A field trip is an excursion away from the normal learning environment that is usually designed to provide students with educational experiences outside of the classroom. There are several types of field trips including self-guided tours, hands-on programs, and trips tailored for specific groups like scouts. Field trips require advance planning by teachers and involve preparing permission slips and liability waivers, discussing objectives and safety protocols with students, taking the trip, and following up with evaluation activities back in the classroom. While field trips provide memorable hands-on learning opportunities, they also require significant preparation, management of student behavior, and often additional costs.

1. FIELD
TRIP

2. FIELD TRIP
is a journey by a group
of people to a place away
from their normal
environment.

3. PURPOSE:
is usually observation
for education, non-
experimental research or to provide
students with experiences outside
their everyday activities.

4. TYPES OF FIELD
TRIPS
• Self-guided
Tour and
Trails

5. • Hands-on
Programs

6. • Wetlands
Program

7. • Scout
Program (girl
and cub/boy
scouts)

8. STRATEGIES
IN TEACHING

9. Constructivist teaching
learning is more effective when a
student is actively engaged in the
learning process rather than
attempting to receive knowledge
passively.

10. One of the primary goals of
using constructivist teaching is
that students learn how to learn
by giving them the training to
take initiative for their own
learning experiences.

11. ROLE OF THE
TEACHER

12. • Coaching
• Modeling
• Scaffolding

13. STEPS IN PLANNING
A FIELD TRIP
1.) Preliminary Planning by the teacher
2.)Preplanning with others going on the
trip
3.)Taking the Field Trip itself
4.) Post-field Trip follow up activities

14. PRELIMINARY PLANNING
• Make preliminary contacts, a tour on
final arrangements with the place to
be visited.
• Make final arrangements with the
school principal about the details of
the trip

15. • Make tentative route plan, subject to later
alteration based on class planning and
objectives
• Try to work out mutually satisfactory
arrangements with other teachers if the
trip will conflict to the other classes.
• Prepare preliminary lists of questions or
other materials which will be helpful in
planning with the students.

16. PREPLANNING WITH
STUDENTS JOINING THE
TRIP:
• Discuss the objectives of the trip
and write them down. The main
objectives should be included in the
permit slip given to parents and
should be consulted later when the
trip is evaluated.

17. _____________________________
(Name of School)
PARENT”S APPROVAL AND WAIVER
To the Principal of ______________________________________________School
(Name of School)
____________________________________________________________has my
(Name of child/ward)
Permission to attend the Field Trip
To/at______________________________________________________________
On Date __________________________Time_____________________________
Under the supervision of ______________________________________________
I further agree to assume the responsibility of seeing that my child cooperates and conforms to the
fullest with the school directions and instructions of the school official in charge and that I hereby
free the school authorities from any responsibility for any untoward incident arising from this trip
thereby waiving any future claim for damages against the school, provided however, that the
damage or injury incurred is not directly attributed to the negligence of the school authorities
themselves.
Signed____________________________________
(Parent/Gaurdian)
_________________________________________
(Address)
_________________________________________
(Telephone/Mobile Number)

18. • Prepare a list of questions to send ahead
to the guide of the study trip
• Define safety and behavior standards for
the journey there and for the field trip
site itself.
• Discuss and decide on ways to document
the trip. Everyone is expected to take
notes.

19. • List specific objectives to be seen on
their way to the site of the field trip and
on their way home from the site.
• Discuss appropriate dress. Comfortable
shoes for walking.
• Before the trip, use a variety of learning
materials in order to give each students a
background for the trip.

20. TAKING THE FIELD TRIP
Distribute route map of places to be observed
Upon arriving at the destination, teacher should
introduce the group and introduce the guide.
Special effort to be made to ensure that:
The trip keeps to the time schedule
The students have the opportunity to obtain answers
to questions
The group participates courteously in the entire trip
The guide sticks closely to the list of questions.

21. These are the questions we can ask
after the field trip to evaluate the field
trip we just had.
Could the same benefits be achieved by other
materials? Was it worth the time, effort, and
perhaps, extra money?
Were there any unexpected problems which could be
foreseen another time? Were these due to guides,
students, poor planning, or unexpected trip
conditions?
Were new interests developed?
Should the trip be recommended to other classes
studying similar topics?

22. ADVANTAGES:
Fieldtrips are
opportunities for
rich and
memorable
experiences

23. Field trips bring
us to the world
beyond the
classroom

24. Field trips have
a wide range of
application

25. It can bring about
a lot of
realizations which
may lead to
changes in
attitudes and
insights.

26. DISADVANTAGES:
• Preparation
Planning and
preparation are
often the
biggest hurdles
in setting up an
educational trip.

27. • Student Behavior
Most of the time,
students will be excited
to take part in any
activity that gets them
out of a classroom for
the day. That
excitement can
contribute to the
educational experience
but may also limit the
amount of education
that actually occurs.

28. • Cost
Cost can be a key
hindrance in conducting a field
trip. Schools will often have
tight budgets for bus rental,
gasoline allowance, food and
drink purchase and fees for
trips. Anything beyond the
school's budget will need to
come from another source,
sometimes from the educator
himself.