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A well-designed and executed field trip experience serves not only to enrich and supplement course content, but also creates opportunities to build basic science process skills. This article describes an onsite trip to the Bronx Zoo that allowed collaborating students to develop acquisitive and organizational skills while exploring rain forest habitat characteristics and species diversity.
Summary
| Subject keyword(s) | Biodiversity, Content Standards, Education, Humans and the environment, Life Science, Life science, Personal and social issues, Science as inquiry, Science as Inquiry, Science process skills, Teaching Standards |
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| Grade level | Middle School, High School, Vocational/Professional Development Education |
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| Intended audience | Educator |
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| Resource type | Audio/Visual, Reference Material, Text |
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| Resource format | application, application/pdf |
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| Rights | Permission to reproduce content is granted in advance under the following circumstances: (1) All educators may reproduce up to five copies of an NSTA article for personal use only. This does not include display or promotional use. (2) All educators may reproduce and e-mail an NSTA article in their possession to as many as five individuals for personal use only. This does not include promotional use. (3) Elementary, middle, and high school teachers, as well as educators in a university setting, may reproduce an article from a single issue of an NSTA journal for one-time classroom or non-commercial, professional-development use only. This does not apply to coursepacks (see next paragraph). www.copyright.com or contact the Copyright Clearance Center, Inc. (CCC), 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400. CCC is a not-for-profit organization that provides licenses for the use of NSTA content. For more information about NSTA permissions policies, please go to www.nsta.org/permissions.
Permission to reproduce content is granted in advance under the following circumstances: (1) All educators may reproduce up to five copies of an NSTA article for personal use only. This does not include display or promotional use. (2) All educators may reproduce and e-mail an NSTA article in their possession to as many as five individuals for personal use only. This does not include promotional use. (3) Elementary, middle, and high school teachers, as well as educators in a university setting, may reproduce an article from a single issue of an NSTA journal for one-time classroom or non-commercial, professional-development use only. This does not apply to coursepacks (see next paragraph).www.copyright.com or contact the Copyright Clearance Center, Inc. (CCC), 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400. CCC is a not-for-profit organization that provides licenses for the use of NSTA content. For more information about NSTA permissions policies, please go to www.nsta.org/permissions. |
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Using this resource
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| Title | National Science Teachers Association (NSTA) Learning Center |
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| Link | http://learningcenter.nsta.org/ |
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| Description | The NSTA Learning Center offers print and online resources for science teachers, including a wealth of journal articles, books, book chapters, and electronic professional development resources, such as SciGuides, SciPacks, and Web Seminars. Designed for both schools and individual teachers, the NSTA Learning Center offers professional development opportunities for teachers at every grade level from Kindergarten to College. NSTA publications are carefully reviewed for accuracy and classroom relevance to ensure the highest quality of our resources. The NSTA Learning Center content covers many important educational issues such as achievement, assessment of students, classroom management, curriculum, inquiry learning, instructional materials, learning theory, integrating technology, professional development, student populations, teacher content knowledge, teacher preparation, and teacher strategies. |
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| Title | Middle School Portal: Math and Science Pathways (MSP2) |
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| Link | http://msteacher2.org/ |
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| Description | The Middle School Portal 2: Math and Science Pathways (MSP2) supports middle grades educators with high-quality, standards-based resources and promotes collaboration and knowledge-sharing among its users. Educators use MSP2 to increase content knowledge in science, mathematics, and appropriate pedagogy for youth ages 10 to 15. MSP2 employs social networking and digital tools to foster dynamic experiences that promote creation, modification, and sharing of resources, facilitate professional development, and support the integration of technology into practice. MSP2 is a project of the Ohio State University College of Education and Human Ecology, National Middle School Association, and Education Development Center, Inc., and is funded by the National Science Foundation. The partners integrate resources, tools, and services across projects, and support multiple methods of resource discovery to meet the needs of this audience. |
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Content contained within the resource
Visit NSTA.org Home My PD Tools My Private Messages Register for Free My Library My PD Indexer My PD Plan & Portfolio My PD Record & Certificates My Calendar My Notepad My Community Forums My Help Desk Give Us Feedback Subjects Earth and Space Science Physical Science Life Science History and Nature of Science Personal and Social Issues Science and Technology Science as Inquiry Learning Resources & Opportunities Science Objects SciPacks SciGuides Symposia Symposia Archives Professional Development Institutes Web Seminars Web Seminar Archives Podcasts Online Courses NSTA Journal Articles NSTA Press Books Community Forums Education Administrator Help Frequently Asked Questions Technical Support Advisory Support Give Us Your Feedback Learning Center Home > Product Detail Product Detail: Journal Article Building Science Process Skills By: Anthony V. DeFina $0.00 - Member Price $0.99 - Nonmember Price You currently have javascript disabled, please use the button below: Details Type of Product: Journal Article Average Rating: based on 1 review Publication Title: The Science Teacher Publication Date: 1/1/2006 Pages: 6 Grade Level: High School Description A well-designed and executed field trip experience serves not only to enrich and supplement course content, but also creates opportunities to build basic science process skills. This article describes an onsite trip to the Bronx Zoo that allowed collaborating students to develop acquisitive and organizational skills while exploring rain forest habitat characteristics and species diversity. Ideas For Use Post-trip classroom extension activities allocated time for students to practice creative, manipulative, and communicative skills as they build technology-based crossword puzzle reviews and designed photo essay presentations. Both the field trip and classroom activities provided students with satisfying learning opportunities to put science process skills into operation (see Figure 1 for the Categories of science process skills). Discussions Science Skills Checklists Posted in Evaluation and Assessment by Carolyn Mohr on Fri Jan 27, 2012 1:43 PM Hi Cheska,There are so many different process skills that might be included in a checklist. I found an interesting ar... Additional Info Science Discipline: (mouse over for full classification) Biomes Populations Analyzing data Asking questions Classifying Collecting data Interpreting data Observing Scientific habits of mind Using technology Intended User Role: Curriculum Supervisor, High-School Educator, Teacher Educational Issues: Assessment of students, Classroom management, Curriculum, Educational research, Informal education, Inquiry learning, Instructional materials, Integrating technology, Teacher preparation, Teaching strategies Technical Resource Format: application/pdf Size: 433 KB Requirements: Requires Adobe Acrobat Reader National Standards Correlation This resource has 12 correlations with the National Standards. [VIEW CORRELATIONS] This resource has 12 correlations with the National Standards. [HIDE CORRELATIONS] Life Science Diversity and adaptations of organisms Millions of species of animals, plants, and microorganisms are alive today. (5-8) Interdependence of organisms Tropical rain forests are characterized by heavy rainfall and constant warm temperatures. (9-12) Science as Inquiry Abilities necessary to do scientific inquiry Ask a question about objects, organisms, and events in the environment. (K-4) Employ simple equipment and tools to gather data and extend the senses. (K-4) Use appropriate tools and techniques to gather, analyze, and interpret data. Think critically and logically to make the relationships between evidence and explanations. Understandings about scientific inquiry Types of investigations include describing objects, events, and organisms; classifying them; and doing a fair test (experimenting). Scientists develop explanations using observations (evidence) and what they already know about the world (scientific knowledge). Good explanations are based on evidence from investigations. (K-4) Content Standards Quality Teaching Deepens educators’ content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom assessments appropriately. (NSDC) Teaching Standards Teachers provide students with the time, space, and resources needed to learn science. Make the available science tools, materials, media, and technological resources accessible to students. Identify and use resources outsidethe school. Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry. Nurture collaboration among students. State Standards Correlation Use the form below to view which of your state standards this resource addresses. Select State AC AK AL AR AZ CA CO CT DC DE FL GA HI IA ID IL IN KS KY LA MA MD ME MI MN MO MS MT NC ND NE NH NJ NM NV NY OH OK OR PA RI SC SD TN TX UT VA VT WA WI WV WY Loading... Customer Reviews A trip to the zoo is more than fun, it's LEARNING Patty M on June 18, 2011 This article explains how a field trip to a zoo can fulfill process skills in the categories of aquisitive, organizational, creative, manipulative, and communicative categories. The article is extremely thorough, discussing pre and post student activities, and two specific lessons students conducted at the zoo and how the lesson were tied to process skills. Lesson assessments are also included. This article proves that no student is too old for a trip to a zoo; indeed, the activities described will heighten student understanding of conservation topics and improve process skills. {1} ##LOC[OK]## {1} ##LOC[OK]## ##LOC[Cancel]## {1} ##LOC[OK]## ##LOC[Cancel]## [ Access our noscript login page ] E-mail: Password: I'm an NSTA member and I don't have a password Lost password? Recover it here. Register now [Help PDF] Advanced Search Advanced Search Actions Recommend to a friend Write a Review Google Scholar Articles by: By: Anthony V. DeFina Copyright © 2012 NSTA | Contact Us | FAQ | Help | Give Us Feedback | Legal Notice 1.77
