Rationale for Field Trip
Since my internship is now in an itinerant placement for the deaf and hard of hearing, I was not able to
plan a field trip for all of my students. I did have the privilege to plan a field trip for one of my students’
class and other classes within the school. This particular student on my caseload is in a special education
preschool. The teacher of this classroom was kind enough to allow me to plan the field trip for her and
her colleagues’ classes.
The classroom teacher of the preschool class in which my student attends, had informed me the venue
of the field trip was already chosen, as well as a preferred date. The students would be going to Jumpin’
Jax Bounce Arena on February 1, 2012, given that the arena confirms the date. I found that a field trip to
the bounce arena was not only age-level appropriate, but also academically appropriate. Since the
students in the preschool class have special needs, their academic focus is on social and communication
skills. A field trip to the bounce arena will provide opportunities in both social and communicative
aspects of their curriculum. The students within the special education class will be able to practice their
communication skills by indicating and/or asking to go to a certain bounce castle. They will also learn the
vocabulary terms “bouncy,” “jump,” “castle,” “field trip,” and “socks.” These words will be integrated
each day for two weeks prior to the field trip during circle time to get the students familiar with the
terms and to reinforce them. Their social opportunities are found in their playtime with students within
their class, as well as those students in other classes.
Research for Field Trip
Maggie Watson’s CCRESA Preschool Class and two Little Panther’s Preschool Classes will be
attending the field trip to Jumpin’ Jax Bounce Arena. For each class, there is a morning class and
an afternoon class, meaning there are a total of six preschool classes attending the field trip on
February 1, 2012.
The students must provide $5 to attend field trip and they must wear socks in order to access
the bounce castles. All parents are encouraged to come, but must drive separately to Jumpin’
Jax Bounce Arena.
Jumpin’ Jax Bounce Arena Information
o Address: 1475 Lake Lansing Road, Lansing, MI 48912
Approximately 1 mile west of the Eastwood Town Center.
Veer right to take Chamberlain Drive off the Round-About.
o Phone #: (517)372-4200
o Website: www.jumpinjaxbouncearena.com
o 26-50 children or more costs $5 per child
o all children must have a signed waiver before jumping
o socks are required
o Rules can be found at www.jumpinjaxbouncearena.com/rules.
o Bounce Castles: Adrenaline Rush 3, Castle 2 Jump, Double Lane Slide, Circular Combo,
Firetruck 3-1 Slide, Happy Birthday Obstacle Course, Laugh N Learn Obstacle Course
Pictures can be viewed at www.jumpinjaxbouncearena.com/houses
Bus Information – Dean Transportation
o address: 4812 Aurelius Road, Lansing, MI 48910
o phone: (517) 319-8300
o fax: (517) 319-8385
o website: http://www.deanschoolbus.com/
o Pick-up from Fuerstenau to Jumpin’ Jax Bounce Arena: 9:30AM & 12:30PM
o Estimated arrival time at Jumpin’ Jax Bounce Arena: 10:00AM & 1:00PM
o Pick-up from Jumpin’ Jax Bounce Arena to Fuerstenau: 11:00AM & 2:00PM
o Estimated arrival time at Fuerstenau: 11:30AM & 2:30PM
o Medical guidelines can be found within the Student Handbook.
Discipline Problem Precautions
o See the Field Trip portion of the Behavior Matrix.
o Teachers, paraprofessionals, and parent volunteers will also be present to aid in
behavior management. Due to the amount of adults, there will be approximately
one adult for every child within the special education classrooms.
1/5/12 Discussed field trip with Maggie Watson regarding where and when she would like the
1/12/12 Confirmed date and time of field trip with Maggie Watson.
1/13/12 Contacted Jumpin’ Jax Bounce Arena to request a visit for Maggie Watson’s preschool
classroom and the Little Panthers preschool for February 1, 2012 at 10:00AM-
11:00AM and 1:00PM-2:00PM. I also requested a room available for the classes at
10:30AM-11:00AM and 1:30PM-2:00PM for snack time. They confirmed that that day
and time was available and it would be $5 per child. They also informed me that all
students must wear socks in order to bounce.
1/13/12 Contacted Dean Transportation to request 2 buses to transport Maggie’s preschool
class and the Little Panthers preschool classes. I informed Dean Transportation that
we would be leaving Fuerstenau at 9:30AM on February 1, 2012 to Jumpin’ Jax in
Lansing Twp., and they would wait on-site until 11:00AM. The buses would return to
Fuerstenau. I also informed Dean Transportation that we would need 2 more buses
leaving Fuerstenau at 12:30PM on February 1, 2012 to Jumpin’ Jax in Lansing Twp.,
and they would wait on-site until 2:00PM. The buses would return to Fuerstenau.
1/19/12 Dean Transportation contacted me approving my request for buses and confirming
the information given. I then informed the classroom teachers through verbal
communication on the same day.
1/24/12 Field trip information and waivers are sent home with students. Letters to the family
and waivers for the students are attached.
1/27/12 Called Dean Transportation and Jumpin’ Jax Bounce Arena to confirm field trip on
February 1, 2012.
1/30/12 Field trip waivers and money is due to Maggie Watson and Little Panther teachers.
2/1/12 Field Trip to Jumpin’ Jax Bounce Arena
Explicit Statement of Michigan GCLE
Early Learning Expectation: Children develop and exhibit a healthy sense of self. [HSCOF-SED 6.1.1,
Continue to develop personal preferences.
Early Learning Expectation: Children develop abilities to express themselves clearly and communicate
ideas to others. [HSCOF-LD] 1.2.1, 1.2.2, 1.2.3, 1.2.4; L2.1.1, 2.1.2, 2.1.4. 2.2.3]
Continue to develop vocabulary by using words learned from stories and other sources in
If appropriate, show progress in learning alternative communication strategies such as sign
Adaptations for Individual Students
Due to the age of the students, the field trip was modified to include a snack break and opportunities to
use the bathroom. These are also two components of their typical classroom routine. A routine is very
important to the students within the preschool special education classroom due to the needs of the
children. Several students will be using PECS to communicate. Also, several students are required to eat
certain foods during snack, which are typically provided by the families, so it is important to bring those
along as well.
Lesson Plan for Field Trip
Lesson Plan - Michigan State University
Intern: Trisha Vandemark
MT: Clarisa Miller
Date: Wednesday, February 1, 2012
Grade Level: Preschool
Intended of Duration Lesson: 30 minutes
State of Michigan Standards/Benchmarks:
Early Learning Expectation: Children develop and exhibit a healthy sense of self. [HSCOF-SED
Continue to develop personal preferences.
Early Learning Expectation: Children develop abilities to express themselves clearly and
communicate ideas to others. [HSCOF-LD] 1.2.1, 1.2.2, 1.2.3, 1.2.4; L2.1.1, 2.1.2, 2.1.4. 2.2.3]
Continue to develop vocabulary by using words learned from stories and other sources
If appropriate, show progress in learning alternative communication strategies such as
Make a choice between two destinations.
Review the five vocabulary words and/or signs previously integrated within multiple
Individually, the student will indicate understanding of three of the five vocabulary
words related to the field trip through expressive language or receptively through
Individually, the student will choose a preferred destination when given a choice
between two destinations four out of five times.
socks for each individual students
Some level of understanding of the five vocabulary words.
Upon arrival, place shoes and coats in designated area. Pair each student with an adult.
Those students who have parents present are with the parent.
Ask the student which bouncy castle he/she would like to jump on. Give the student two
options. Allow five to ten minutes of bouncing at each castle.
Repeat choice five times.
If student doesn’t spontaneously use vocabulary, sporadically prompt the student by
asking questions involving the vocabulary words.
Assessment: Informal Observational
If the student finds making choices easily, ask preference between three destinations.
If the student finds making choices difficult, expand on the destination through acting or
If the student finds the vocabulary too easy, introduce and use more challenging
vocabulary found within the environment (i.e., slide, stairs, line, etc.)
If the student finds the vocabulary too difficult, have the student experience each
vocabulary word when appropriate (i.e., bouncy, jump, socks) and further describe the
vocabulary that cannot be experienced.