Baltimore Aquarium Field Trip
Why should we take a field trip?
James McHenry is a schoolwide Title 1 school. That means that, "at least 40% of the students enrolled in the school must be from low-income families" (Clark, 2019). Considering this statistic and the students that I teach, I know that many of their families have a lower income and have a harder time affording expensive local attractions. The different attractions in Baltimore vary in price but some examples are:
As a Title 1 school, we are able to visit all three of these locations fat no cost to students, teachers and a certain amount of chaperones (depending on the destination). The admission cost of the trip is covered and as a Title 1 school, the cost of transportation is also covered if we are able to relate the trip to academics that are occurring in the classroom. That allows students to focus on the experience, and parents to feel comfortable and confident signing a permission slip and sending their child on the trip with their class. While taking a field trip can be a financial burden to some, we, as teachers, are working to reduce the stress to families so that their children can have an experience that might be difficult to arrange normally.
Students learn in many different ways. The four different types of learners are: kinesthetic, visual, auditory and reading/writing. Inside of the school building and the classroom, auditory and reading/writing students have the opportunity to learn through the curriculum and the adaptations made accordingly. Typically, other opportunities are given through centers, differentiation and push-in services. Going on a field trip allows the chance for kinesthetic, visual and auditory learners to be included without any differentiation or changes to the experience. Being on the field trip allows for students to be educated in an alternative way that fits their needs, helping them comprehend the information that is needed to succeed on future assessments.
- The Baltimore Zoo:
- Adult: $19.00
- Child: $15.00
- The Baltimore Aquarium:
- Adult: $39.95
- Child: $24.95
- The B&O Railroad Museum:
- Adult: $20
- Child: $12
As a Title 1 school, we are able to visit all three of these locations fat no cost to students, teachers and a certain amount of chaperones (depending on the destination). The admission cost of the trip is covered and as a Title 1 school, the cost of transportation is also covered if we are able to relate the trip to academics that are occurring in the classroom. That allows students to focus on the experience, and parents to feel comfortable and confident signing a permission slip and sending their child on the trip with their class. While taking a field trip can be a financial burden to some, we, as teachers, are working to reduce the stress to families so that their children can have an experience that might be difficult to arrange normally.
Students learn in many different ways. The four different types of learners are: kinesthetic, visual, auditory and reading/writing. Inside of the school building and the classroom, auditory and reading/writing students have the opportunity to learn through the curriculum and the adaptations made accordingly. Typically, other opportunities are given through centers, differentiation and push-in services. Going on a field trip allows the chance for kinesthetic, visual and auditory learners to be included without any differentiation or changes to the experience. Being on the field trip allows for students to be educated in an alternative way that fits their needs, helping them comprehend the information that is needed to succeed on future assessments.
What makes this possible?
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In order to attend the Baltimore Aquarium for free, one teacher from the school needed to attend a training before the trip. I attended a two hour Saturday morning training to learn about the aquarium, the rules and expectations and what children can get out of their visit to the aquarium. Attending the training was simple, free and worthwhile, enabling us to reserve a date for pre-kindergarten through second grade to visit. After the training, we were able to secure a date at no cost, unless we wanted to see the 4-D movie. There was some communication back and forth about available dates for such a large group, but our date was confirmed with their reservations office through email correspondence (see the email to the right).
Once we had the date set, we sent out a permission slip to parents to sign so that their child count visit the aquarium. We did ask for $7 for the trip to cover the cost of transportation (we could only get one bus for free) and the $2 discounted price for the 4-D movie. Although we asked for the money, if parents expressed an interest in their child attending and could not afford the trip, the fees for those students were paid for by the school. In 1st grade, all but five students were able to attend the field trip. |
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What do we already know?
In module two of our reading curriculum, Wit & Wisdom, students were introduced to identifying different animals and their features with a focus on describing and writing about the details of these animals. They were introduced to the different types of sea horses in "Sea Horse: The Shyest Fish in the Sea" and what made each sea horse different. These details were things like: the tails, the shape of their nose, the horns on the heads or the fins on the back and the sizes that they could grow to.
To align and collaborate with what they were reading, we studied sea horses and other animals that they would see at the aquarium, giving them prior knowledge. In science we focused on the details of the different animals while comparing and contrasting them. We completed Venn diagrams with sea horse versus regular horse, octopus versus fish and shark versus dolphin. Not only did we do whole class activities, but they also drew detailed drawings with labels during their centers, showing what they learned about the different ocean animals.
Collaborating with their reading subject helped them become very engaged and excited about what they were learning as well as getting them ready for the aquarium and the variety of animals they would see. Creating an environment where they are able to hold conversations about what they are learning in the classroom and applying it into a real life situation allows the students to buy into their own education and be more invested.
Below I have placed a copy of the lesson plan that was used for the ELA/Science combined lesson and some pictures of the book and its content.
To align and collaborate with what they were reading, we studied sea horses and other animals that they would see at the aquarium, giving them prior knowledge. In science we focused on the details of the different animals while comparing and contrasting them. We completed Venn diagrams with sea horse versus regular horse, octopus versus fish and shark versus dolphin. Not only did we do whole class activities, but they also drew detailed drawings with labels during their centers, showing what they learned about the different ocean animals.
Collaborating with their reading subject helped them become very engaged and excited about what they were learning as well as getting them ready for the aquarium and the variety of animals they would see. Creating an environment where they are able to hold conversations about what they are learning in the classroom and applying it into a real life situation allows the students to buy into their own education and be more invested.
Below I have placed a copy of the lesson plan that was used for the ELA/Science combined lesson and some pictures of the book and its content.
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On our TripThe Baltimore Aquarium has 11 different exhibits inside of the building. 3 of these exhibits are live exhibits and that includes a dolphin talent show, petting sting rays, horseshoe crabs and jellyfish. Although the different fish and animals are obviously alive, these are the three interactive exhibits that are inside of the aquarium. Students were able to pet the stingrays, the horseshoe crabs and touch the tops of jellyfish in the same area. Not only are these aquatic animals different than what the students are used to seeing, they are used to hearing that these animals are dangerous and that they can end up hurting or killing you. Having these students introduced to these animals in a book during our sea creatures unit, but also in a controlled environment, allowed the students to be excited to see these animals.
Even though the animals were seen in controlled environments, students were able to see the creatures outside of a fish tank, outside of an ocean and see the details of the animals up close. They were able to exclaim, "wow", "oh my gosh", "did you see that", etc. Seeing these animals up close allowed the students to experience, be excited about and engrain the information into their memory. Whether that is for an event, for an assessment or just for fun, the memory, created through an experience that they may not have had otherwise is there to be recalled. |
What happened next?
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In preparation for this specific field trip, students were exposed to prior knowledge through the lesson plan that was seen earlier on this page. After the visit to the aquarium, students reflected on their favorite parts of the aquarium. Some students focused specifically on sea horses and others chose to write/draw about several different animals. It was interesting to see all the different responses, what students loved the most and what they took away from the trip.
Although this was the only formal review we did, the module for reading and science did continue after the aquarium trip. In both science and reading, the unit on animals did not end until the middle of January. Students were able to take their knowledge and what they remembered about the animals from the aquarium and use it in more conversations and assessments. Their ability to see the animals in person enhanced their knowledge and engagement for the rest of the module and allowed them to apply it back in the classroom. |
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Family Connections and Reflections
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Teacher Reflections
Providing students the opportunity to leave the building and have access to learning through those interactions proved to be extremely beneficial for their growth and application of that knowledge to their classroom learning. Hands on learning was not only beneficial for their education, but the students had an overwhelmingly great experience. Their enthusiasm for the different animals and the shows they performed were completely new experiences. The 4-D show allowed them to have bubbles blown in their face, the seats shake, air blown from their seats and the vents with realistic effects. It was quite the experience in and of itself. Students took risks and did things that were outside of their comfort zone by touching sting rays and jellyfish and watching a dolphin show. Taking the trip to the aquarium has made our team realize that it is crucial to link as much real life experience into their learning as possible, enabling them to apply it successfully according to their learning style.