyi & Hermanson, 1995; Nadelson & Jordan, 2012).

Are experiences that can be recalled and useful long after a visit (Salmi, 2003; Falk & Dierking, 1997; Wolins, Jensen, & Ulzheimer, 1992).

Effective Models of Field Trip Experiences

Research has demonstrated that field trips can be designed to more effectively support student learning. Field trips work best when they provide support for students to explore in a personally meaningful way.

Learning in field trips is impacted by many factors (DeWitt & Storksdieck, 2008). The structure of the field trip impacts learning. Some structure is needed to best support student learning, ( Stronck, 1983 ) yet programming that is overly rigid or too aligned with classroom instruction can have a negative effect (Jensen 1994; Griffin & Symington, 1997). If students are not adequately prepared for the experience, the novelty of the setting can negatively impact learning. (Orion & Hofstein, 1994).

Prior knowledge and interests of the students impacts learning during the visit (Falk & Adelman, 2003), the social context of the visit, teacher agendas, student experiences during the field trip, and the presence or absence and quality of preparation and follow-up.

Through a meta-analysis of studies such as these,  DeWitt and Osborne (2007)  created a model to guide museum program development, Model of Museum Practice which, among other key elements, highlights the importance of encouraging students in the area of “joint productive activity” (p. 690). This includes the opportunity for students to be cognitively engaged and challenged, as they explore areas of personal interest and curiosity and engage in bidirectional communication with each other and adult facilitators.

A successful and quality field trip requires teacher preparation and interaction, yet often teachers are not equipped to, or do not provide this support. See: ( Schoolteacher Learning Agenda Influences Student Learning in Museums ; Griffin & Symington, 1997).

References 

Behrendt, M., & Franklin, T. (2014).  A Review of Research on School Field Trips and Their Value in Education. International Journal of Environmental & Science Education 9, 235-245. Doi: 10.12973/ijese.2014.213a

Bell, P., Lewenstein, B., Shouse, A. W., & Feder, M. A., (Eds.) (2009). Learning science in informal environments: People, places, and pursuits. Washington, DC: National Academies Press. Retrieved from  http://informalscience.org/research/ic-000-000-002-024/LSIE

Bonderup Dohn, N. (2011). Situational interest of high school students who visit an aquarium. Science Education, 95(2), 337-357.  http://informalscience.org/research/ic-000-000-008-700/Situational_Interest_of_High_School_Students_Who_Visit_an_Aquarium

Csikszentmihalyi, M., & Hermanson, K. (1995). Intrinsic motivation in museums: Why does one want to learn? In J. H. Falk & L. D. Dierking (Eds.), Public institutions for personal learning (pp.67–77). Washington, DC: American Association of Museums.

DeWitt, J. & Osborne, J. (2007). Supporting teachers on science-focused school trips: Towards an integrated framework of theory and practice. International Journal of Science Education, 29,  685-710.  http://informalscience.org/research/ic-000-000-008-500/Supporting_Teachers_on_Science-Focused_Field_Trips

DeWitt, J., Storksdieck, (2008). A Short Review of School Field Trips: Key Findings from the Past and Implications for the Future. Visitor Studies Vol. 11, 2, 181-197. DOI:10.1080/10645570802355562

Falk, J. & Direking, L. (1997). School field Trips: Assessing their long-term impact. Curator, 40, 211-218. Retrieved from  http://onlinelibrary.wiley.com/doi/10.1111/j.2151-6952.1997.tb01304.x/abstract

Jensen, N. (1994). Children’s perceptions of their museum experiences: A contextual perspective. Children’s Environments, 11(4), 300-324.  Retrieved from  http://informalscience.org/research/ic-000-000-009-681/Children ’s_Perceptions_of_Their_Museum_Experiences  

Kisiel, J. F. (2005). Understanding elementary teacher motivations for science fieldtrips. Science Education, 89(6), 936 – 955. Retrieved from  http://onlinelibrary.wiley.com/doi/10.1002/sce.20085/abstract

Nadelson, L., & Jordan, R. (2012). Student Attitudes Toward and Recall of Outside Day: An Environmental Science Field Trip. The Journal of Educational Research Vol. 105, Iss. 3, 2012. DOI:10.1080/00220671.2011.576715

National Research Council. (1996). National Science Education Standards. Washington, DC: National Academies Press. Retrieved from  http://www.nap.edu/openbook.php?record_id=4962

National Science Teachers Association (1999). NSTA Position Statement: Informal Science Education. Retrieved from  http://informalscience.org/research/ic-000-000-009-678/NSTA_Position_Statement

Salmi, H. (2003). Science centres as learning laboratories: experiences of Heureka, the Finnish Science Centre. International Journal of Technology Management, 25, 460–476. Retrieved from  http://www.heureka.fi/portal/englanti/about_heureka/research/international_journal_of_technology_management/

Stronck, D. R. (1983). The comparative effects of different museum tours on children’s attitudes and learning. Journal of Research in Science Teaching, 20(4), 283 - 290. Retrieved from   http://onlinelibrary.wiley.com/doi/10.1002/tea.3660200403/abstract

Wolins, I. S., Jensen, N., & Ulzheimer, R. (1992). Children’s memories of museum field trips: A qualitative study. Journal of Museum Education, 17(2), 17–27. Retrieved from   http://www.jstor.org/pss/40478925

Whitesell, E. R. (2016). A Day at the Museum: The Impact of Field Trips on Middle School Science Achievement. Journal of Research in Science Teaching. D: 10.1002/tea.21322.

Ultimate Guide to Planning Field Trips for Kids

Welcome to our guide for planning and preparing for a field trip! As a preschool teacher , here I provide you with comprehensive information and helpful tips on organizing a successful and enriching field trip for kids , specifically geared towards preschool-aged children. Join me as we dive into the exciting world of field trip planning and activities!

Section 1: Choosing the Perfect Destination

When planning a field trip, selecting the right destination is key. Consider the educational objectives, curriculum relevance, and age appropriateness of the location. Look for interactive exhibits, guided tours, and activities that align with the topics you want to cover. Some popular choices for preschool field trips include museums, nature centers , farms , aquariums, and planetariums.

Section 2: Field Trip Planning

Set Clear Goals : Determine the learning outcomes and objectives you want to achieve through the field trip. Tailor your activities and discussions accordingly to maximize the educational value.

Research and Pre-Visit : Familiarize yourself with the destination by researching online, contacting the facility, and even scheduling a pre-visit. This will help you anticipate any potential challenges and tailor the experience to meet the needs of your young learners.

Obtain Permissions : Communicate with parents and obtain necessary permissions and waivers well in advance. Inform them about the field trip’s purpose, date, duration, and logistics. Provide them with emergency contact information and any specific requirements for the day.

Volunteering Teachers : Coordinate with teachers and parent volunteers to ensure sufficient supervision during the field trip. Assign specific responsibilities to each volunteer, such as group leaders, first aid assistants, or photographers. Clearly communicate the expectations and guidelines for the volunteering teachers to maintain a safe and organized trip.

Arrange Transportation : Determine the most suitable mode of transportation based on the distance, group size, and accessibility of the destination. Ensure you have sufficient adult supervision during transit.

Create a Schedule : Develop a detailed itinerary that includes arrival and departure times, activity timelines, lunch breaks, and restroom breaks. A well-structured schedule ensures a smooth and organized experience.

Dietary Considerations : Before the field trip, collect information about any dietary restrictions or allergies among the children. Communicate these requirements to the facility or arrange packed lunches accommodating everyone’s needs.

Snacks and Water : Plan snack breaks throughout the day to energise the children. Encourage parents to pack healthy snacks such as fruits, granola bars, or cheese sticks. Additionally, ensure an adequate water supply or provide refillable water bottles for each child.

Section 3: Field Trip Activities

Guided Tours: Arrange guided tours led by knowledgeable staff or docents who can provide relevant information and engage the children in interactive discussions. Encourage students to ask questions and actively participate in the tour.

Hands-on Experiments : Seek out activities that allow children to engage in hands-on experiments and exploration. This tactile experience will deepen their understanding and leave a lasting impression.

Interactive Workshops : Many educational destinations offer workshops tailored to specific age groups. These workshops often involve interactive demonstrations, experiments, or crafts, providing a valuable and engaging learning experience.

Scavenger Hunts : Incorporate scavenger hunts or treasure hunts to make the field trip more exciting and interactive. Prepare age-appropriate clues or questions related to the exhibits or environment for the children to solve.

Reflection and Discussion : Allocate time for reflection and group discussions at various points throughout the trip. Encourage children to share their observations, ask questions, and express their thoughts and feelings about the experience.

Read more on: Places to take preschool kids for an educational field trip

Section 4: Safety Considerations

First Aid and Emergency Preparedness : Ensure you have a well-stocked first aid kit and designate a responsible adult with first aid training. Familiarize yourself with emergency procedures and establish a plan for any unforeseen situations.

Adult-to-Child Ratio : Maintain an appropriate adult-to-child ratio to ensure the safety and supervision of all participants. Consider dividing the children into smaller groups, each with a designated adult supervisor. This allows for better management and attention to individual needs.

Medical Information : Collect and carry necessary medical information for each child, including allergies, medications, and emergency contact details. Keep this information easily accessible in case of any medical emergencies.

Rules and Behavior Expectations : Clearly communicate the behaviour expectations to both children and accompanying adults before the trip. Emphasise the importance of following instructions, staying with the group, and respecting the facility and its exhibits.

Communication Plan : Establish a communication plan to keep parents informed throughout the trip. Share contact details and schedule regular updates, ensuring parents know of any changes or delays.

Section 5: Post-Trip Follow-up

Reflection Activities : Engage the children in post-trip activities that encourage reflection and reinforce learning. This could include discussions, journaling, or creating artwork inspired by their experiences.

Parent Engagement : Share highlights and photos of the field trip with parents through newsletters, emails, or a dedicated online platform. Encourage parents to discuss the trip with their children and extend their learning at home.

Thank-You Notes : Have the children write thank-you notes or draw pictures expressing their gratitude to the destination and any staff members who made the trip memorable. This teaches them the importance of appreciation and reinforces social skills.

Evaluation and Feedback : Gather feedback from both children and accompanying adults to evaluate the success of the field trip. Use this feedback to improve future trips and enhance the overall experience.

Volunteer Appreciation : Express your gratitude to the volunteering teachers for their support and dedication. Recognize their contributions through thank-you notes, certificates, or small tokens of appreciation. This gesture fosters a sense of teamwork and encourages continued involvement in future field trips.

Conclusion:

Organizing an educational field trip for preschool kids requires careful planning and preparation, but the rewards are immeasurable. By selecting the right destination, creating a well-structured itinerary, and incorporating engaging activities, you can provide a valuable and memorable experience that nurtures young minds. Remember to prioritize safety, communicate effectively, and follow up with post-trip activities to maximize the educational impact. So, embrace the excitement of field trip planning, and watch as your preschoolers embark on an educational journey they’ll cherish for years to come.

Popular Tags:

Leave a reply cancel reply.

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Post You Also Like

A Comprehensive Guide on How to Use Haaka

• April 14, 2024

Exploring Different Parenting Styles and Their Effects

• April 13, 2024

Building Strong Study Habits from a Young Age

• April 10, 2024

Practical Tips for Attachment Parenting for Strengthening Bonds

• March 31, 2024

Free-Range Parenting and Exploring the Philosophy and Practice

• March 18, 2024

• About this Book
• Introduction
• Cooperative Learning
• Culturally Responsive Teaching

Field Trips

• Flipped Classrooms
• Internships
• Math Manipulatives
• Outdoor Education
• Special Education Inclusion
• Study Abroad
• Translations

Choose a Sign-in Option

Tools and Settings

Questions and Tasks

Citation and Embed Code

A field trip is an experiential learning opportunity in which students leave the traditional classroom setting to learn within their community. During field trips, K–12 students can participate in a wide variety of experiences to expand upon their current knowledge and to apply what they learn in school. Behrendt and Franklin (2014) pointed out that field trips cannot be replicated within the confines of a classroom; rather, they are experiences that occur within a natural and relevant context. By participating in these trips, teachers enable their students to use their knowledge in real-life settings. There are many different kinds of field trips that vary based on the subject matter being taught. They range from art museums to nature reserves and include both virtual trips and in-person excursions. No matter the location, students are invited to connect with the class content in a personal way (Behrendt & Franklin, 2014). Overall, field trips are a student-centered approach in which students put their learning into action outside the classroom.

Student-Centered Approach

A student-centered approach is just as it says: it is centered around the students rather than centered on the teacher giving instruction (Pearce & Lee, 2021). Field trips embody being student-centered by giving students more autonomy in their learning. As Pattacini (2018) said, “A student-centered learning and teaching approach implies greater involvement of students… They are given many opportunities to voice their opinions and share their experience. Throughout the module, the students are adopting different roles…” (Rethinking Student Roles section). In contrast to the traditional teaching style of lecturing in the classroom, field trips provide a plethora of opportunities for students that they otherwise could not have. Pearce and Lee (2021) stated that field trips "allow students to discover different learning environments, provide enrichment opportunities, and respite from the daily school routine” (Field Trips section). By implementing this student-centered approach, field trips provide countless positive outcomes for students that go beyond just academic success.

The objective of field trips is to provide a variety of opportunities for students to grow both academically and affectively. The benefits extend beyond the traditional classroom setting and have been linked to increased engagement and motivation in school, higher test scores, enhancement of critical thinking skills, and better understanding and retention of content. Not only do field trips provide academic benefits, but they also promote affective learning, such as historical and cultural appreciation. In addition to developing cultural awareness, field trips can magnify students’ emotional well-being and foster positive attitudes towards their communities.

Academic Outcomes

Field trips have been used as an educational tool for many years to provide students with hands-on learning experiences outside of the classroom. As a result, student engagement in learning has increased. In a study by Florick et al. (2021), several groups of fourth and fifth grade students were invited to visit the Woodruff Arts Center and their art partners in Atlanta, Georgia. The purpose of this study was to examine the benefits of multiple field trips as compared to only one field trip throughout the school year. To conduct this study, some groups of students were selected to participate in several field trips while other groups of students attended only one field trip. The results of this study showed that those who participated in multiple field trips were more engaged in learning and had a better attitude towards school, as they demonstrated fewer absences and behavioral violations (Florick et al., 2021).

Furthermore, field trips can improve academic achievement, such as test scores. In the same study mentioned above by Florick et al. (2021), after attending either one or multiple field trips, both groups of students were administered their end-of-year exams, and it showed that the students who participated in multiple field trips scored higher on their exams than those who attended only one field trip (Florick et al., 2021). Whitesell (2016) also analyzed the effects of field trips on middle school students’ standardized test scores in science and found that students who went on a museum field trip scored higher on their science achievement test than those who did not attend a field trip. These studies suggest that field trips can have a positive impact on academic engagement and achievement.

In addition to increased student engagement, field trips can enhance critical thinking skills and improve retention of details. A study conducted by Greene et al. (2014) explored the outcomes of field trips by inviting groups of local K–12 students to the Crystal Bridges Museum of American Art in Bentonville, Arkansas. After each museum tour, students were given surveys to assess their art knowledge and critical thinking. The survey results illustrated that students who participated in the art museum tours were better able to recall details about the paintings they saw. Additionally, these students also demonstrated higher levels of critical thinking skills when they were shown unfamiliar paintings and were able to analyze and discuss these new paintings. Furthermore, Das (2021) shared findings from a study that asked K–12 students to gauge whether field trips increased their knowledge following their participation in a virtual field trip. The findings showed that as students engaged in virtual field trips, they had a better understanding of the content being taught in the classroom (Das, 2021). Field trips bring the curriculum from the classroom to life and teach students how to apply it to their lives.

Affective Outcomes

The benefits of field trips are not only limited to academic achievement, but they also expand to positive affective outcomes, such as social and emotional benefits.

Field trips provide an opportunity for students to build social connections and learn in a collaborative environment. According to Greene et.al (2014), K–12 students who participated in the Crystal Bridges Museum of American Art tours learned about various artworks and demonstrated higher levels of historical tolerance and cultural empathy. In other words, they learned how to understand and appreciate others’ perspectives on history and culture. Moreover, the same study found that field trips can promote a sense of belonging, particularly for students from disadvantaged backgrounds who may have limited opportunities to engage in extracurricular activities (Greene et al., 2014). By attending field trips, these students were able to connect with other students and their communities at a much deeper level.

Not only do field trips yield social benefits, but they also provide a much-needed break from the structured and sometimes stressful environment of the classroom, offering students a chance to connect with their emotions and develop positive associations with learning. In a study conducted by Heras et al. (2020), a group of 11- and 12-year-old students in Spain participated in a nature-based field trip and were asked about their perceptions of field trips and nature-based activities following the field trip. These students were chosen because they attended a school program focused on raising environmental awareness and helping their students appreciate the natural and cultural heritage of their community. Based on student responses, the researchers concluded that nature-based field trips can significantly impact students’ emotional well-being. The students reported feeling relaxed, happy, and more connected to nature after their field trip; they also recalled positive memories from their trip.

Similarly, Musselman (2020) described how elementary students found a sense of wonder and curiosity while exploring scientific topics in their community. During a field trip, students had hands-on experience learning about the effects of wind and water on landforms and how sea barriers prevent coastline erosion. As a result, students gained firsthand understanding of the relationship between humans and nature, as well as an opportunity to make a positive impact in the world. Field trips can enhance the overall learning experience and contribute to students’ holistic development.

While many recognize the importance of student-centered field trips, there are several obstacles that hinder teachers and school administrators from providing field trip opportunities including cost, logistics, and content preparation. Depending on the trip, the cost can be a key deterrent. Many schools are already on tight budgets, so adding expensive trips can be difficult. Even if the actual event is free, the price of transportation can cause educators to avoid planning trips altogether (Clarke-Vivier & Lee, 2018). These kinds of cost analysis decisions require both teacher and administrator approval. Some school districts simply may not have access to events due to these issues of cost and extra transportation. Based on the location of the school, some may not have many field trip options available to them (Behrendt & Franklin, 2014). There may not be events or venues close by that offer the desired educational content. In addition, surveyed teachers named logistical planning as another obstacle to their success for these academic excursions (Clarke-Vivier & Lee, 2018). Teachers must coordinate with the field trip facility, organize transportation, and establish student safety measures. Some described the time put into planning field trips as “lost time” because they had to organize large groups and chaperones, which took away from time teaching the course content (Behrendt & Franklin, 2014). In order to be successful in planning field trips, teachers need to find a trip that is applicable to their course content and then prepare students for the experiences that they will have. They may plan pre-trip or post-trip activities that require time away from the required curriculum for the school year. When considering the major benefits of field trip experiences, it is important to note this extra effort from the teachers to both carry out the experience and ensure the students are sufficiently prepared.

As educators continue to actively involve field trips in their teaching, students will experience a higher quality education and educators will experience better classroom results. Beyond the classroom, students also experience social and emotional benefits when they have the opportunity to participate in field trips. While teachers do not have complete control over making a field trip happen, they can submit requests and proposals to the powers that do decide. It is also important that these significant benefits are clearly communicated to the people who do make the decisions (administrators and school boards). Overall, student-centered learning through field trips has many positive outcomes for students that far outweigh any challenges they provide and can be implemented in the classroom in a variety of ways. Nature-based, arts-based, or even virtual field trips will all provide the positive outcomes that teachers are looking for as they work to provide a quality education for their students.

Behrendt, M., & Franklin, T. (2014). A review of research on school field trips and their value in education. International Journal of Environmental & Science Education, 9 (3), 235–245. https://doi.org/10.12973/ijese.2014.213a

Clarke-Vivier, S., & Lee, J. C. (2018). Because life doesn’t just happen in a classroom: Elementary and middle school teacher perspectives on the benefits of, and obstacles to, out-of-school learning. Issues in Teacher Education , 27 (3), 55–72.

Das, A. (2021, November 9-11). Virtual field trips and impact on learning [Conference presentation]. Innovate Learning Summit 2021, Online, 85–89. https://www.learntechlib.org/p/220274/

Florick, L., Greene, J. P., Levenberg, R., & Pogue, R. (2021). The benefits of multiple arts based field trips. Phi Delta Kappan, 102 (8), 26–29.

Greene, J. P., Kisida, B., & Bowen, D. H. (2014). The educational value of field trips. Education Next, 14 (1), 78–86.

Heras, R., Medir, R. M., & Salazar, O. (2020). Children’s perceptions on the benefits of school nature field trips. Education , 48 (4), 379–391.

Musselman, S. (2020). Connecting with community. Science and Children, 58 (1), 43–47.

Pattacini, L. (2018). Experiential learning: The field study trip, a student-centered curriculum. Compass: Journal of Learning and Teaching , 11 (2). https://doi.org/10.21100/compass.v11i2.815

Pearce, M. K., & Lee, T. (2021). Comparing teaching methods in an environmental education field trip program. Journal of Interdisciplinary Teacher Leadership, 5 (1). https://doi.org/10.46767/kfp.2016-0037

Whitesell, E. R. (2016). A day at the museum: The impact of field trips on middle school science achievement. Journal of Research in Science Teaching, 53 (7), 1036–1054. https://doi.org/10.1002/tea.21322

This content is provided to you freely by EdTech Books.

Access it online or download it at https://edtechbooks.org/student_centered/field_trips .

How to Have a Safe, Fun, and Successful Field Trip

When You Leave the Classroom, There's a Whole New Set of Rules

Hero Images/Getty Images 

• Classroom Organization
• Reading Strategies
• Becoming A Teacher
• Assessments & Tests
• Secondary Education
• Special Education
• Homeschooling
• B.A., Sociology, University of California Los Angeles

New teachers might naively think that field trips are easier and more fun than a typical day in the classroom. But throw in crises like a lost group of children or wasp stings, and field trips can go from fun to frantic in no time.

But if you adjust your expectations you can come up with a new, more practical way to approach field trips and minimize the chances of drama and mayhem.

Tips for a Successful Field Trip

Follow these field trip tips and you'll likely create fun learning adventures for your students:

• Explicitly discuss field trip behavior rules with your students beforehand. Teach, model, and review appropriate field trip behavior with your students for at least a week before the big event. Drill into their heads that field trips are not the time or place to mess around and that any aberrant behavior will result in non-participation in any future field trips that school year. Sound serious and back it up with consequences as needed. It's good to have your students scared of testing the boundaries on field trips. Emphasize that they are representing our school's reputation when they are off-campus and that we want to present our best behavior to the outside world. Make it a point of pride and reward them afterward for a job well done.
• Give your students a learning task ahead of time. Your students should show up for the field trip with a base of knowledge on the subject at hand, as well as questions to answer before returning to the classroom. Spend some time in the weeks before the field trip discussing the subject matter. Review a list of questions they will be looking to answer during the field trip. This will keep them informed, engaged, and focused on learning all day long.
• Choose parent chaperones wisely. Field trips require as many adult eyes and ears as you can get, but unfortunately, you can't be everywhere at once. From the first day of school, observe the parents of your students closely, looking for signs of responsibility, firmness, and maturity. A lax or careless parent can be your worst nightmare on a field trip, so choose your parental allies wisely. That way, you'll reap the benefits of having adult partners in the field trip process.
• Make sure you have all the necessary medications. Talk to the school nurse and procure any and all medications that your students usually take during the day. While on the field trip, make sure you administer the medications accordingly. If you have students will allergies, you may need to get trained on how to use an EpiPen. If so, the student involved will need to stay with you at all times.
• Arrive at school early on field trip day. The students will be excited and antsy, ready to go. You'll want to greet the chaperones and give them instructions for the day. It takes some time to organize the sack lunches and ensure that everyone has what they need for the day. And one last pep talk on appropriate behavior never hurt anybody.
• Give your chaperones the tools they need to succeed. Make nametags for all chaperones and students. Create a "cheat sheet" of the day's itinerary, special rules, your cell phone number, and the names of all kids in each chaperone's group; distribute these sheets to each adult on the field trip. Procure and label grocery bags that each chaperone can use to carry the group's sack lunches. Consider getting a little thank-you gift for each chaperone, or treat them to lunch that day.
• Be proactive with regards to challenging students. If you have a student who causes trouble regularly in the classroom , it's safe to assume he or she will cause at least five times more trouble in public. If possible, ask his or her parent to be a chaperone. That will usually limit any potential problems. Also, when you are making groups, split any problem pairs into separate groups. This is a good policy for troublemakers, chatty kids, or bickering frenemies. And it's probably best to keep the most challenging students in your own group, rather than pawning them off on an unsuspecting parent chaperone.
• Count all day. As the teacher, you will likely spend most of your day counting heads and making sure everyone is accounted for. Obviously, the worst thing that can occur on a field trip is losing a student. So count accurately and often. Enlist the help of chaperones in this task, but do it yourself too, for your own peace of mind. Keeping track of each and every student is the number one priority of field trip day.
• Do a "debriefing" when you return to the classroom. If you have a few extra minutes after the field trip and before dismissal from school, put on some soothing classical music and have the students draw about what they saw and learned that day. It gives them a chance to decompress and review what they experienced. The next day, it's a good idea to do a more active and in-depth review of the field trip material, extending the learning further and connecting it to what you're working on in the classroom.
• Write thank-you notes after the field trip. Lead a class language arts lesson the day after your field trip, formally thanking the people who hosted your group. This serves as an etiquette lesson for your students and helps form your school's good reputation at the field trip destination. In future years, this goodwill could translate into prime perks for your school.

With proper planning and a positive attitude, field trips can be unique ways to explore the outside world with your students. Stay flexible and always have a Plan B, and you should do just fine.

• Field Trips: Pros and Cons
• 10 Ways to Make Learning Fun for Students
• 10 Ways to Keep Your Class Interesting
• 5 Fun Field Trip Ideas for Elementary School
• Why Teaching is Fun
• 10 Ways to Put the Home in Schooling
• 7 Back to School Tips for Teachers
• June Themes, Holiday Activities, and Events for Elementary Students
• 4 Tips for Effective Classroom Management
• Last Day of School Activities
• Teaching Strategies to Keep Struggling Students Working
• Creating a Positive Learning Environment
• 12 New Teacher Start-of-School Strategies
• How Teachers Can Ease Students' First Day Jitters
• 6 Ways Elementary School Teachers Can Welcome Students Back to School
• 25 Simple Ways to Say Thank You to Teachers

• PRO Courses Guides New Tech Help Pro Expert Videos About wikiHow Pro Upgrade Sign In
• EDIT Edit this Article
• EXPLORE Tech Help Pro About Us Random Article Quizzes Request a New Article Community Dashboard This Or That Game Popular Categories Arts and Entertainment Artwork Books Movies Computers and Electronics Computers Phone Skills Technology Hacks Health Men's Health Mental Health Women's Health Relationships Dating Love Relationship Issues Hobbies and Crafts Crafts Drawing Games Education & Communication Communication Skills Personal Development Studying Personal Care and Style Fashion Hair Care Personal Hygiene Youth Personal Care School Stuff Dating All Categories Arts and Entertainment Finance and Business Home and Garden Relationship Quizzes Cars & Other Vehicles Food and Entertaining Personal Care and Style Sports and Fitness Computers and Electronics Health Pets and Animals Travel Education & Communication Hobbies and Crafts Philosophy and Religion Work World Family Life Holidays and Traditions Relationships Youth
• Browse Articles
• Learn Something New
• Quizzes Hot
• This Or That Game New
• Train Your Brain
• Explore More
• Support wikiHow
• About wikiHow
• Log in / Sign up
• Education and Communications
• Teacher Resources

How to Plan a Class Field Trip

Last Updated: March 11, 2024

This article was co-authored by Catherine Palomino, MS . Catherine Palomino is a former Childcare Center Director in New York. She received her MS in Elementary Education from CUNY Brooklyn College in 2010. This article has been viewed 203,898 times.

A field trip can be a very positive experience to move students outside the classroom into the wider world. There are so many learning experiences that can take place outside of the traditional classroom setting, and conducting a field trip can be a fun and informative way to administer curriculum materials. Field trips can range from day trips to a museum, art gallery, or park to an overnight camp that requires more planning. Regardless of the type of trip you want to facilitate, make sure that there are clear learning objectives. In order to plan a successful class trip make sure that you obtain all necessary permissions and that your students, chaperones, and teachers are adequately prepared. [1] X Research source

Selecting an Educational Site for a Field Trip

• You will also want to clarify a date with the principal in order to ensure that the class trip does not conflict with any other mandatory school activities.
• Ask about emergency protocols while you’re on the trip. Review the school’s guidelines so you can be prepared.

• Learning outcomes of the trip.
• Key vocabulary that will be used and taught during the trip.
• Major concepts that will be taught.
• Can the learning objective be accomplished without a field trip?

• For instance, an overnight ropes course to learn cooperation is not suitable for students in the second grade.
• Young children will not be able to physically complete a ropes course and they are too young to attend an overnight trip.

• Grocery store: Perform a nutritional scavenger hunt. Ask students to read food labels and create a weekly meal plan that would adequately meet their nutritional needs.
• Local restaurant: Learn to cook a nutritional and well-balanced meal at a local restaurant.
• Farm in the area: Visit a farm and learn how livestock are raised, fed, and distributed to customers.

• You should also ask the site how many students they can accommodate. You want to make sure that they can handle the size of your group.
• Ask about areas for seating and how many restrooms there are.
• This additional information will help you to narrow down your list and ultimately select a site.

• Choose a local site to cut down transportation costs.
• Find a site that allows students to bring their own food and snacks so they don’t need to spend money on lunch or food.
• Inquire if the site offers any discounted group or student rates.
• Determine if you need to plan an agenda while you’re there or if a tour will be provided.

• Once you have officially selected a destination, you should get the name, phone number, and email address for a contact person at the site. This will make it easier to book the trip, once you have received the necessary approval.
• If the trip will be over the course of multiple days, you will need to make appropriate overnight arrangements. Camping is an excellent way to provide students with a positive educational experience, but alternative indoor sleeping arrangements are frequently made as well. A tent campground with one or more group campsites, cabin, dormitory, sleeping hall, or hotel that accommodates three students per room would be most ideal for overnight school trips.

Obtaining Permissions for the Field Trip

• This will vary between school boards. Talk with the principal or a senior colleague to determine the exact requirements associated with taking a class on a field trip.

• Date and location of field trip as well as all transportation arrangements.
• Educational purpose of the field trip.
• Cost associated with the trip and date the money needs to be submitted.
• Information about meal arrangements.
• Trip schedule or list of activities for the day.
• Place for parental signature and contact information.

Planning the Logistics of the Field Trip

• Regardless of the type of bus you use, you will need to clearly communicate to the driver the proper addresses and times for pickup and drop off. You should also provide the number of people traveling, including chaperones and teachers.
• You should also introduce yourself as the class leader on the day of the trip and thank the bus driver for their work. Exchange numbers to stay in contact in case there are any changes on the day of the trip.

• Explore some of the exhibits and activities that your class will be visiting in order to come up with ideas for pre-trip classroom activities.

• Once you have acquired enough adult chaperones, you should provide them with any behavioural guidelines and a detailed schedule for the trip.
• Do not assume that adults will intuitively know what is expected of them.
• Schedule a meeting with the chaperones before the trip to explain their roles, responsibilities, and any emergency protocols.
• If there are too many volunteers for chaperones, use a lottery system to select the number you need. If you have too few, reach out to parents or the school’s PTA.
• Ask chaperones to carry a cell phone so you can easily contact them on the day of the trip.

• Signed permission forms.
• Student medical and insurance information.
• Parent/guardian emergency contact information for that day.
• Extra money in case of an emergency.
• Checklist of all students and chaperones in attendance.
• List of students who must take medication during the trip

• The school office: Provide a list all of the children attending the trip, the children absent that day, the children who will remain at the school and their location, and a cell phone number where you can be reached.
• Chaperones: Provide a comprehensive class list, a list of each subgroup, and the name of the supervisor for each group.
• Teachers: Provide a master list of all the groups, all the buddy partnerships, the parent contact information, the student health and insurance information, and the school phone number.
• Have attendance sheets ready so the staff can take head counts during the trip.

• For example, you could have them complete an online scavenger hunt by researching a similar topic to that being covered on the class trip.
• Be creative and try and come up with a fun activity for these students.

Preparing Your Students for a Field Trip

• Have your students study the habitats of a variety of animals they will see at the zoo.
• Then ask them to record the features of the habitats that the zoo provides for the same animals.
• Have them compare the natural habitats to the constructed zoo habitats to see if they are getting a similar type of lifestyle.

• This will also give you the opportunity to provide any instructions, which will save time on the day of the trip.
• You could also brainstorm questions that the class may want to ask of the instructors at the site. Alternately, you could teach your students how to ask thoughtful questions.

• Outline expected behaviour during transit as well. For example, students must remain seated while on the bus and should not distract the bus driver.

• Depending on the type of trip you may want to establish a buddy system or seating plan for safety purposes.
• You could also divide the class into smaller groups with adult supervisors and chaperones. This will make it easier to monitor student behaviour.

• The destination, with a physical description of the site.
• Detailed list of the planned activities.
• Any special preparations the parents and students need to make for that day, such as special clothing, boots, lunches, money, sunscreen, gloves, backpacks, water bottles, etc.
• The drop off and pick up time for the children, if it differs from the regular school day.
• A packing checklist if the trip involves overnight travel.

Expert Q&A

• Plan thoroughly, including provisions for bad weather. Thanks Helpful 0 Not Helpful 0
• Schedule events in order of importance so you can cut the trip short if necessary. Thanks Helpful 0 Not Helpful 0
• Have a cell phone with you, in case of an emergency. Thanks Helpful 0 Not Helpful 0

• Count the children as they get on and off the bus. Never leave the site if a child is missing. Have the children and the adult supervisors remain on the bus while you speak with the student buddy, and ask site staff to help locate the child. Locate the child even if the bus driver needs to get back for another run, and do not be pressured. Thanks Helpful 37 Not Helpful 6

You Might Also Like

• ↑ http://www.learnnc.org/lp/pages/1824
• ↑ http://www.socialstudies.org/system/files/publications/yl/1403/140307.html

About This Article

To plan a class field trip, make sure the location matches what the children have been learning. For example, if you’ve been talking about space in your classroom, take the kids to the planetarium. Once you’ve got a location in mind, book a date and transportation, then ask parents to sign permission slips if necessary. Before the field trip, put together a folder of contacts, lesson plans and emergency information. Additionally, explain to the class what the trip’s about, why you’ve chosen this location, and what you hope they’ll learn, to help them understand how it connects to their classwork. Keep reading for more advice on how to design effective learning activities for the children during the field trip. Did this summary help you? Yes No

• Send fan mail to authors

Reader Success Stories

OCHAYA MATHEW

May 8, 2017

Did this article help you?

Sylvia Chomba

Jul 13, 2018

Antara Verma

Sep 19, 2016

Jackline Chebet

Apr 24, 2017

Featured Articles

Trending Articles

Watch Articles

• Terms of Use
• Privacy Policy
• Do Not Sell or Share My Info
• Not Selling Info

Get all the best how-tos!

Sign up for wikiHow's weekly email newsletter

Winter is here! Check out the winter wonderlands at these 5 amazing winter destinations in Montana

• Travel Guide

How To Plan A Field Trip Lesson Plan

Published: December 1, 2023

Modified: December 28, 2023

by Trescha Prescott

• Plan Your Trip

Introduction

Field trips are an invaluable educational experience that can greatly enhance a student’s learning journey. They provide an opportunity for students to explore the world beyond the confines of their classrooms and engage with real-life examples of the concepts they have been studying. Whether it’s a visit to a museum, a nature reserve, an historical site, or a local business, a well-planned field trip can bring learning to life in a way that textbooks simply cannot.

The purpose of this article is to guide educators and trip organizers on how to plan an effective and engaging field trip lesson plan. From choosing a suitable location to organizing transportation and ensuring student safety, every aspect of the planning process will be covered. Additionally, we will explore strategies for preparing students, creating interactive lesson plans, and assessing their learning outcomes.

Field trips have been proven to increase student engagement, motivation, and retention of knowledge. They provide a hands-on approach to learning and allow students to make connections between what they learn in the classroom and the real world. By immersing themselves in new environments and experiences, students develop critical thinking skills, observational skills, and gain a deeper understanding of the subject matter.

However, organizing a field trip can be a complex task. It requires careful planning, coordination, and attention to detail. This article aims to simplify the process and provide practical tips and guidelines to ensure a successful and enriching field trip experience for both teachers and students. Let’s dive in and discover how to plan a field trip lesson plan that will leave a lasting impact on your students.

Purpose of the Field Trip

The purpose of a field trip goes beyond simply providing students with a break from the classroom. It serves as a way to broaden their horizons, deepen their understanding of a subject, and foster connections between theoretical concepts and real-world applications. A well-defined purpose ensures that the field trip aligns with the curriculum and learning objectives, making it a valuable and meaningful experience for the students.

One of the main purposes of a field trip is to provide students with a hands-on learning experience. By immersing themselves in a real-world setting, students can engage all their senses and interact with the subject matter in a tangible way. This active participation not only enhances their understanding but also encourages curiosity and critical thinking skills.

Field trips also aim to expose students to new environments, cultures, and perspectives. They broaden students’ horizons by allowing them to step outside their comfort zones and experience different contexts. This exposure fosters empathy, cultural awareness, and an appreciation for diversity.

Another purpose of a field trip is to connect classroom knowledge to real-life applications. Students often struggle to see the relevance of what they are learning in school to their everyday lives. By visiting relevant sites and engaging with professionals in the field, students can witness firsthand how the concepts they learn in class are applied in the real world. This connection can be a powerful motivator, sparking deeper interest and enthusiasm for the subject.

Furthermore, field trips provide an opportunity for students to develop essential life skills. They learn to navigate new environments, work in teams, and communicate effectively with peers, teachers, and professionals they encounter during the trip. These skills are invaluable for their personal and professional growth.

Overall, the purpose of a field trip is to enrich the learning experience by providing students with an immersive, interactive, and multi-dimensional learning opportunity. It encourages curiosity, critical thinking, cultural awareness, and the development of essential life skills. With a clear understanding of the purpose, educators can plan and execute a field trip that meets the specific needs and objectives of their students.

Choosing a Field Trip Location

Choosing the right field trip location is crucial to ensure that the experience is not only educational but also engaging and relevant to the curriculum. When selecting a location, consider the following factors:

Curriculum Relevance: Look for field trip locations that align with the topics or subjects being taught in the classroom. For example, if studying history, a visit to a local historical site or museum would be appropriate. If studying biology, a trip to a nature reserve or zoo would be more suitable. The goal is to reinforce and complement what students are learning in class.

Variety and Diversity: Aim for a diverse range of locations throughout the academic year to expose students to different environments and perspectives. This can include museums, cultural centers, nature reserves, factories, and local businesses. The variety will keep the field trips fresh and exciting, and students will have the opportunity to explore a wide range of subjects and interests.

Accessibility: Consider the proximity and logistical aspects of the location. Choose a location that is easily accessible for both students and teachers. Consider transportation options, travel time, and any potential barriers that may hinder the trip. If necessary, explore partnerships with local transportation services or arrange for parent volunteers to assist with transportation.

Safety and Security: Prioritize the safety and security of the students when selecting a field trip location. Ensure that the location has appropriate safety measures in place and is suitable for children of the targeted age group. Research the location’s track record for safety and read reviews from other educators who have visited before.

Interactive and Engaging Experiences: Look for field trip locations that offer interactive and hands-on experiences. These experiences allow students to actively participate and engage with the subject matter. For example, a science museum might have interactive exhibits and workshops, while a local farm might offer opportunities for students to feed animals or plant seeds.

Budget-Friendly Options: Consider the financial constraints of the school or organization while selecting a field trip location. Some locations offer discounted rates for educational groups or have grants available for schools. Additionally, look for local options to minimize transportation costs. Seek out partnerships with community organizations or local businesses that may be willing to sponsor or support the field trip financially.

By considering these factors, educators can choose field trip locations that enhance learning, engage students, and provide them with unique and memorable experiences outside of the classroom. The selected locations should align with curriculum goals, offer variety, prioritize safety, promote interactivity, and remain budget-friendly. Finding the right balance of educational and engaging experiences will ensure a successful and impactful field trip.

Getting Permission and Funding

Once the field trip location has been selected, the next step is to obtain permission from the necessary authorities and secure funding for the trip. Here are some important steps to consider:

Seeking Administrative Approval: Start by presenting the field trip proposal to the school administration or relevant decision-making body. Clearly outline the educational goals, learning outcomes, and logistical details of the trip. Emphasize the value and relevance of the experience to the students’ academic and personal growth. Address any concerns or questions that administrators may have, and be prepared to provide supporting documentation or evidence of the educational benefits.

Communicating with Parents and Guardians: Once approval is granted, it is crucial to inform parents or guardians about the field trip. Create a comprehensive permission form that outlines the details of the trip, including the date, location, itinerary, anticipated costs, and any additional information such as transportation arrangements, lunch arrangements, and safety precautions. Provide ample time for parents to review and sign the permission forms, and be available to address any questions or concerns they may have.

Securing Funding: Field trips can often incur expenses, including admission fees, transportation costs, and meals. It is essential to explore funding options to make the trip feasible for all students. Start by investigating if the school or organization has a budget set aside for field trips or if there are grants available specifically for educational outings. Additionally, consider partnering with local community organizations, businesses, or parent-teacher associations to secure sponsorships or donations. Fundraising activities, such as bake sales or car washes, can also help generate funds for the trip.

Requesting Scholarships or Financial Assistance: Recognize that not all students may be able to afford the cost of the field trip. It is essential to provide equal opportunities for participation by offering scholarships or financial assistance. Communicate with the appropriate school staff, such as the guidance counselor or principal, to identify students who may require financial support. Research local organizations or foundations that provide scholarships for educational experiences and submit applications on behalf of the students in need.

Establishing a Payment Deadline: To ensure timely collection of funds and finalize the logistics of the trip, establish a deadline for receiving permission slips and payments. Clearly communicate the deadline to parents, and provide reminders leading up to it. Consider offering payment options to accommodate families who may need more flexibility, such as installment plans or electronic payment methods.

By following these steps, educators can navigate the process of obtaining permission and securing funding for the field trip. Open and transparent communication with school administrators, parents, and guardians is vital. Exploring funding options and addressing financial barriers will help ensure that all students can participate in this enriching educational experience.

Preparing the Students

Before embarking on a field trip, it is crucial to properly prepare the students for the experience. By doing so, educators can maximize the learning opportunities and ensure that students make the most of their time at the chosen location. Here are some key steps to consider when preparing the students:

Introduce the Field Trip Objectives: Start by clearly communicating the objectives of the field trip to the students. Explain why the chosen location was selected and how it aligns with their current studies. Discuss the anticipated learning outcomes and emphasize the importance of active engagement during the trip.

Background Knowledge: Provide students with the necessary background knowledge to fully grasp the context of the field trip. Conduct pre-field trip lessons or activities that introduce the concepts, themes, or historical significance associated with the location. This foundational knowledge will enhance their understanding and enable them to make connections during the visit.

Site-Specific Information: Familiarize students with the selected location. Share information about its history, significance, key features, and any specific rules or guidelines that need to be followed. Consider showing relevant videos, images, or virtual tours to give students a visual overview of what to expect.

Engage in Pre-Trip Discussions and Activities: Encourage students to research and discuss the field trip destination in class. Assign pre-trip activities, such as reading articles, watching documentaries, or engaging in group discussions, to deepen their understanding and generate excitement for the upcoming visit.

Set Expectations and Behavior Guidelines: Clearly outline the expectations and behavior guidelines that students should adhere to during the field trip. Discuss appropriate conduct, respect for the location and its staff, and the importance of safety precautions. Establish consequences for non-compliance and reinforce the idea that the field trip is a privilege that requires responsible behavior.

Address Safety Concerns: Identify and address any potential safety concerns with the students. Discuss emergency procedures, buddy systems, and the importance of staying with the group and following instructions. Remind students of any specific health or allergy considerations and ensure that necessary medications are readily available.

Prepare Necessary Materials: Depending on the field trip objectives, students may need to bring certain materials such as notebooks, cameras, or clipboards. Provide a list of required items beforehand so that students can come prepared. Additionally, create worksheets or assignments that require students to actively observe and document their experiences during the trip.

Engage in Pre-Trip Reflections: Encourage students to reflect on what they hope to learn or experience during the field trip. Allocate time for students to share their expectations and insights with their peers. This reflection helps set intentions and primes students to actively engage with the trip’s objectives.

By adequately preparing the students for the field trip, educators lay the foundation for a successful and meaningful learning experience. Through background knowledge, discussions, setting expectations, and addressing safety concerns, students can approach the field trip with enthusiasm, curiosity, and a readiness to actively engage in their learning journey.

Creating a Lesson Plan

A well-designed lesson plan is essential to ensure that the field trip serves as a valuable educational experience. It helps guide teacher-led discussions, activities, and assessments before, during, and after the trip. Here are key steps to consider when creating a lesson plan for a field trip:

Establish Learning Objectives: Clearly define the learning objectives you want to achieve through the field trip. What specific knowledge or skills do you want students to acquire or demonstrate? Align the objectives with curriculum standards and make them measurable, allowing for assessment of student progress.

Pre-Trip Activities: Develop pre-trip activities that introduce the concepts, themes, or historical background of the field trip location. These activities can include readings, videos, discussions, or hands-on projects. Such activities provide a foundation for students to build upon during the field trip.

During-Trip Engagement: Outline specific activities or discussions that will take place on-site during the field trip. Incorporate opportunities for active exploration and observation to deepen students’ understanding. Consider organizing guided tours, interactive workshops, or scavenger hunts to keep students engaged and focused on the objectives.

Post-Trip Reflections and Assessment: Plan post-trip activities that allow students to reflect on their experiences and consolidate their learning. Provide opportunities for students to share their observations, insights, and questions. Assess their comprehension and critical thinking skills through assignments, discussions, or presentations that connect the trip to the broader curriculum.

Curriculum Integration: Ensure that the lesson plan integrates the field trip seamlessly into the broader curriculum. Find ways to connect the learning experiences from the trip to classroom instruction, projects, or assessments. Highlight the relevance of the field trip to the subject matter and facilitate the transfer of knowledge between the classroom and real-world contexts.

Differentiated Instruction: Consider the diverse needs and learning styles of your students. Incorporate strategies to differentiate instruction during the field trip, such as providing different types of activities or assessments to accommodate varying abilities or interests. Adapt the lesson plan to address the specific needs of individual students or groups.

Collaboration and Reflection: Foster collaboration among students during the field trip by encouraging group work, discussions, and sharing of observations. Additionally, allocate time for post-trip reflection sessions to allow students to process and articulate their learning experiences. This promotes metacognition and the development of critical thinking skills.

Resources and Materials: Identify the resources and materials needed to implement the lesson plan effectively. This may include worksheets, visuals, technology tools, or reference materials. Ensure that all necessary resources are readily available and make any required arrangements prior to the field trip.

By following these steps and considering the unique circumstances of your students, you can design a comprehensive lesson plan that optimizes the educational value of the field trip. Remember, a well-designed lesson plan not only enhances the learning experience but also helps students make meaningful connections between their experiences on the trip and the broader curriculum.

Organizing Transportation

Organizing transportation for a field trip is a key logistical aspect that requires careful planning and coordination. Here are some important steps to consider when arranging transportation for your field trip:

Evaluate Transportation Options: Assess the transportation options available to you, keeping in mind the number of students, distance to the field trip location, and any specific needs or restrictions. Common options include school buses, public transportation, chartered buses, or arranging for parent volunteers to carpool. Consider the costs, safety, and convenience of each option.

School Bus Transportation: If using school buses, contact your school’s transportation department to inquire about availability, requirements, and any specific guidelines you need to follow. Provide them with the date, destination, and estimated number of students. Be sure to confirm and reconfirm the bus reservation closer to the field trip date.

Private Transportation Companies: If opting for chartered buses or private transportation companies, research and compare different companies to find the best fit for your needs. Consider their reputation, reviews, safety records, and pricing. Book the transportation well in advance to secure availability.

Permission Slips and Liability: Include transportation-related information in the permission slips or forms that parents or guardians need to sign. Clearly communicate the mode of transportation, departure time and location, and any important information related to transportation logistics. Ensure that liability waivers are included to protect both the school and transportation provider.

Seat Assignments and Grouping: Depending on the size of the group and the transportation arrangement, consider assigning seats or grouping students. Distribute seat assignments or groupings in advance to avoid chaos during departure and to ensure that students are seated with appropriate supervision.

Supervision and Chaperones: Plan for an adequate number of adult chaperones to accompany the students during the field trip. Assign responsibilities and clearly communicate expectations to chaperones regarding student supervision, behavior management, and emergency protocols. Provide chaperones with detailed itineraries and contact information for easy communication.

Communication and Logistics: Coordinate with the transportation provider to confirm pickup and drop-off times and locations. Communicate these details with the teachers, students, and chaperones. Establish a designated meeting point for students before departure, and ensure that there is clear communication between the transportation provider, teachers, and chaperones throughout the trip.

Contingency Plans: Prepare contingency plans in case of unforeseen circumstances such as traffic, delays, or changes in the itinerary. Have alternative transportation arrangements in mind and ensure that contact information for backup transportation providers is readily available.

Review Safety Regulations: Familiarize yourself with the safety regulations and guidelines set by the transportation provider. Remind students of the importance of following these rules during the journey and enforce them throughout the trip. Conduct safety briefings and reminders before departure to ensure that students are aware of the procedures and expectations.

By carefully organizing transportation and addressing relevant logistics, educators can ensure a smooth and safe journey to the field trip location. Thorough planning, communication with transportation providers, and adherence to safety regulations will contribute to a successful and enjoyable outing for both students and educators.

Field Trip Logistics

Field trip logistics encompass the necessary arrangements and considerations to ensure the smooth execution of a successful outing. Paying attention to these logistics can help minimize disruptions and maximize the learning experience for students. Here are some key factors to consider when managing field trip logistics:

Timelines and Scheduling: Develop a detailed itinerary that outlines the timeline for the field trip, including departure, arrival, activities, and return. Allocate sufficient time for each activity, keeping in mind factors such as travel time, breaks, meals, and potential delays. Communicate the itinerary to students, chaperones, and any other relevant parties.

Visitor Information: Contact the field trip location in advance to gather important visitor information. Obtain details such as entry requirements, arrival procedures, parking facilities, and any specific guidelines that need to be followed. Share this information with students, chaperones, and staff involved in the field trip to ensure a smooth entry and transition into the location.

Accommodation and Facilities: If the field trip involves an overnight stay or requires the use of onsite facilities, make necessary arrangements well in advance. Confirm reservations, ensure accessibility for all students, and address any accommodation preferences or special needs. Check the facilities available, including washrooms, dining areas, and storage spaces for personal belongings or equipment.

Meals and Nutrition: If meals are included as part of the field trip, coordinate with the venue or catering service to ensure dietary requirements and allergies are accommodated. Communicate meal schedules, options, and any necessary precautions to students and chaperones. If students are bringing their own meals, provide guidelines for safe food storage and consumption.

Special Needs and Accessibility: Consider the needs of students with disabilities or special requirements. Check if the field trip location is accessible and make necessary arrangements to accommodate wheelchair users, individuals with sensory impairments, or those with specific learning needs. Communicate with relevant personnel, such as accessibility officers or special education coordinators, to address any specific accommodations or support.

Communication and Emergency Protocols: Establish clear communication channels between teachers, chaperones, and pertinent school staff during the field trip. Share contact information, including mobile numbers or radios if available, to ensure immediate communication in case of emergencies or unexpected situations. Familiarize students with emergency procedures, including evacuation plans, first aid stations, and who to contact in case of an emergency.

Appropriate Attire and Supplies: Advise students on appropriate attire for the field trip, considering comfort, weather conditions, and any specific requirements of the location. Inform students of any supplies they need to bring, such as writing materials, cameras, or protective gear. Consider providing students with a checklist to ensure they have all the necessary items.

Consent and Medical Forms: Ensure that all necessary consent forms and medical information forms are collected well in advance of the field trip. Keep these forms safely on hand and communicate any pertinent medical information to chaperones and relevant staff. Provide a summary of medical needs and emergency contact information for each student attending the trip.

By attending to these field trip logistics, educators can ensure that the outing runs smoothly and that the students have an enjoyable and enriching experience. Clear communication, precise planning, and attention to detail are key to facilitating successful logistics for field trips.

Safety Precautions

Ensuring the safety of students is of paramount importance on any field trip. By implementing thorough safety precautions, educators can create a secure and conducive learning environment. Here are key safety considerations to address:

Advance Risk Assessment: Conduct a comprehensive risk assessment prior to the field trip. Identify potential hazards, evaluate their severity and likelihood, and develop strategies to mitigate risks. Consider factors such as the location’s layout, transportation safety, external threats, and the specific needs of the students involved.

Chaperone Training: Brief the chaperones on their roles and responsibilities regarding student safety. Provide them with guidelines on supervision, emergency procedures, behavior management, and any specific safety considerations related to the field trip destination. Encourage open communication between chaperones, teachers, and students throughout the trip.

Emergency Procedures: Develop and communicate detailed emergency procedures to teachers, chaperones, and students. Include protocols for natural disasters, medical emergencies, or situations that may require immediate evacuation. Assign specific roles to staff members, clarify chain of command, and provide clear instructions on who to contact and how to handle various emergency scenarios.

First Aid and Medical Considerations: Carry a well-stocked first aid kit and ensure that at least one staff member or chaperone is trained in basic first aid. Collect and carry medical information and contact details for all students attending the trip. Address any specific medical needs or allergies and ensure that necessary medication or emergency supplies are readily available.

Student Buddy System: Implement a student buddy system to encourage mutual support and accountability. Pair younger or less independent students with older or more responsible students. Reinforce the buddy system by providing guidelines on staying together, checking in with buddies, and reporting concerns to a designated adult or chaperone.

Safety Briefings: Conduct safety briefings before and during the field trip to familiarize students with safety protocols and expectations. Review guidelines for appropriate behavior, adherence to rules, and awareness of the surroundings. Emphasize the importance of staying with the group, following instructions, and seeking assistance when needed.

Supervision and Headcounts: Maintain a ratio of appropriate adult chaperones to students to ensure effective supervision. Assign specific chaperones to smaller groups of students to monitor their whereabouts and safety. Conduct frequent headcounts to verify that all students are accounted for during the trip, especially at transition points, such as entering or exiting a venue.

Safe Transportation: Ensure that transportation arrangements are conducted safely. Choose reliable and licensed transportation providers, follow seatbelt laws and regulations, and enforce safe behavior while aboard the vehicle. Communicate safety guidelines to students regarding boarding and exiting the transportation, and stress the importance of remaining seated and following any instructions from the driver.

Secure Environment: Assess the security measures at the field trip location and communicate any relevant information to staff, chaperones, and parents, if necessary. Be vigilant about personal and property safety, discourage students from sharing personal information with strangers, and emphasize the importance of reporting any suspicious activity to a trusted adult or chaperone.

Parent Communication: Regularly communicate with parents or guardians before, during, and after the field trip. Provide them with detailed itineraries, emergency procedures, contact information, and any relevant safety information. Encourage parents to share any specific concerns or considerations about their child’s safety.

By prioritizing safety precautions, educators can ensure a secure and enjoyable field trip experience for all participants. Proactive planning, clear communication, appropriate supervision, and adherence to safety guidelines are essential in providing a safe and nurturing environment for students to explore, learn, and grow.

Engaging Activities and Worksheets

To truly enhance the educational impact of a field trip, it is essential to incorporate engaging activities and worksheets that promote active exploration and reflection. Here are some ideas to consider when designing interactive experiences for students:

Post-Field Trip Reflections

Post-field trip reflections are a crucial component of the learning process as they allow students to consolidate their experiences, deepen their understanding, and make connections to their prior knowledge. By providing opportunities for reflection, educators can maximize the educational benefits of the field trip. Here are some strategies to encourage meaningful post-field trip reflections:

Open Discussions: Allocate time for class discussions to allow students to share their thoughts, observations, and insights. Encourage students to reflect on what they learned, their favorite moments, and any surprises or challenges they encountered. Use open-ended questions to promote deeper thinking and encourage active participation from all students.

Journaling or Reflection Prompts: Provide students with journals or reflection prompts that guide them in expressing their thoughts and feelings about the field trip. Ask them to write about what they found most interesting or meaningful, how the trip connected to their prior knowledge, or any new perspectives they gained. Encourage students to be descriptive and reflective in their writing.

Showcase Student Work: Display and celebrate student work related to the field trip. This could include artwork, photographs, writing samples, or group projects. Showcase their creations in the classroom, school hallway, or on a dedicated class website. This not only acknowledges their efforts but also provides a visual reminder of their experiences and stimulates further reflection.

Group Presentations: Assign small groups of students to create presentations summarizing their field trip experience. Encourage them to share what they learned, how it connects to their classroom studies, and any insights they gained. This promotes public speaking skills, collaboration, and enhances the collective understanding of the entire class.

Peer Discussions and Collaboration: Facilitate small group discussions where students discuss their experiences and learn from each other. Assign specific topics or questions for them to explore and encourage active listening and respectful sharing of different perspectives. This fosters a collaborative learning environment and allows students to learn from their peers’ varied experiences.

Assessment and Evaluation: Incorporate assessment tasks that evaluate students’ understanding and reflections on the field trip. This can include short quizzes, written reflections, or project-based assessments. Assessing their reflections provides valuable feedback for both the students and the educators, allowing for targeted instruction and future improvements.

Real-World Connections: Encourage students to make connections between the field trip and their everyday lives. Ask them to identify ways in which the knowledge and experiences gained on the trip can be applied in real-world situations. Discuss the potential impact of the field trip on their future choices, career aspirations, or community engagement.

Feedback Collection: Seek feedback from both the students and chaperones to gain insight into their experience and to improve future field trips. Provide opportunities for them to share what they enjoyed, what could be enhanced, and any suggestions they may have. Analyze the feedback collected and use it to refine future field trip planning and implementation.

Post-field trip reflections provide students with an opportunity to solidify their learning, reflect on their experiences, and make connections with their prior knowledge and the broader curriculum. By implementing these strategies, educators can foster critical thinking, self-awareness, and a deeper understanding of the subject matter while promoting active student engagement and meaningful learning outcomes.

Assessing Student Learning

Assessing student learning is a vital step in evaluating the success of a field trip and measuring the educational outcomes achieved. By implementing effective assessment strategies, educators can gauge the impact of the field trip on student learning and make informed decisions about future instructional practices. Here are some approaches to assess student learning after a field trip:

Reflection-Based Assignments: Assign written reflections or journals that prompt students to critically analyze their field trip experiences. Evaluate their ability to make connections between the trip and their prior knowledge, articulate their observations, and reflect on the significance of what they learned. Assess the depth of their reflections, the clarity of their writing, and the coherence of their thoughts.

Project-Based Assessments: Assign projects that require students to demonstrate their understanding of the field trip content through creative means. This could include creating presentations, multimedia projects, artworks, or written reports. Evaluate their ability to effectively communicate their knowledge, organize information, and apply critical thinking skills. Assess their creativity, presentation skills, and overall quality of the project.

Group Discussions and Debates: Conduct group discussions or debates that allow students to engage in thoughtful discourse about the field trip topic. Evaluate their ability to articulate their viewpoints, provide evidence to support their arguments, and respectfully engage with their peers. Assess their critical thinking, communication skills, and ability to draw connections between the field trip experiences and broader concepts.

Quizzes or Assessments: Administer quizzes or written assessments that test students’ knowledge and understanding of the content covered during the field trip. Ask questions that assess both factual recall and higher-order thinking skills. Evaluate their comprehension of key concepts, their ability to apply knowledge in different contexts, and their analytical thinking.

Performance Assessments: Design performance-based assessments that require students to demonstrate their skills or apply their knowledge acquired during the field trip. For example, have them present a dramatic interpretation, conduct experiments, solve problems, or complete hands-on activities. Assess their ability to apply knowledge, follow procedures, and produce accurate or creative results.

Peer and Self-Assessments: Incorporate peer and self-assessment opportunities to encourage students to reflect on their own learning and provide feedback to their peers. This assessment method can help develop their metacognitive skills, self-awareness, and analytical abilities. Provide clear assessment criteria and guidelines for them to evaluate their work and the work of their peers.

Checklists or Rubrics: Develop checklists or rubrics that outline specific criteria for performance, participation, or reflection. Use these tools to assess student learning based on predetermined standards and expectations. Evaluate their ability to meet specific criteria, such as content knowledge, critical thinking, communication skills, or teamwork.

Teacher Observations: Observe student behavior, engagement, and interactions during the field trip. Take note of their level of participation, the quality of their questions or contributions, and their overall attitude and demeanor. Use your observations to assess their level of interest, understanding, and active involvement in the learning experience.

Field trips offer invaluable opportunities for students to enhance their learning and connect classroom concepts to real-world experiences. By following the steps outlined in this guide, educators can plan and execute a successful field trip lesson plan that maximizes educational outcomes and engages students in meaningful ways.

Beginning with a clear understanding of the purpose of the field trip, educators can ensure that the chosen location aligns with curriculum goals and offers a rich and relevant learning experience. Obtaining the necessary permissions and securing funding is essential to ensure that all students have the opportunity to participate, regardless of financial constraints.

Preparing students for the field trip by providing background knowledge, discussing safety measures, and setting clear expectations helps to establish a solid foundation for an engaging and safe experience. Creating a well-rounded lesson plan that incorporates activities, reflection exercises, and assessments both during and after the trip ensures that students maximize their learning and reinforce their understanding.

The logistics of the field trip, including transportation arrangements, safety precautions, and communication protocols, play a critical role in ensuring a smooth and organized outing. By paying attention to these logistical details, educators can create a safe and positive environment for students to learn and explore.

Engaging activities and worksheets provide students with opportunities to actively participate in their learning and reflect on their experiences. By incorporating interactive elements, educators can foster curiosity, critical thinking, and a deeper connection to the subject matter.

Post-field trip reflections and assessments allow students to consolidate their learning, make connections, and incorporate their experiences into their broader understanding of the curriculum. It is through thoughtful reflections that the full educational impact of the field trip can be realized.

In conclusion, well-planned and executed field trips have the potential to significantly enhance students’ educational journey. By following the steps and strategies outlined in this guide, educators can create memorable and impactful field trip experiences that foster engagement, critical thinking, and a deeper connection to the world beyond the classroom.

• Privacy Overview
• Strictly Necessary Cookies

This website uses cookies so that we can provide you with the best user experience possible. Cookie information is stored in your browser and performs functions such as recognising you when you return to our website and helping our team to understand which sections of the website you find most interesting and useful.

Strictly Necessary Cookie should be enabled at all times so that we can save your preferences for cookie settings.

If you disable this cookie, we will not be able to save your preferences. This means that every time you visit this website you will need to enable or disable cookies again.

• NAEYC Login
• Member Profile
• Hello Community
• Accreditation Portal
• Online Learning
• Online Store

Popular Searches:   DAP ;  Coping with COVID-19 ;  E-books ;  Anti-Bias Education ;  Online Store

Our Trip Down to the Bay: A Model of Experiential Learning

You are here

Learning through purposeful experiences has long been recognized as an effective approach to teaching children. Pioneers of early education understood the importance of children making sense of their world through observation and experimentation. Their keen understanding of how young children learn continues to influence contemporary approaches to early childhood education.

Today, field trips remain a valuable part of the learning experience, and the educational benefits have been substantiated through years of research. Planned excursions outside the classroom contribute to learning new information (Kisiel 2003; Scribner-MacLean & Kennedy 2007; Nadelson & Jordan 2012) and make content relevant as students integrate that new information with their prior learning (Lei 2010a, 2010b). High-quality field trip experiences lead to increased interest in and a deeper understanding of subject matter (National Research Council 2009).

A variety of factors contribute to a teacher’s ability to implement a successful field trip, including logistical issues, funding, and teacher preparation (Behrendt & Franklin 2014). Due to increased ease of transportation, children are no longer limited to investigating only their own neighborhoods. While visiting places in the immediate community is the best place to start, there are new learning opportunities to be explored. Field trip destinations that were once reserved for older students are becoming more available to children in the early grades. Art museums where the rule was once “look but don’t touch” are embracing child-centered learning through active, sensory-based experiences (Shaffer 2011). Natural history museums that only offered adult-led tours where children were passive learners are now evolving to focus more on children’s interests and to provide active learning experiences (Melber 2008). Museums designed specifically with children in mind are becoming more common, and according to the Association of Children’s Museums, over 40 million children and families visit children’s museums annually (2017).

Field trips also often provide valuable learning opportunities for multiple curricular areas, including those that may receive less time and attention in the classroom, such as music and art (Fries-Gaither & Lightle 2011). When field trips are designed by intentional teachers, children may be engaged in meaningful learning that addresses each subject area (Harte 2013). Math skills may be used as children count, measure, and look for patterns, while observation, prediction, and other scientific process skills may be used to make sense of new information. Vocabulary may build in the context of authentic learning while at the same time, children may be learning more about their community and the various types of jobs people do to support it. Field trips to museums and cultural events may contribute to children’s knowledge of art, strengthen their critical thinking skills, and increase their interest in art and culture (Greene, Kisida, & Bowen 2014).

In addition, carefully crafted field trips offer opportunities to enhance children’s development across cognitive, motor, and social and emotional domains (Bozdogan 2008; Bailie 2010). Children formulate questions and seek answers, use gross and fine motor skills as they explore new environments, and interact with peers and adults during a shared experience. Meaningful social interactions may occur during well-designed field trips because the experience encourages a sense of autonomy and provides time for children to talk about their feelings, ideas, and actions (Tal, Alon, & Morag 2014).

For children and educators to reap these potential benefits of experiential learning, detailed planning is required (Behrendt & Franklin 2014) rather than offering the field trip as a stand-alone experience (Kisiel 2006). In this article, we share a model for planning educationally beneficial field trips and a detailed example from a second-grade class.

A model of developing and implementing field trips

The model for planning and carrying out meaningful field trips is a three-part cycle: the preparation stage , the field trip , and the summary stage (Orion 1993). (For the key features of each stage, see “A Step-by-Step Guide to Field Trips” below.) Each part of the cycle is an independent learning stage, but they are all connected by bridging information from one stage to the next.

An exemplary case: Pelican’s Nest

To share an example of a carefully planned field trip, we developed an exemplary case (Tal, Alon, & Morag 2014) to ensure readers have a clear grasp of the practice and procedures. Our exemplary case is based on a second-grade class that took a trip to the Pelican’s Nest Science Lab. Affiliated with the public school system in Fairhope, Alabama, and located near the Mobile Bay, the Pelican’s Nest Science Lab was established in 1997 and is the signature project of a local nonprofit. The purpose of the Pelican’s Nest is for students in kindergarten through sixth grade to experience firsthand field investigations in the bay and in the lab to create a greater awareness of marine ecology. Programs at the Pelican’s Nest are geared toward marine wildlife and the coastal habitat. Students are actively involved in learning about the marine food chain, animal habitats, aquatic plant life, and weather.

A Step-by-Step Guide to Field Trips

Stage 1: Preparation

• Identify learning objectives and academic standards to be addressed.
• Request curriculum-related materials from the field trip destination.
• Discuss details of the upcoming field trip with the children: where and when they will be going, how they will be transported, what they will see, and the types of activities they will do there.
• Share related materials and resources such as books, photos, videos, and relevant activities.
• Start a K-W-L (Know, Want to Know, Learned) chart (or do a similar exercise to activate children’s prior knowledge and to document their learning).
• Initiate projects related to the field trip site.

Stage 2: The field trip

• Establish expectations and responsibilities of all adults, including the field trip director, chaperones, and classroom teachers.
• Be prepared to assist children who need information clarified and help with maintaining attention in an unfamiliar environment.
• Provide chaperones with a list of rules, a schedule, and the specifics of any activity for which they will be primarily responsible.
• Ensure each child has materials needed to fully engage at the site (such as paper, pencils, clipboards, magnifying glasses, or access to a camera).

Stage 3: The summary

In the days following the field trip:

• Display photos and specimens related to the field trip site.
• Encourage discussion of what children saw, did, and learned.
• Provide additional materials and resources to answer questions children have as a result of the trip.
• Complete the K-W-L chart as a group.
• Complete projects in which children can demonstrate what they learned.

The preparation stage is especially important for young children who need time to process new information and adjust to changes in their schedule and surroundings (Taylor, Morris, & Cordeau-Young 1997). At this initial phase, teachers prepare children by introducing and discussing the upcoming trip and related activities based on set goals and educational objectives. Many field trip destinations employ educators who cross-reference their planned programs to state and national standards, including the Common Core State Standards (NGA Center & CCSSO 2010) and the Next Generation Science Standards (National Research Council 2013). They also often have curriculum-related materials and activities that can be used with children prior to or after the visit (Smith-Walters, Hargrove, & Ervin 2014). Teachers can take advantage of these resources as they develop relevant lessons.

When field trips are designed by intentional teachers, children may be engaged in meaningful learning that addresses each subject area.

In the preparation stage, teachers describe the field trip destination and layout with the children (Behrendt & Franklin 2014). Simply orienting children to the novel learning space has been shown to increase learning (Anderson & Lucas 1997). Teachers also explain how the children’s time will be spent there by describing what they will be doing and the type of information they will be learning. To provide important background information and establish a sense of place and purpose, teachers share pictures and books and integrate relevant props into children’s play. Lessons and experiences planned for the preparation stage provide a foundation that helps children build learning connections later (Pace & Tesi 2004; Kisiel 2006; Rennie 2014).

For our exemplary case, second-grade teachers Helen Rivenbark and Jenny Douglass began preparing students two weeks before the field trip. Through an integrated curriculum approach, the students were immersed in relevant activities including reading, researching, discussing, and writing about topics related to estuaries and marine organisms. The unit was introduced through a curriculum web and the creation of a three-column K-W-L chart that depicted what students know and what they want to know prior to the field trip to the bay. After the trip, students added what they had learned to the third column. From experience, the teachers knew that students would benefit most from reviewing everything they had already learned before the actual visit to Pelican’s Nest. Mrs. Rivenbark explained, “It works best when students feel like they are experts before the field trip.”

Field trip discussions will be more engaging when students have studied relevant topics prior to their visit.

At the beginning of the unit, the class brainstormed topics (such as shrimp or barnacles) and decided on alligators to be the primary focus for their research. Next, the students’ research expanded based on their own interests, such as feeding and digestion, habitat, and environmental hazards. Students were encouraged to use text evidence to support their research. To assist with this, the teachers introduced “dash facts” (Portalupi & Fletcher 2001). To create “dash facts,” paper is folded into columns or fourths and the sections are labeled by topic. Students then write quick facts using a dash to begin each one rather than writing them in complete sentences. This keeps the research moving along so the facts can be used as part of a future report.

To find information, students can read books from the school and classroom libraries. They can also access online resources on tablets. Teachers supplement research by introducing new vocabulary and sharing videos, photographs, maps, and other resources. Here are the books Ms. Rivenbark and Ms. Douglass brought to their classroom for the children to explore:

• The Day They Left the Bay , by Mick Blackistone; illus. by Lee Boynton. A cautionary tale of what could happen if people ignore the water pollution plaguing the Chesapeake Bay.
• A House for Hermit Crab , by Eric Carle. A classic children’s story of a hermit crab who outgrew his shell and must find a new one.
• One Tiny Turtle: Read and Wonder , by Nicola Davies; illus. by Jane Chapman. The amazing lifecycle of the Loggerhead sea turtle is told in lyrical text.
• In One Tidepool: Crabs, Snails and Salty Tails , by Anthony Fredericks; illus. by Jennifer DiRubbio. A young girl explores the shoreline to discover the tiny and amazing sea life found in tide pools.
• Sea Turtles , by Gail Gibbons. Facts about the eight species of sea turtles and conservation efforts are supported by clear illustrations and diagrams.
• Seashells, Crabs and Sea Stars: Take-Along Guide , by Christiane Kump Tibbitts; illus. by Linda Garrow. This nonfiction book includes identification information, educational activities, and safety tips.
• Jubilee! , by Karyn Tunks; illus. by Julie Buckner. A young girl witnesses a natural phenomenon with various types of marine life in Mobile Bay.
• Flotsam , by David Wiesner. A curious boy scours the beach for found objects and discovers an underwater camera full of intriguing images.

The field trip is the second part of the three-stage model. During this stage, learning occurs in an authentic, informal setting. Children make connections between prior knowledge gained from the preparation stage (as well as from their own personal experiences outside of a school setting) and from the field trip itself (National Research Council 2009). Adults play an essential role during the field trip; therefore, the roles of field trip director, classroom teacher, and chaperone should be clearly delineated.

Field trip director

If you are going to a site that hosts groups of students often, the field trip director will likely be a staff member of the destination. (If there is no such staff member, then a teacher should serve as the field trip director.) An important role of the field trip director is minimizing the “novelty effect” (Falk 1983); children have a natural tendency to explore new surroundings, so the unfamiliarity of a situation or environment can overshadow the educational concepts being taught. To minimize this, the field trip director should allow time for children to explore and become familiar with the environment before beginning any educational activity.

Kacie Hardman, the director of Pelican’s Nest, said she wanted students to have a “sense of ownership” and an “authentic appreciation for the bay.” She accomplished this through planning age-appropriate activities, such as encouraging free exploration of the lab upon arrival; showing a short video on estuaries; and giving a brief, direct instruction lesson on marine specimens found in the bay and including relevant vocabulary.

Ms. Hardman asked students to discuss two open-ended questions using the turn-and-talk technique: What is an estuary? and Why is it important to us? Having asked these questions of many groups of students, Ms. Hardman knew that the discussion would be more engaging when the students had been studying relevant topics prior to their visit to the Pelican’s Nest.

Next, students went to tables to conduct a water investigation. Ms. Hardman explained how to record observations of water from three different sources in clear plastic cups. The students discussed their observations and then Ms. Hardman tied what they had noticed about the three water samples to an explanation of water sediment.

Before boarding the school bus for the short drive down to the bay, Ms. Hardman shared essential information with the children and chaperones. Three separate activities were planned: students could wade up to their ankles and use dip nets to catch specimens; students could take turns learning how to use a cast net; and students could examine the variety of marine organisms caught by chaperones using a seine net. (Specimens were kept in buckets with water so they could be released later.)

When the class returned to the Pelican’s Nest, Ms. Hardman used the actual specimens collected from the bay for a science lesson. Projecting and enlarging images of the specimens on a monitor, Ms. Hardman facilitated the children’s observations and discussion. Ms. Hardman made connections depending on what students caught and then adapted the lesson to include a discussion of topics such as the juvenile or adult form of a specimen and where that form falls in the food chain.

Classroom teacher

The field trip director is typically responsible for keeping activities interesting for children while allowing the teacher to take on a variety of other responsibilities. Teachers should keep children engaged and help them make connections between the experience and prior knowledge (Pasquier & Narguizian 2006). A balance between connecting with students, supporting exploration, and being available to answer questions or offer assistance should be maintained. Teachers can also assist unfocused or confused students so they will better understand the information available to them (Rennie & McClafferty 1995).

Field trips remain a valuable part of the learning experience, and the educational benefits have been substantiated through years of research.

Due to Ms. Rivenbark’s and Ms. Douglass’s direct involvement in the preparation stage, they were able to help students make connections between their prior research and the information they had learned at the Pelican’s Nest and the bay. At the bay, Ms. Douglass pointed out barnacles on a piece of driftwood, which students examined to determine whether they were living or expired. Behavior management also came into play as teachers assisted with loading and unloading the bus and enforcing safety rules at the bay.

Prior to the field trip, teachers informed chaperones of their roles and responsibilities. Like the students, chaperones need to be oriented to the layout of the site and to the schedule of activities for the duration of the trip. Rules concerning behavior and expectations for children and adults should be clearly explained. If chaperones are directly involved in participating in or leading an activity, they should be prepared in advance of the trip (Kisiel 2006). The teacher should also model behavior and expectations for adult chaperones (Snyder 2011).

The chaperones on the field trip to the Pelican’s Nest were well-prepared for the visit. Ms. Hardman provided a handbook in advance that chaperones were required to read and sign to verify they understood the rules and regulations. These rules were reinforced when the classroom teacher gave final instructions immediately before the field trip. The chaperones played a vital role by loading and unloading gear, demonstrating how to use equipment such as the casting net and seine net, and assisting students in making and recording their observations.

The field trip director, classroom teachers, and chaperones are all important for a successful field trip. Understanding their individual roles and working together as a team allows for maximum learning benefits for students and helps make a memorable experience for all.

Together, the preparation stage and field trip serve as a concrete bridge toward more abstract learning in the summary stage (Orion 1993). This final stage requires children to synthesize information learned during the preparation stage and the field trip. The combination of experiences results in a deeper understanding and higher retention of knowledge and vocabulary. Teachers may use materials developed by the field trip site staff. Photos, videos, and specimen samples taken and gathered on the field trip can be examined and discussed upon returning to the classroom. Children should be encouraged to act on what they learned through their play and should be given materials to support new activities. Children’s newfound knowledge from the field trip experience may become the basis for their dramatic play, art, and language experiences (New & Cochran 2007).

For the week following the field trip to Pelican’s Nest, Ms. Rivenbark and Ms. Douglass engaged students in related discussions and activities. This provided an opportunity for learning across content areas, such as science (environment, water temperature, organisms); social studies (land mass, geography, environmental issues); math (counting, comparing, weighing); and language arts (reading, writing, visually representing). Students added final details to the K-W-L chart and included any new facts and information relevant to their research. Their final projects took different forms: written reports with detailed illustrations, student-made books, and even a legislative bill and letters of support asking Congress to adopt an official state crustacean.

Although many teachers feel increased pressures of accountability due to standardized testing, the planning and implementation of field trips continues to be an important part of the curriculum. If teachers are limited to a specific number of off-campus field trips per year, then each trip must maximize student engagement and learning through thoughtful planning and alignment to standards. In the exemplary case presented in this article, the field trip acts as an integral piece of a larger science unit. By providing students with an opportunity to explore marine specimens at the Pelican’s Nest and by the bay, students extended their learning beyond the classroom walls and into the natural world. Meaningful experiences such as this one position students to be life-long learners in authentic environments, reinforcing the notion that opportunities for learning are not limited to the classroom but are all around them.

Anderson, D., & L.K. Lucas. 1997. “The Effectiveness of Orienting Students to the Physical Features of a Science Museum Prior to Visitation.” Research in Science Education 27 (4): 485–95.

Association of Children’s Museums. 2017. “FY 2017 Annual Report.” Arlington, VA.

Bailie, P.E. 2010. “From the One-Hour Field Trip to a Nature Preschool: Partnering with Environmental Organizations.” Young Children 65 (4): 76–82.

Behrendt, M., & T. Franklin. 2014. “A Review of the Research on School Field Trips and Their Value in Education.” International Journal of Environmental and Science Education 9 (3): 235–45.

Bozdogan, A.E. 2008. “Planning and Evaluation of Field Trips to Informal Learning Environments: Case of the ‘Energy Park.’” Journal of Theory and Practice in Education 4 (2): 282–90.

Falk, J.H. 1983. “Field Trips: A Look at Environmental Effects on Learning.” Journal of Biological Education 17 (2): 137–42.

Fries-Gaither, J., & K. Lightle. 2011. “Penguins and Polar Bears Integrates Science and Literacy.” Science 331 (6016): 413–14.

Greene, J.P., B. Kisida, & D.H. Bowen. 2014. “The Educational Value of Field Trips.” Education Next 14 (1): 79–86.

Harte, H.A. 2013. “Universal Design and Outdoor Learning.” Dimensions of Early Childhood 41 (3): 18–22.

Kisiel, J. 2003. “Teacher, Museums and Worksheets: A Closer Look at the Learning Experience.” Journal of Science Teacher Education 14: 3-21

Kisiel, J. 2006. “More Than Lions and Tigers and Bears: Creating Meaningful Field Trip Lessons.” Science Activities 43 (2): 7–10.

Lei, S.A. 2010a. “Assessment Practices of Advanced Field Ecology Courses.” Education 130 (3): 404–15.

Lei, S.A. 2010b. “Field Trips in College Biology and Ecology Courses: Revisiting Benefits and Drawbacks.” Journal of Instructional Psychology 37 (1): 42–48

Melber, L.M. 2008. “Young Learners at Natural History Museums.” Dimensions of Early Childhood 36 (1): 22–29.

Nadelson, L.S., & J.R. Jordan. 2012. “Student Attitudes Toward and Recall of Outside Day: An Environmental Science Field Trip.” The Journal of Educational Research 105 (3): 220–31.

NGA (National Governors Association) Center, & CCSSO (Council of Chief State School Officers). 2010. Common Core State Standards. Washington DC: NGA Center for Best Practices, & CCSSO.

NGSS Lead States. 2013. Next Generation Science Standards: For States, By States . Washington, DC: The National Academies Press.

National Research Council. 2009. Learning Science in Informal Environments: People, Places, and Pursuits . Washington, DC: The National Academies Press.

National Research Council. 2013. Next Generation Science Standards: For States, By States . Washington, DC: The National Academies Press.

New, R.S., & M. Cochran, eds. 2007. Early Childhood Education: An International Encyclopedia . Vol. 4. Westport, CT: Praeger.

Orion, N. 1993. “A Model for the Development and Implementation of Field Trips as an Integral Part of the Science Curriculum.” School Science and Mathematics 93 (6): 325–31.

Pace, S., & R. Tesi. 2004. “Adult’s Perception of Field Trips Taken within Grades K-12: Eight Case Studies in the New York Metropolitan Area.” Education 125 (1): 30–40.

Pasquier, M., & P.J. Narguizian. 2006. “Using Nature as a Resource: Effectively Planning an Outdoor Field Trip.” Science Activities: Classroom Projects and Curriculum Ideas 43 (2): 29–33.

Portalupi, J., & R. Fletcher. 2001. Nonfiction Craft Lessons: Teaching Information Writing K–8 . Portland, ME: Stenhouse.

Rennie, L. J., & T. McClafferty. 1995. “Using Visits to Interactive Science and Technology Centers, Museums, Aquaria, and Zoos to Promote Learning in Science.” Journal of Science Teacher Education 6 (4): 175–85.

Rennie, L.J. 2014. “Learning Science Outside of School.” In Handbook of Research on Science Education , Vol. 2, edited by N.G. Lederman & S.K. Abell, 120–44. New York: Routledge.

Scribner-MacLean, M., & L. Kennedy. 2007. “More Than Just a Day Away from School: Planning a Great Science Field Trip.” Science Scope 30 (8): 57–60.

Shaffer, S. 2011. “Opening the Doors: Engaging Young Children in the Art Museum.” Art Education 64 (6): 40–46.

Smith-Walters, C., K. Hargrove, & B. Ervin. 2014. “Extending the Classroom: Tips for Planning Successful Field Trips.” Science and Children 51 (9): 74–78.

Snyder, S. 2011. “No Accident: Successful Field Trips.” Green Teacher 94.

Tal, T., N.L. Alon, & O. Morag. 2014. “Exemplary Practices in Field Trips to Natural Environments.” Journal of Research in Science Teaching 51 (4): 430–61.

Taylor, S.I., V.G. Morris, & C. Cordeau-Young . 1997. “Field Trips in Early Childhood Settings: Expanding the Walls of the Classroom.” Early Childhood Education Journal 25 (2): 141–46.

Photographs: courtesy of the authors

Copyright © 2020 by the National Association for the Education of Young Children. See Permissions and Reprints online at NAEYC.org/resources/permissions .

Karyn W. Tunks, PhD, is professor of early childhood and elementary education at the University of South Alabama, in Mobile, Alabama. She is the author of four books for teachers, including Outdoor Play Everyday: Innovative Play Concepts for Early Childhood , and four picture books. [email protected]

Elizabeth Allison, PhD, is the elementary education program chair at Western Governors University, in Salt Lake City, Utah. Elizabeth has conducted research and has published articles pertaining to hands-on inquiry in elementary STEM classrooms.

Vol. 75, No. 4

Print this article

• Grades 6-12
• School Leaders

50 Fun Earth Day Crafts and Activities 🌎!

260+ Field Trip Ideas for Grades Pre-K Through 12 (In-Person and Virtual)

Get out of the classroom and explore the world!

Field trips are a quintessential school experience. You usually only get one or two a year so it’s important to do it right! Our roundups of unique field trip ideas have something for every age, subject, and interest. We’ve even got resources like permission slip forms and chaperone tips. Get ready to leave the classroom behind to take learning on the road!

Preschool Field Trip Ideas

Early-grade field trips help kids learn about the world and also teach them good field trip behavior. These are our top picks for the pre-K crowd, but many of the options on our kindergarten list are perfect for this age group too.

• Library: Not every student’s parents take them to story time. Schedule your own trip, and show kids that having fun isn’t hard when you have a library card!
• Farm: Whether you learn how vegetables are grown or where milk and eggs come from, the farm is always a hit.
• Grocery store: Go behind the scenes at the supermarket, and use this trip as the foundation for lessons on healthy eating.
• Park: From local playgrounds to majestic national parks, it’s always worth getting kids into the great outdoors.
• Children’s museum: This is the age group most children’s museums were designed for! They’ll love all the hands-on fun and excitement.
• Post office: Learn how mail is sorted and shipped, and teach students about stamps and other mail-related items.
• Bank: Money is a new concept for these kiddos, and they’ll be fascinated to step inside the vault and learn other bank secrets.
• Fire station: There’s just something about a fire truck that gets every little one excited.
• Nursing home: Is there anything sweeter than watching seniors and wee ones spend time together?
• Animal shelter: For kids who don’t have pets at home, this can be a good introduction to animals. Others will just enjoy the time with dogs and cats waiting for their forever homes.

Elementary School Field Trip Ideas

@mjdstoronto

These are the prime field trip years! Here are our favorite trips for every grade.

• 14 Kindergarten Field Trips (Virtual and In-Person)
• 15 First Grade Field Trips (Virtual and In-Person)
• 15 Second Grade Field Trips (Virtual and In-Person)
• 15 Third Grade Field Trips (Virtual and In-Person)
• 23 Fourth Grade Field Trips (Virtual and In-Person)
• 22 Fifth Grade Field Trips (Virtual and In-Person)

Middle and High School Field Trip Ideas

@salinasvalleybasingsa

For this age group, you’ll need to step up your game a bit. (They’ve probably already been to the zoo, the aquarium, and the art museum.) Try some of these locations, which offer educational, social-emotional, and real-life learning opportunities.

• Food bank: Hold a food drive, then arrange a trip to your local soup kitchen or food pantry. Volunteering makes for truly meaningful field trips.
• Recycling facility: In a time when reducing landfill waste is more important than ever, a trip to a recycling facility can help drive home the message.
• Theater: Many theaters offer behind-the-scenes tours for schools and discount pricing when you buy tickets in bulk. (Want to go virtual? Check out the Hamilton Education Program !)
• Community college: Parents sometimes take kids on college visits, but a community college trip offers opportunities for even more students to see themselves getting a higher education.
• TV station: Kids interested in communications or technology will find this completely fascinating.
• Courtroom: There’s no better way to understand the justice system than to see it in action.
• State or county capitol: Every government class should visit a local capitol to meet with officials and see how the government works.
• Local business: This can be a cool way to learn about managing a business, working with customers, or discovering how products are made.
• Wildlife rehab facility: Introduce students to the people who help injured wild animals recover and live free once again.

Virtual Field Trip Ideas

@edtech_tusd

The terrific thing about virtual field trips is that they eliminate so much of the hassle. No need to collect permission slips, arrange for buses, or recruit chaperones. Plus, they’re usually free!

• 40 Amazing Educational Virtual Field Trips
• 20 Terrific Virtual Art Museum Field Trips
• 18 Incredible Virtual Zoo Field Trips
• 15 Fascinating Aquarium Virtual Field Trips
• 3 Science Virtual Field Trips Let Kids Travel the World

Field Trips by Location

If you live in one of these cities, check out some of our favorite spots.

• 16 Cool Field Trips in Houston, Texas
• 21 Terrific Field Trips in Chicago, Illinois
• Top 10 Washington D.C. Field Trip Ideas

Field Trip Tips and Resources

There’s a lot to do when you’re organizing an off-site field trip. These resources are here to help.

• Preparing Parent Chaperones for a Field Trip
• Free Printable Field Trip and School Permission Forms To Make Your Life Easier
• Things To Do Before Taking Your Students on a Major Field Trip
• Mistakes To Avoid When Planning a Field Trip for Students
• Why I Hate Field Trips (And How I Learned To Deal)
• Help! Is There Any Way I Can Get Out of Our End of the Year Field Trip?

Bonus: Looking for a laugh? Check out  Ways School Field Trips Are Like The Wizard of Oz !

What are your favorite field trip ideas? Come share your thoughts in the  We Are Teachers HELPLINE group on Facebook !

Plus,  virtual college campus tours to explore from home ..

You Might Also Like

The Best PreK and Kindergarten Field Trips (Both Virtual and In-Person!)

From the pumpkin patch to the fire station. Continue Reading

Copyright © 2023. All rights reserved. 5335 Gate Parkway, Jacksonville, FL 32256

• Cash Rewards Credit Card
• Personal Loan
• Home Mortgage
• Student Loan
• Self-Guided Planning
• Planning with a Financial Professional
• 403(b) Plans
• Traditional & Roth IRAs
• Group Term Life Insurance
• Accidental Death and Dismemberment Insurance
• Guaranteed Issue Life Insurance
• Accident and Injury Insurance
• Disability Income Protection
• Dental and Vision Insurance
• Pet Health Insurance
• Medicare Supplement Insurance
• Auto & Home Insurance
• Renters Insurance
• Discount Marketplace
• Discount Tickets
• Auto Buying
• Wireless Program
• Complimentary Life Insurance
• Student Debt Navigator Tool
• Mental Health App
• Travel Rewards
• Job Layoff Assistance
• Disaster Relief Assistance
• Family & Wellness
• Life Insurance Protection
• Living in Retirement
• Paying for College
• Personal Finance
• Retirement Learning Center
• Shopping Discounts
• Student Loan Debt
• Travel & Vacations

Get Started

Create an account to get started, or if you already have an account, sign in below

How Field Trips Boost Students’ Lifelong Success

Educational trips contribute to better student outcomes in school and beyond. maximize the impact of field trips on students with these 9 ideas..

by NEA Member Benefits

Here’s why field trips are important 

The study found that regardless of gender, ethnicity or socioeconomic status, children who take school trips have better grades (59%), higher graduation rates from high school (95%) and college (63%) and greater income (12% higher annually). 

In fact, 89% said educational trips had a positive, lasting impact on their education and career because enriching field trips made them more engaged, intellectually curious, and interested in and out of school.

“When I was growing up, my parents said the 3 Rs (reading, writing and arithmetic) were important,” says Roger Dow, president and CEO of the U.S. Travel Association. “But for my kids, I made ‘roaming’ the fourth R. We live in a global society, and if you don’t see outside the neighborhood you grow up in, the world will pass you by. Traveling has opened my kids’ eyes. It’s made them more confident and inspired them to reach outside their normal environment to learn and obtain skills to bring them to the next level.”

More benefits of school trips

Margy Natalie, acting onsite learning manager at the Smithsonian Institution’s National Air and Space Museum , notes the powerful effect school trips can have on student learning: “Field trips give students the opportunity to learn in a natural environment and experience things first-hand and from primary resources, rather than texts; real objects rather than photos.”  

Carylann Assante, executive director for Student & Youth Travel Association (SYTA) and SYTA Youth Foundation , seconds the notion that real world exploration outside the classroom can bolster students’ critical thinking skills. “Today’s students are visual learners, and a field trip lets them touch, feel and listen to what they’re learning about, which helps them build on classroom instruction, gain a better understanding of topics, build cultural understanding and tolerance, and expose them to worlds outside their own.”

Assante says field trips are particularly important for disadvantaged students, as they provide students with unique opportunities that level the playing field. “Field trips give diverse and financially-in-need students equal opportunity to experience things outside classroom that their families may not be able to afford,” she says.

A field trip can also be the first trip a student takes without their parents, so it builds independence, as well. “There’s a reason people say I need to get away and recharge my batteries. There’s truth to it,” Dow says. “If I was a school system looking at these stats, I couldn’t afford not to make this a part of our curriculum.”

Tips for planning a successful field trip

You’ve decided to plan an educational field trip for your class, whether it’s to an art museum, science museum, historic site, aquarium, planetarium or some other immersive, interactive learning environment. Now, you need to know what steps to take to ensure a successful field trip. Keep these expert tips in mind:

1. Look around your region for interesting day trips

Dow suggests a planned field trip so you and your class can easily explore an aspect of local history on a day trip. “You can take a quick drive and see the history of places around you—there’s tons of inexpensive things teachers can do that will have a phenomenal impact,” he says.

2. Do your homework

Ideally, you could scope out the destination in advance to ensure the field trip will produce your desired learning experience. “Plan carefully, do your research, visit the site before you plan, ask questions and take recommendations of staff,” Natalie suggests.

3. Follow protocol

“Teachers need to review their school’s policies on field trips in advance and prepare the forms with specific learning objectives and how the field trip will accomplish those objectives tied to their school's core curriculum,” Assante says. Most museums, attractions and locations have education materials to explain how their attraction supports teacher lesson plans and educational curriculums.

4. Involve your students in the preparation

Prepare your class for their upcoming school field trip by getting them interested and excited about what their experience may be like. “Discuss the goals of the field trip in advance, talk about what they will see and what they should learn,” Natalie says. 

Consider letting the class pick the field trip destination so they have ownership and will feel invested in it, Assante suggests. 

5. Make trips relevant to classroom instruction

“Base your field trips on your content area. If you’re studying ancient Egypt, don’t take them to Jamestown,” Natalie says. “Focus on how the trip fits into your content or another educational goal. A field trip should be a day out, not a day off.”

6. Incorporate technology

“Many students use their mobile devices to engage with the field trip in the classroom with apps and blogs,” says Assante. This can help create an interactive learning experience that engages students during the trip, and then reconnect with that experience later in the classroom and at home.

7. Engage the senses

Select a field trip destination where students won’t be sitting down, like they typically do in the classroom. They should be able to touch, explore and share their experiences, Assante says.

8. Fundraise to cover any extra costs

“Engage the parents, PTA or other teachers to support school-wide field trips and help raise the funds so everyone can afford to attend the trip,” says Assante, who also notes some large companies even offer field trip grants.

If you’re looking for deals on tickets to attractions and events, see if you can cut the costs of the admissions fees with the NEA Discount Ticket Program .

9. Follow up on the lessons learned

“Students are much more likely to write about an experience they recently had, like the field trip, than a random prompt,” says Natalie, who recommends following up with graded assignments. “Have each student write about their favorite artifact or activity on the field trip, or why this field trip is important to keep, or conversely, how a different field trip might be better.”

Search for travel deals for NEA members

Nea discount tickets program.

Enjoy unique access and deep discounts to must-see places, events and shows. Get up to 40% off tickets to Disney World, Universal Studios, Cirque du Soleil, AMC Movies, Broadway shows, concerts, sporting events and much more!

NEA Travel: Car Rental

Save up to 25% when you rent a car through the NEA Travel Car Rental program. Compare rates at companies such as Avis, Budget, Enterprise and Hertz and pick the best deal for your budget.

NEA Travel: Hotels

Save up to 60% when you book through NEA Travel. And with guaranteed price matching you can rest assured that you’re getting the best hotel price.

NEA Travel: Flights

Find low fares and book a flight to your favorite locales or far-off destinations. Compare rates from multiple carriers to find the best trip for you.

NEA Travel: Cruises

You’ll find the best cruise deals, exclusive offers and amenities from the top cruise lines such as Disney, Carnival and Royal Caribbean.

You might also like

Your Pass to Fun: Get Discounts on Tickets to Popular Attractions 

8 Little-Known Vacation Deals for Teachers

How to Enjoy Great Museums for Free

Finding Travel Deals Is Easy With the NEA Travel Program

Car Rental Made Quick and Easy

How to Plan a Vacation Without Going Into Debt

Easy Ways to Save Money on a Road Trip

How to Dine on a Dime While Traveling

Travel the World With Grants Just for Educators

Don’t Miss These Top Discounts for Teachers and Education Professionals

Get Easy Access to Our Most Requested Deals and Discounts

A New Way for NEA Members to Find Exclusive Shopping Discounts

• Go School Trip - Make Better Tomorrow

• Products search
• Vietnam School Trips
• Cambodia School Trips
• Laos School Trips
• Myanmar School Trips
• Thailand School Trips
• Indonesia School Trips
• Japan School Trips
• Singapore School Trips
• China School Trips

School Trip Blog

The reasons why educational field trips are important for students.

Educational Field Trip plays a vital role in the school curriculum, which serves a wide range of benefits in several ways including learning and teaching. One of them is that they help students to learn through authentic experience and can be an interesting way to explore new things for both the learners and teachers. This is the reason why students should encourage to engage in field trips which are significant for students. In terms of educational, students have ample opportunity to witness new things, learn about new environments at their own pace and immerse themselves in an authentic experience, without having to the anxiety of homework, exams or tests. Most importantly, field trips contribute greatly to build self-confidence and foster a sense of teamwork and community. It is highly recommended for you to add educational school trips part of traveling, you definitely get abundantly memorable experience and deep knowledge of various aspects in life.

The Importance of Field Trip in Teaching

Educational Field Trips can associate with a variety of benefits for teachers and students. In terms of teaching, it would be better for the teacher to take part in field trips mostly because of its advantages. It is true that the trips provide teachers with ample opportunity to develop personality and professionalism. Obviously, it is necessary for teachers to get in touch with innovative practices and the latest teaching methods to apply these ways into the curriculum at school. Educational field trips help teachers widen their horizons of knowledge and broadening the scope of their syllabus. Most educational trips pay much attention to outdoor activities with a wide range of aspects in life. It means the trips allow the teacher to connect the classroom with real-life and authentic experience. Therefore, it is considered a fantastic way to improve their lessons and catch up with innovative teaching which is more practical and meaningful. Most importantly, the teacher is a guide to inspire and stimulate students to understand the world that exists beyond the school curriculums. To be more precise, students will be encouraged to learn not only knowledge but also soft skills, life skills, communication skills and more.

The Importance of Educational Field Trip in Learning

The Importance of Field Trip in Student Life

It would not be completed your trips if you forgot to set up an educational field trip in your student life. It is time for you to learn new things and get a deeper understanding of life. Having an educational trip in the early part of the term is so wise since it will allow students to bond with classmates they may not know very well. Getting away from school a day is always exciting for students and gives students an opportunity to spend time with each other in a new environment. Most of the educational tours organized with groups so it is beneficial for students to develop a sense of community. They can chat, observe and learn about each other.

The Important of Educational Tour

It is true that there are various benefits to take from educational excursions. Though the primary purpose of educational tours is to educate students, they are also used as part of the curriculum to cover a wide range of life skills including teamwork, time management, communication, etc. This is because educational travel allows students to dip in fresh experiences, and use them to enhance their career prospects. If you are setting up an educational tour, you should spend the time to research useful information and prepare the necessary things for this. For example, you should pay much attention to the means of transportation, the budget, the number of students, etc. The importance of educational tours for students can be better in various ways. First of all, this tour provides ample opportunity to exchange and learn many skills with each other. On educational field trips, students feel the sense of enjoyment which offers them to acquire a fresh perspective, learn new things and witness different sides of the country. This opens up endless possibilities to understand the world. Going on educational tours means to have a major educational element including giving students the chance to build closer bonds with their classmates, experience a new environment and enjoy a day away from the classroom.

Username or email address  *

Password  *

Remember me Log in

Lost your password?

• Skip to global NPS navigation
• Skip to this park navigation
• Skip to the main content
• Skip to this park information section
• Skip to the footer section

Exiting nps.gov

Alerts in effect, elementary field trip programs: east side (estes park).

Last updated: December 12, 2023

Park footer

Contact info, mailing address:.

1000 US Hwy 36 Estes Park, CO 80517

970 586-1206 The Information Office is open year-round: 8:00 a.m. - 4:00 p.m. daily in summer; 8:00 a.m. - 4:00 p.m. Mondays - Fridays and 8:00 a.m. - 12:00 p.m. Saturdays - Sundays in winter. Recorded Trail Ridge Road status: (970) 586-1222.

Stay Connected

• Outreach Performances & Programs
• Fundraising
• Field trip lesson plans
• Field Trips Grants
• Service Learning
• Hot Springs
• Little Rock
• Los Angeles
• San Francisco
• Statewide / Region
• Daytona Beach
• Fort Lauderdale
• Gainesville
• Jacksonville
• Orlando-Metro
• Palm Beach Metro
• Space Coast
• Tallahassee
• St. Augustine
• St Petersburg-Clearwater
• Atlanta-Metro
• Chicago-Metro
• Springfield
• Central Region
• East Region
• Indianapolis
• North Region
• South Central Region
• South Region
• West Region
• Bowling Green
• Baton Rouge
• New Orleans
• Baltimore-Metro
• The Berkshires
• Boston-Metro
• Cape Cod/Plymouth
• Greater Lowell
• Greater Springfield
• Capital-River Region
• Delta Region
• Gulf Coast Region
• Hills Region
• Pines Region
• Jefferson City
• Kansas City
• Springfield-MO
• Delaware River Region
• Gateway Region NJ
• Greater Atlantic City
• Shore Region
• Skylands Region
• Southern Shore Region
• Capital District Region
• Central New York Region
• Finger Lakes Region
• Hudson Valley Region
• Long Island
• Mohawk Valley Region
• New York City
• North Country Region
• Southern Tier Region
• Western New York Region
• Canton Ohio
• Cincinnati Ohio
• Cleveland Ohio
• Columbus Ohio
• Oklahoma City
• Allegheny Mts. & Valleys
• Gettysburg/York
• Harrisburg-Metro
• Lakes & Erie Regions
• Lancaster-Metro
• Lehigh Valley
• Philadelphia Metro
• Pittsburgh & Laurel Highlands
• The Poconos
• Scranton/Wilkes-Barre
• Chattanooga
• East Tennessee
• Middle Tennessee
• The Smokies
• West Tennessee
• Bryan - College Station
• Corpus Christi
• Dallas/Fort Worth
• Panhandle Plains Region
• San Antonio
• Central Virginia
• Chesapeake Bay Region
• Coastal Virginia -Eastern Shore
• Coastal Virginia-Hampton Roads
• Northern Virginia
• Shenandoah Valley
• Southern Virginia
• Southwest Virginia-Blue Ridge Highlands
• Southwest Virginia-Heart of the Appalachia
• Virginia Mountains
• Martinsburg
• Madison Wisconsin

Aquarium Lesson Plan

Please note, this lesson plan was created by FieldTripDirectory.com as a general guide and is not specific to any particular venue listed on our site.

• Did you know a sea cucumber can shoot its intestines at predators, and then regrow them, in order to avoid being eaten?

• An electric eel can produce 500 watts of electricity (that’s enough to light up 10 light bulbs) to frighten away predators.

• Dolphins sleep with one half of the brain and one eye open to watch for danger.

• No matter how many pieces you cut a sea sponge into each piece will continue living and growing.

• Ocean life can do amazing things to survive. As you visit an aquarium with your students, note the different ways animals defend themselves. Just like a squid, people wouldn’t bother you either if you squirted black ink in their face!

PREPARE YOUR STUDENTS ✓ Tell students the purpose and structure of the trip so they know what to expect.

✓ Conduct a lesson prior to the trip to allow students to assess prior knowledge of the location and learn a bit of background. This might include reviewing vocabulary, discussing students’ prior knowledge about marine life, or modeling how to observe exhibits.

OVERVIEW  Students act like scientists to observe marine life while focusing on habitat, survival, and defense mechanisms.

OBJECTIVES Students will observe marine animals and note the habitats and physical traits.

Students will identify traits used for survival and defense.

Students will understand the purpose for these survival and defense traits.

MATERIALS • Create an observation worksheet (Includes Exhibit Name, Name of Organism, Description of Defense/Survival Mechanism, Possible Predators, Description of Marine Habitat, Comments.)

• K-W-L Chart of Survival Mechanisms. (Tracks what a student knows (K), wants to know (W), and has learned (L) about a topic, can be used before, during, and after research)

• Worksheet for Drawings.

• Pencil and clipboard.

KEY VOCABULARY/CONCEPTS Survival               Defense                Habitat                Camouflage

Hook:  Imagine you are the new kid in school. What would you do in order to make new friends and be successful in school? (Answers might include wearing certain clothes to fit in, find a cool kid to hang around with, stand up for yourself, join a club, or ask questions). Explain that these are survival methods, and all living animals develop these methods to survive.

Step 1:  Explain to students that we will be observing marine animals in their habitats to discover what survival and defense mechanisms are used and why.

Step 2:  Create a K-W-L chart to assess prior knowledge. Have students list examples of survival and defense mechanisms of marine animals they already know in the “Know” column. Ask students to include why these animals have certain survival mechanisms. If they don’t know, write the question in the “Want to Know” column.

Step 3:  Distribute the Observation Worksheet. Explain that students will observe 5-10 marine animals. On their observation sheet, they will note the exhibit name, the animal, and describe the defense mechanisms. They will describe the habitat and infer the purpose of these defense systems, and draw a picture of their animal. **You may want to assign students 5 animals to observe or allow them to choose before they visit the aquarium.

Step 4:  With younger students, you may need to model how to observe exhibits in the aquarium. Look carefully and slowly at all parts of the exhibit – animals, plants, rocks, sand. Notice the colors, textures, and amount of organisms in the exhibit, as well as what they are doing. Read the informational signs around the exhibit. Ask questions and make hypotheses. Focus on one animal and take descriptive notes. Distribute the Worksheet for Drawings.

Step 5:  Allow students to move around the aquarium, observing and making notes and drawings.

Step 6:  After viewing the exhibits, ask students to share their findings. What survival mechanisms did they learn about? Add these to the “Learn” column of the K-W-L chart.

Step 7:  Discuss the following questions:

• Why do animals have defense mechanisms?
• How are an animal’s defense mechanisms related to the animal’s habitat?
• How are an animal’s defense mechanisms related to possible predators?
• Compare and contrast two animals’ defense mechanisms. What do you notice?
• Which survival mechanisms do you think are most effective? Why?

FOLLOW UP •  Watch short videos on marine animals . Have your students write down the names of any animals they saw during the field trip. Did they learn anything new about the any of the animals that was not taught during the aquarium visit?

• Create a slideshow of animal photos. Have students fold a piece of paper into three or more columns, labeling each a different animal classification (invertebrate, mammal, reptile, etc.). During the slideshow, students will categorize each animal they see from the slideshow in the corresponding classification column.

• Make marine crafts! Groups can create fish using pipe cleaners, make wrap bracelets with marine animal charms, or simply color in aquarium coloring pages using crayons or colored pencils .