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Field Study Lesson Plan .Oakland Museum

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Field Study Lesson Plan .Oakland Museum Powered By Docstoc
					Mark Vega
Adaptations: Letter to parents and rubric adapted from Linda Takimoto.
Field Trip Lesson Plan:
Oakland Museum
Starting Time: 8:30
Ending Time: 2:00
Grade Level:
2nd
California Standards met by this field trip:
English Language Arts:
1.0 Writing Strategies Students write clear and coherent sentences and paragraphs that develop a
central idea. Their writing shows they consider the audience and purpose. Students progress through
the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).
Organization and Focus
1.1 Select a focus when writing.
1.2 1.2Use descriptive words when writing.
1.3 Penmanship 1.3 Print legibly and space letters, words, and sentences appropriately.

History:

People Who Make a Difference

Students in grade two explore the lives of actual people who make a difference in their everyday lives
and learn the stories of extraordinary people from history whose achievements have touched them,
directly or indirectly. The study of contemporary people who supply goods and services aids in
understanding the complex interdependence in our free-market system.


2.1 Students differentiate between things that happened long ago and things that happened
     yesterday.
1. Trace the history of a family through the use of primary and secondary sources

Other Standards:

Art
Skills, Processes, Materials, and Tools
2.1 Demonstrate beginning skill in the use of basic tools and art-making processes, such as printing,
crayon rubbings, collage, and stencils
3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts
Students analyze the role and development of the visual arts in past and present cultures throughout
the world, noting human diversity as it relates to the visual arts and artists.
Role and Development of the Visual Arts
Diversity of the Visual Arts
3.3 Identify and discuss how art is used in events and celebrations in various cultures, past and
present, including the use in their own lives.
Materials:
After review of unit determine appropriate materials required.
Prerequisites:
Teacher to determine if it is worthwhile to attend one of the Oakland Museum workshops to prepare
teachers for a museum visit. If the children are required to pay any fees for this field trip costs must
be determined and notification sent to the parents before discussing the field trip in the Introduction
and Guided Practice sections.
Introduction:
Inform students about pending field trips at least a month in advance by making them aware of where
they are going in a manner that catches their attention while also conveying what they will learn
about.
Guided Practice:
Under Ideal circumstances the following should happen at least a month before the field trip:

- Students need to understand why we are going on a field trip to the Oakland Museum at least a
month before the trip. There is much to see at the museum and the students should have the
opportunity to observe the whole museum but their reason for the field trip should be focused in one
of the following areas which could also include guided tours on specific days for about a half day:

   1. Art Tours and Programs.
   2. History Tours and Programs.
   3. Natural Sciences Tours and Programs.

All three of the above areas also have changing exhibitions (Like the Day of the Dead Tours Oct –
Dec) and community celebrations like the Day of the Dead often occur on Saturdays.

For example, you could tell the class to write and draw someone in their life that has died. Tell the
class that you are assembling all student work by a certain date so that it may be assembled into a
book that will be placed in the museum as an exhibit.

The Oakland Museum is the only museum devoted to the art, history and natural science of California.

- Behavioral Expectations. Students receive explicit instruction to help them understand that it is a
privilege, not a right to go on field trips and if students cannot exhibit proper behavior then students
lose the opportunity to experience the Oakland Museum field trip.

At least a week before the field trip:
- Safety (also the day before)
- Logistics: Directions (and field map of the museum) how to get to the Oakland museum needs to
  be prepared for either the transportation company and/or any parents that may be driving to the
  museum.
- Discuss the field class schedule.

The day before the field trip give the students their specific assignment:
Prior to going on the filed trip the students need to do what deliverables are expected from them.
For example, you could ask students to pick out a display memorial at the Day of the Dead celebration
and write and draw what made you think the display was special.

Independent Practice:
Before going on the field trip:
Students are working on the deliverable discussed the day before in the guided instruction.
For example, writing about someone they know that has died.

While on the field trip:
For example, selecting a Day of the Dead celebration, draw it and write a few notes about the
memorial so that the student can prepare a paper and speak about the memorial.
After the field trip:
For example, prepare a paper and discuss with the class why a Day of the Dead memorial spoke to
them
Close:
- Safety. Before leaving the museum remind the students of safety rules to leave the Oakland
Museum.
Assessment:
The following rubric will be used to assess the student’s work and behavior prior to the field trip,
during the field trip and after the field trip.

Oakland Museum Field Trip
Students are evaluated in at three different stages (before, during and after the field trip) of the field
trip. Evaluations are sent home to parents as depicted in the below letter (also include a generic letter
sent to parents the first day of school) if students are not behaving properly or are not completing their
work satisfactorily.

 Field Trip Work           Behavior Evaluation      Work Evaluation      Comments
 Stages                    (Good, Needs             (Good, Needs
                           Improvement,             Improvement,
                           Unsatisfactory)          Unsatisfactory)
 Before the Field Trip
 During the Field Trip
 After the Field Trip
Month __, 20__

To the Family of __________________________,


      Your child had difficulty on the past study trip listening, following established
       procedures, self-monitoring their behavior, and treating people and property
       respectfully and will require your attendance on the trip to supervise them
       personally, or if you cannot attend, they will remain at school for the day and
       work in another classroom. We should talk...call me at _________.

      Your child has difficulty at school listening, following established procedures,
       self-monitoring their behavior, and treating people and property respectfully and
       will require your attendance on the trip to supervise them personally, or if you
       cannot attend, they will remain at school for the day and work in another
       classroom. We should talk...call me at _________.

      Your child is not completing their work satisfactorily in class and/or at home. If
       they continue to ignore their academics they will be unprepared for the focus of
       study on the trips, as well as seventh grade. Please help your student continue
       their learning through the last day of school. I will not include your student on
       the study trips unless they focus on academics in class and complete all work
       satisfactorily. They will remain at school for the day and work in another
       classroom. Please talk to your child about this, ask to see their work, and call me
       if you have any questions at __________.


Specific behaviors include:
________________________________________________________________________




________________________________________________________________________
September __, 20__

Dear Room __ Families,
Parent involvement has the greatest impact on student achievement and that involvement
can be as basic as getting your child to school on time, talking to your child daily about
what they learned, joining us on study trips, and attending school events. Attached are a
couple of forms that will need your time, attention, and participation. Please return them
as soon as possible.
I have scheduled our first field study trips. At least __ study trips will be scheduled
throughout the year. I have a study trip policy that assures student safety and learning,
and have discussed it thoroughly with the class. I will not take students who are
struggling with appropriate behavior at school. I have found that if a student cannot
follow directions, listen, self-monitor for regular routines and procedures, and behave
respectfully towards all others, they are a safety problem for themselves and the rest of
the class when we are off the school site. Your child will be evaluated according to one
of the following categories:


      Your child listens well, self-monitors their behavior, treats people respectfully and
       will be included in class trips.
      Your child listens well, self-monitors their behavior, treats people respectfully
       most of the time, and will respond to teacher and peer reminders. At this time
       they will be included in class trips but improvement is expected.
      Your child has difficulty listening, self-monitoring their behavior, and treating
       people respectfully and will require your attendance on the trip to supervise them
       personally, or if you cannot attend, they will remain at school for the day and
       work in another classroom. We should talk...call me at _______ or I will contact
       you.


Contact me by phone or email, _________ , if you have any questions. Thanks for your
support.


Sincerely,
Mark Vega

				
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