Title of Grant: Target Field Trip GrantThink Outside the ClassroomLearning opportunities extend far beyond the classroom. ...
amounts of novelty. As students gain experience, more elaborate and longertrips are needed. These are far more important t...
year in order to expose pupils to a variety of activities pertaining to the curriculumand to allow them to socialize outsi...
the Civil War but the wacky, weird and funny, too! Peter Bonner is a localhistorian, actor and author with a long history ...
SS5H1 The student will explain the causes, major events, and      consequences of the Civil War.             a. Identify U...
informally evaluate knowledge, thoughts, and feelings about the field trip.       They will also visit the library to conc...
students will be that all Field trip attendees will receive one free child AdventurePass to return to the Park with a paid...
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Grant proposal

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Grant proposal

  1. 1. Title of Grant: Target Field Trip GrantThink Outside the ClassroomLearning opportunities extend far beyond the classroom. But schools are finding it more and moredifficult to bring students to museums, historical sites and cultural organizations. Field Trip Grantshelp give children these unique, firsthand learning experiences.Since launching the program in 2007, Target has awarded more than $16 million in grants —providing 2 million students in all 50 states with the opportunity to enhance their studies in the arts,math, science and social studies.As part of the program, each Target store will award three Target Field Trip Grants to K—12 schoolsnationwide—enabling one in 25 schools throughout the U.S. to send a classroom on a field trip.http://sites.target.com/site/en/company/page.jsp?contentId=WCMP04-031880Research Evidence There is research that indicates that field trips are a valuable part of thescience education of elementary school children. Field trips have clear cognitiveand affective benefits. The major benefits of field trips are the development ofmore positive attitudes toward science, the learning of certain science facts,concepts, and related skills, and the improvement of the social climate in class.Teachers should strive to take students on field trips which provide moderate
  2. 2. amounts of novelty. As students gain experience, more elaborate and longertrips are needed. These are far more important than the short trip behind theschool (Falk and Balling, 1979). Other investigations found the importance of hands-on activities duringfield trips. Field trips that required hands-on activities seem to have a positiveimpact on student ability to recall information learned on the educationalexcursion, and students tend to enjoy this type of experience when compared tofield trips that didnt encompass hands-on activities. Most participants revealedthat they experienced enhanced camaraderie with fellow students, teachers, andchaperones via their participation. According to the study participants, scienceand history concepts and knowledge was reinforced through experiences atmuseums, zoos, and historical sites. This study found that field trips, which bringstudents outside of the classroom and into the real world, are both educationallyand socially beneficial for the participants (Pace and Tesi, 2004). When discussing suggestions for field trips that K-12 students couldpotentially participate in, several of the participants recommended takingstudents to hands-on science museums, outdoor trips working with nature, andhaving students bake or create artwork in connection to a multicultural lesson ata cultural site. This indicates that hands-on activities may be a beneficial asset inreinforcing subject matter from the classroom according to the findings of Strauss(2001), and Knapp (2000). It appears that field trips can be both educational and social experiencesfor students. Therefore, it may be beneficial to have more than one field trip per
  3. 3. year in order to expose pupils to a variety of activities pertaining to the curriculumand to allow them to socialize outside of the classroom (Pace and Tesi, 2004).Rationale As a media specialist, I would like to be able to bring students to theauthor/writer instead of having the author/writer come to them. I think theexperience of getting out of school to go hear an actual historian would be morememorable for our students who rarely get that kind of opportunity. According to research evidence listed above, it appears that class fieldtrips to museums, historical sites, and zoos are effective in reinforcing thesubjects of science and history. With this thought in mind, an outdoor fieldtrip toStone Mountain Park is the perfect spot for our fifth grade students. There is somuch history to be seen and discussed at Stone Mountain Park. Not to mention,the science and geology with the actual granite stone rising out of the ground isamazing and needs to be experienced. It is marvelous landform found inGeorgia and most of our students have never left our small town of Homer. Twosubjects can be seen first hand at an outdoor field trip at Stone Mountain, earthscience and Civil War History. Below are the proposed activities our students willexperience; Hands on History with Peter Bonner Atlanta Campaign Students discover not only the good and bad of
  4. 4. the Civil War but the wacky, weird and funny, too! Peter Bonner is a localhistorian, actor and author with a long history of writing and performing manyengaging programs for schools, television and historic sites throughout metroAtlanta. Peter will lead students through an interactive program about the AtlantaCampaign, featuring authentic items from the period that the students can touch,as well as a self-guided tour through the artifacts and exhibits in the DiscoveringStone Mountain Museum. At Stone Mountain Park students will discover not only the good and badof the Civil War but the wacky, weird and funny too! Peter Bonner, a well knownhistorian and storyteller, will lead students through an interactive program aboutthe Atlanta Campaign featuring authentic items from the time period that yourstudents can handle (Stone Mountain Park, 2010) In addition to hands-on history, we also would like to incorporate scienceand go to the top of Stone Mountain to explore earth science and geologyconcepts in our curriculum. Landforms of Georgia are important in fifth gradeand weathering and erosion is part of our curriculum standards. Stone Mountainis a wonderful example of weathering and erosion in action. Students would loveto see it in person!Curriculum Objectives- Social Studies-Historical Understandings-Civil War
  5. 5. SS5H1 The student will explain the causes, major events, and consequences of the Civil War. a. Identify Uncle Tom’s Cabin and John Brown’s raid on Harper’s Ferry, and explain how each of these events was related to the Civil War. b. Discuss how the issues of states’ rights and slavery increased tensions between the North and South. c. Identify major battles and campaigns: Fort Sumter, Gettysburg, the Atlanta Campaign, Sherman’s March to the Sea, and Appomattox Court House. d. Describe the roles of Abraham Lincoln, Robert E. Lee, Ulysses S. Grant, Jefferson Davis, and Thomas “Stonewall” Jackson. e. Describe the effects of war on the North and South. Earth Science-Includes Landforms of Georgia S5E1. Students will identify surface features of the Earth caused by constructive and destructive processes. b. Identify and find examples of surface features caused by destructive processes. • Erosion (water—rivers, oceans, wind), Weathering, Impact of organisms, Earthquake,Evaluation Students will return to school and write in their journals what they learnedfrom the outdoor fieldtrip. These summaries will be used by the teacher to
  6. 6. informally evaluate knowledge, thoughts, and feelings about the field trip. They will also visit the library to conclude their experience with someresearch questions that they establish for themselves. This research will be titled“Things I still want to know about the Civil War.” The classroom teacher will thenallow students to conduct their own research projects for the classroom.Follow up activities and discussions in the classroom will be used to check forunderstanding. Students will finally participate in a performance assessment inwhich they will be put into groups and plan a dramatized skit of the things theylearned in both social studies and science.BudgetHands on History Program with Peter Bonner- Atlanta Campaign plus the cost ofSummit Skyride to the top of Stone Mountain.Cost of tickets per child $15.00 x 50 # Tickets= $750($12.00 + Summit Skyride)Cost of school bus $1.00 x 136miles =$136(This includes there and back) (Map quest, 2010)Cost of bus driver 1 driver = $40 a day Total cost of field trip = $926 The field trip that I am requesting funds for is a hands-on history programabout the Atlanta Campaign and a skyride to the top of Stone Mountain. Thetotal cost for tickets, school bus, and bus driver will be $926. A bonus for all
  7. 7. students will be that all Field trip attendees will receive one free child AdventurePass to return to the Park with a paid accompanying adult at a later date.ReferencesFalk, John H. and Balling John D (1979). Setting a Neglected Variable in Science Education: Investigations Into Outdoor Field Trips. Smithsonian Institution pp 105.Knapp, D. (2000). Memorable experiences of as cience field trip. School Science & Teaching. 100, 65-73.Map quest (2010). http://www.mapquest.com/. Retrieved February 12, 2010Pace, Stefanie and Roger, Tesi (2004). Adults Perception of Field Trips Taken within Grades K-12: Eight Case Studies in the New York Metropolitan Area. Education 125(1) pp. 11.Strauss, V. (2001). Going places with class: schools take students to learn farther afield and more frequently. The Washington Post, p.BOl.Stone Mountain Park. (2010). http://www.stonemountainpark.com/school-programs/field-trip-options/. Retrieved February 12, 2010

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