Project

1. NEED AND IMPORTANCE OF FIELD TRIP,EXCURSION,SCIENCE FAIR AND
EXHIBITION
FACILITIES AND SUPPORT OF THESE TO CREATE KNOWLEDGE
Submitted to : Mrs. Linimol.K.S.
Submitted by: Arya.P.M.
Physical Science
Reg.No: 13383007
Submitted on: 21/ 09/ 2014

2. INDEX
Sl .No.
CONTENTS
PAGE NO.
1
Introduction
3
2
Field trips and excursions
4
3
Purposes of field trips
4
4
Kinds of field trips
5
5
Steps in conducting field trips
5
6
Facilities of fieldtrips to create knowledge
7
7
Science exhibitions and science fairs
8
8
Essential components of science fair projects
8
9
Facilities of science fairs to create knowledge
10
10
Conclusion
12
11
References
13

3. INTRODUCTION
Co – curricular activities are an integral part of curriculum which provides educational activities to the students and there by help in broadening their experiences . Co-curricular activities can be defined as the activities that enhance and enrich the regular curriculum during the normal school hours. All co-curricular activities are organized with specific purpose which vary according to the nature and form of such activities. These activities enhance the learning experience of the students and help in recognizing and developing their inner skills such as leadership qualities , creative or innovative skills etc students need to take time outs to do more than just studying . Co-curricular and extra- curricular activities give them a chance to relax, refresh and mingle easily with others . The normal curriculum teachers and educates the students about academic theories while co-curricular activities help the student to apply what he/she has learned to practice in their practical life. In short , these activities prepare the students practically for their future.

4. FIELD TRIP AND EXCURSIONS
Students who directly participate during a filed experience generate a more positive attitude about the subject. A field trip, which may also be termed as an instructional trip, school excursion or school journey is ; defined as by Krepel and Duvall (1981) to be a school or class trip with an educational intent in which students interact with the setting , displays, and exhibits to gain an experiential connection to the ideas, concepts and subject matter.
Experiential learning at formal and informal field trip venues increases student interest , knowledge and motivation . The teachers role in preplanning , implementation and reflection often dictates the impact that the filed trip will have on students.
PURPOSES OF FIELD TRIPS
1) To provide firsthand experience
2) To stimulate interest and motivation in science
3) To strengthen observation and perception skills;
4) To promote social development
5) Field trip take students to locations that are unique and cannot be duplicated in the classroom. Each student observe natural settings and create add relevance to learning and inter relationships
personally relevant meaning to the Experience. Interactive exhibition help students play with concept, activities often not possible in the

5. classroom. Earlier course content suddenly becomes relevant as students assimilate and accommodate new understanding and cognition.
KINDS OF FIELD TRIPS
Formal field trip consist of planned, well orchestrated experiences where students follow a documented format. Government agencies, museums, and business offer excellent formal experiential learning activities and programs, which are usually run by the ramie’s staff. One students’ experience is essentially the same as any other students’ experiences. Teachers find such programs comfortable because the students are bound to a choreographed agenda. However, there are minimal opportunities for students to personally interact and connect to the experience.
Informal field trips are less structured and offer students some control and choice concerning their activities or environment. When observing students interacting in an informal education setting such as a science center or field station, teachers are often amazed by how much students know and which students possess the most knowledge students feel at ease in an informal learning environmental. The focus may be individualized, activities are not competitive or assessed, interaction is voluntary and unforced, and social interaction is encouraged.
STEPS IN CONDUCTING FIELD TRIPS
1. Planning
2. Preparation
3. Execution
4. Follow-up
5. Evaluation

6. 1. Planning:- The proposed site should be surveyed well in advance. Date and time should be decided. Mode of travelling should be booked at the earliest. Expected expense per student should be calculated.
2. Preparation:- The union of the visit should be made clear to the pupils. Duties and responsibilities of each pupil should be made definite. Permission of the places to be visited should be secured well in advance. Permission of parents for the field trip should be obtained before the commencement of the programme.
3. Execution:- This step is concerned with the execution of the plan. Here teacher should act as a guide.
4. Follow-up:- Follow-up work will ascertain about the planning and organization aspect of the field trip. Pupils may be asked to write a report, display materials collected during field trip. Follow-up will be useful in reviewing the role of each member.
5. Evaluation:- After the field trip, pupils must review their work and try to see what mistake they have committed in execution. This is a stage of self criticism by the pupils, which helps to improve the future planning effectively.
The purpose of excursion is broad than that of a field trip. Excursion also awaken interest, first hand experience and all senses are brought into action. Excursions will provide an opportunity to the students for community living which is indeed a powerful means for education, entertainment and personality development. It also helps in developing social skills and values.

7. FACILITIES AND SUPPORT OF FIELD TRIPS
TO CREATE KNOWLEDGE
1. Field trips and excursion are generally much more closely related to the out of school experiences of young people than are the experiences gained in the classroom.
2. Field trips tend to be much more meaningful and permit easier transfer of learning’s to the education of real life problems.
3. Field trips make possible the study of actual objects and objects stimulate more curiosity than do ideas.
4. During field trip all senses are brought into action.
5. Field trips act as follow-up experiences.
6. Field-trips should be for review and drill.
7. It permits first-hand study of many things that cannot be brought into the classroom because of their inconvenience.
8. It permits a class to engage in activities that are too noisy or too violent.

8. SCIENCE EXHIBITIONS AND SCIENCE FAIRS
Science fairs provide an excellent method of sharing the science project of individuals, small groups or entire classes with other students with in the school, other schools in a community, parents and other members of the community science fairs and exhibitions can be a motivating force for individual project as well as for class work. It provide a wonderful opportunity for discovering and encouraging science talents.
A science faire project is a unique way for students to pose questions for which they must seek out answers and to satisfy their own curiosity about the world around them. A science fair project is an experiment , a demonstration, a research effort a collection of scientific items, or display of scientific apparatus presented for viewing . It represents the effort of a students investigation in to some area of interest and provide a way for the student to share the result of those investigation.
ESSENTIAL COMPONENTS SCIENCE FAIR PROJECTS
Science fair projects consist of three essential components : the display units , the exhibit materials and the written report. Together these claimants present a complete and through examination of an area of interest, a collection of new knowledge, or the results of a self – initiated experiment.

9. Display Backdrop
The display unit is critical to the presentation. It is what people see first –it establishes the professionalism of the student’s effor6ts. Asa kind of advertisement” for the project, it must be well constructed and designed for maximum visual effect. Usually, it stands or resets on a table behind the other exhibit materials.
Exhibit Materials
The materials, items, devices and samples shown in frond of the backdrop unit can be an exciting part of any science project. As a rule of thump the display items should tell a story or illustrate a concept sufficiently so that the student scientist need not be present to explain the entire project to an observer.
Written Report
The written report is a compilation of everything the student did to investigate the selected topic. It contains all the information the student collected or learned during the weeks leading up to the actual science fair. This written report provides observers with vital data on the scope of a project as well as the students understanding of the topic.
Any written report for a science fair project should include following:-
 Title page
 Table of contents

10.  Statement of purpose
 Hypothesis (for a scientific investigation)
 Research
 Materials
 Procedure
 Observation and Results
 Conclusion
 Bibliography
 Acknowledgements
FACILITIES AND SUPPORT OF SCIENCE EXHIBITIONS
TO CREATE KNOWLEDGE
 Provide a forum for children to pursue their natural curiosity and inventiveness to quench their thirst for creativity.
 Make children feel that science is all round us and we can gain knowledge as well as solve many problems also by relating the learning process to the physical and social environment.
 Highlight the role of science and technology for producing good quality and environmental friendly materials for the use of the society.
 Helps to analyse how science has developed and is affected by many diverse individuals, cultures, societies and environment.

11.  Develop critical thinking about global issues to maintain healthy and sustainable societies in today’s environment.
 Helps to understand the role of science in meeting the challenger of life such as climate change, opening new avenues in the area of agriculture, fertilizers, food processing, biotechnology, green energy, Disaster management, information and communication technology, astronomy, transport, games and sports etc; and
 To cerate awareness about environmental issues and concerns and inspiring children to devise innovative ideas towards their mitigation.
The organization of these exhibitions envisages that children and teachers would try to analyses all aspects of human endeavor with a view to identity where and how the new researches and sustain progress of society leading to improvement for the challenges of life. The organization of science, mathematics and environment exhibitions also provide opportunities to all participating students, teachers and visitors to get acquainted with different kind of equipments devices and techniques.

12. CONCLUSION
Co-curricular activities give the students a chance to think box and get creative ideas of their own with the help of a guide/ facilitator field trips excursions, science fair and science exhibitions are only some of the co- curricular activates. These activates help the students in developing richer learning experience by giving them a chance to think in new ways to solve a problem or answer a question. These activities also help in developing the grasping poser of students and provide an opportunity to the students to work in teams and this develop teams spirit in them. Students on filed trips, excursions, science fairs and science exhibitions sharpen there skills of observation and perception by utilizing all there senses. All these mention the need and importance of including co-curricular activities in curriculum.

13. REFERENCES
 Dr.T.K.Mathew & Dr.T.M.Mollykutty (2010), Science Education, Rainbow Books Publishers , page:233-235, 237-239
 www.eduplace.com/science/profdev/science-fair/whatis.html/
 www.ncert.nic.in/programmes/science-exhibition/index-science.html
 http/www.ijese.com/ijese.2014.2013a.pdf