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o Use peer socialization to enhance student engagement during the field tripo Encourage individual and group inquiry and learningo Integrate multiple disciplinesChances for students to engage in age‐appropriate science and social studies dialogueEnglish and Spanish chaperone field trip guides to support chaperones in their important roleof continuing the learning goals during the field trip experienceStudent and teacher orientation videos to help orient teachers, students and chaperones tothe zoo before their visitTable of ContentsBefore‐Visit Activities1) Pre‐Assessment: Understand students’ entry knowledge and skills about the content throughdiscussion and activities.2) Introduction to Final Project and Field Trip: Introduce the final project and field trip experienceto the students.3) Building Knowledge Activities: Expand student knowledge through lessons, videos, books andactivities.4) Extension Learning‐ Loan Libraries: Reserve a free loan library featuring unit‐specific books.5) Getting Ready to Go to Denver Zoo: Teachers and students use Denver Zoo resources to becomefamiliar with what to expect on your field trip in terms of logistics, coming prepared, and whatanimals and cultural objects you might see and learn about. Students determine questions toask at the zoo to help with their projects.At‐the‐Zoo Activities1) General Guidelines: Understand logistics and proper behavior to ensure a smooth and safe fieldtrip.2) Extension Learning‐ Education Programs at Denver Zoo: Consider registering in advance for anon‐site zoo class or tour to give your students an up‐close encounter with live animals and thechance to learn from zoo experts.3) Chaperone Guide: Help chaperones guide students through the exhibit, the zoo, activities anddiscussions.4) Student‐Led Activities: Students record data and observations related to their final projectduring their visit.After‐Visit Activities1) Reflection Activity: Allow students to digest and absorb their field trip through a reflectionactivity.2) Extension Learning‐ Loan Libraries: Reserve a free loan library featuring unit‐specific books.3) Final Projects and Presentations: Tie it all together through the creation and presentation ofstudents’ final projects.4) Teacher Evaluation: Help Denver Zoo improve our teacher resources by giving us feedback.3
Best Practices in Field TripsLearning outside the classroom is important. Informal settings, like zoos and museums, providespace for all learners to engage with ideas and authentic resources. According to the NationalResearch Council’s 2009 Report Learning Science in Informal Environments: People, Places andPursuits, informal learning environments can provide students with experiences that evokeexcitement, interest and motivation to learn.Based on research related to learning in informal settings, like zoos, the following areconsidered “best practices” for increasing learning on field trips. Denver Zoo used thesepractices in the development of the Toyota Elephant Passage Field Trip Curriculum:1. Structure the field trip – Teachers and students should work together to structure anddefine learning goals and outcomes of the field trip experience (so that students knowwhat is expected of their behavior and learning while away from school), but timeshould be allowed during the field trip for students to engage in “free‐choice” learningand social time.2. Orient students, teachers and chaperones to the site before the visit – The newnessof the setting can detract from students’ conceptual and affective learning if novelty ofthe setting is either very strong or absent all together. Spend time before the visitpreparing students and chaperones for what they will experience on the bus and at thezoo.(Teachers may prepare themselves by visiting the zoo before their visit—for free—by presenting their school ID to the Guest Services staff at the main entrance.)3. Develop prior knowledge before the visit – Students learn the most from an exhibitwhen they already have some understanding of the concept being explored on the trip.4. Integrate students’ personal interests, motivations and agenda on the trip – Allowingstudents to have some say in what they learn on the field trip will increase theirmotivation to learn because it will be personally relevant.5. Prepare the chaperones – Chaperones serve two main functions: to ensure groupsafety and to facilitate learning. Providing chaperone training prior to the zoo visit,engaging them in dialogue, and/or providing them with simple resources ahead of timecan greatly enhance the role they serve.6. Take advantage of the social nature of a field trip – Students want to be social on fieldtrips; take advantage of this opportunity for group learning where students and adultsshare discoveries and experiences with others, as well as engage in content discourse.7. If worksheets are used, keep them concept‐oriented – One research study conductedat Monterey Bay Aquarium found that worksheets can interfere with the socialinteraction and possible learning of student groups. If teachers want to useworksheets, it is best to use worksheets that are less based on “scavenger hunts”where students essentially cross items off a list, and instead are more conceptoriented.Keep worksheets focused on a single concept; allow for student choice, useopen‐ended questions, include fewer questions, encourage observation, refer toobjects more than labels, and encourage talk among group members.8. Integrate before‐visit and after‐visit experiences with the field trip experiences – Aschool field trip begins as preparation in the classroom and ends in some form offollow‐up. The extent and quality of both strongly influence the learning potential ofthe entire field trip experience.4
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