Field Trips to Museums
A journey into the unknown may be frightening but a trip into a known or partially known region can be anticipated with joy. Activities which are done prior to a trip can assist students with knowing why they are going, what they will see, when to expect events to take place, where to look or listen for specific items, and who they might meet. Such activities are sometimes called advance organizers.
Why should students take a trip to the University of Northern Iowa Museum?
Goals and objectives can be developed by both teachers and students. Consider the following questions.
1. Will the trip be taken to relate to only one content area?
2. To which content area(s) will the trip relate?
3. What content can be learned at the site?
4. What skills can be learned by taking the trip?
5. What attitudes or values can be taught?
6. Why is taking the trip a better way of learning than reading from printed material?
What can be seen at the UNI
Museum?
1. What can students learn about each of the following
disciplines or areas of study?
a. Geography. History
c. Sociology
d. Economics
e. Political science
f. Anthropology
g. Art
h. Music
i. Physical activities
j. Religions
k. Language and literature
* The exhibits in the University of Northern Iowa Museum pertain especially to biology, geology, history, and anthropology.
2. How will this trip help children understand a unit they are studying?
When is it best to take the trip?
1. What would be the benefit of taking the trip early in the study of a unit?
2. What would be good reasons for taking the trip at a later time?
3. What can be seen at different times of the year?
4. At what time of day can different things be seen?
5. At what time of day will it be most convenient for the children and related persons to take the trip?
Anthropology Experiences Which Can Precede or Follow a Field Trip to the UNI Museum
1. Read about anthropologists and what they do.
2. Learn about the different fields of anthropology?
(Physical anthropology, social and cultural anthropology,
ethnography, ethnology, and archaeology)
3. Learn about what the following terms mean to anthropologists?
(acculturation, adaptation, anatomy, art, artifact, culture,
cultural relativism, cultural universals, culture trait,
diffusion, enculturation, ethnicity, ethnocentrism, family,
group, language, race, religion, rite, rite of passage, role,
society, tool, tradition, trait)
4. Learn about where anthropologists live and work.
5. Learn about why is it important to understand our own culture
and that of others.
6. Learn about how items in a museum are collected, cataloged,
handled, and preserved.
7. Learn about a culture and its past and its present life
situations.
8. Learn to understand the context in which artifacts were and
are created.
9. Learn about materials that are available and what experiences
the museum will provide.
Finish these sentences while at the UNI Museum.
Other Experiences Which Can Precede or Follow a Field Trip to the UNI Museum
LANGUAGE
ARTS
Letter Writing
Information about a site or the topic in general can be obtained
by writing letters of inquiry. Information gained on a trip can
be shared with individuals or groups. Thank you notes can be
designed and written to guides, hosts/hostesses, or accompanying
persons.
Stories
Literature about a museum can be read by the students or the
teacher. Tapes which accompany stories can be provided for
listening. The models provided can be used to encourage students
to share stories about the museum and can be compiled and shared
with others. Drawings can be added to enhance written
descriptions.
Poetry
Various types of poetry about museums can be read. Tapes can be
listened to or the teacher can share special selections with the
students. It is helpful to learn about the many ways in which
others have used rhyme, rhythm, or special arrangements of words
to express what they have seen or felt. Children can try to
arrange words in special ways to write various types of poems of
their own. A visit to a museum can help them become aware of
their own feelings related to the place.
Anecdotes
Short stories about interesting incidents which relate to travel
or life in a museum can be read. Children can learn to write
brief stories which make a point. A visit to the museum can
provide incidents about which to write.
Allegories
Native Americans used allegories to share ideas or truths about
life. Allegories about museums can be examined. Children may want
to write their own allegories about the museum. These can be used
to teach enduring morals or lessons. After a field trip students
will have a better concept of morals or lessons for living which
need to be internalized by them or future generations.
Analogies
Statements which compare and show how two objects or experiences
are like each other can be shared. Analogies can be identified,
stated, or written. After a trip to the museum, ask students to
be aware of how experiences they have are like other events in
life.
Examples: He/She ran around like a penny in the coin container.
She/He is like a fragile piece of lace.
The sound of the guide was like an encouraging parent.
Metaphors
Metaphors about museums can be identified or written.
Example: They were careful watchful hawks collecting materials
for their presentation.
Autobiographies
Autobiographies about common folk or famous individuals who
worked in a museum can be read. Children who have experienced
trips to museums may want to begin an autobiography of their own.
Biographies
People have inspired others and been the subject of descriptive
stories. Read biographies about people who have developed museums
and have significantly affected the preservation of such
artifacts. Try writing biographies about famous or ordinary
people who have made a special impact on museums.
Case Studies
Museums have affected people in special ways. Read case studies
about the lives of people who have been affected in positive or
negative ways.
Comedy/Comics
Find cartoons about experiences in museums. Organize and analyze
the cartoons. Try making new cartoons.
Documents
Examine deeds, abstracts, or maps about materials in the museum.
Determine how inhabitants have changed the appearance, use, and
value of the area. Incorporate the knowledge gained in oral or
written presentations.
Directions
Early settlers found it challenging to orient themselves to a new
way of life. Learn how they received information and communicated
with others. Information received and shared related to travel or
providing for basic needs. Read early directions for travel,
building, cooking, care of property, and safe and healthy living
in the area of the museum and compare the writing to present-day
directions. Tell how the directions are alike or different. Try
following old directions to accomplish tasks or write new
directions for modern tasks in the area where the museum is
located.
Try writing directions for how to get to a museum or act on an
excursion in such a location.
Drama
Plays about museums can be read or written. Dramatic play, role
playing, formal plays, readers' theater, or puppet plays can be
used to tell about life in the area where the museum is located
or about the items on display.
Fables
Old fables about life in places which the museum exhibits
represent can be enjoyed and new ones can be written.
Fiction
After intense study about life in areas the museum represents,
students can create fictional characters who experience and share
the things about which they have learned.
Journals/Diaries
Examine journals or diaries written by early settlers. Keep a
journal or diary during the unit. Record experiences related to
the study.
Note Taking
Questions which students themselves have asked serve as a good
basis for study of the museum. Help them identify the purpose and
meaning of questions. Assist them as they seek answers in written
materials, illustrations, experiences, oral presentations, and
conversations. Help them write key words, phrases, or summarizing
ideas which relate to the questions asked.
Spelling
Words necessary for communication of ideas can be grouped and
placed in booklets. These can be compared with existing spelling
lists and added if appropriate.
Creative Dramatics
Movement activities, pantomime, and dance can be used to express
what students see and feel as they visit a museum.
Literature
Books about life in the areas which the museum represents can be
read and shared.
ECONOMICS
Experiences prior to, during, and after a field trip to a museum
can teach many basic economic concepts.
Production
Environmental and human resources have made it possible for
museums to make unique contributions to the world. Research can
be done to learn what museums have provided. Information about
production may be obtained from narrative material, charts,
graphs, tables, maps, interviews, and personal experiences.
Goods and Services
The production of goods cannot take place without the services of
public and private individuals, groups, and situations. Taxes are
levied to support formal and informal educational ventures for
children and adults, health care, transportation, recreation,
safety, governing bodies, and aesthetic improvements.
Contributions of interested citizens and the source of taxes and
distribution of money for services can be researched. Information
can be obtained from resource persons or on field trips. Role
playing and simulations can result from research done.
Circular Flow of Income
The well being of one group in a community affects that of other
groups. A healthy economy results when money earned is again
spent in the same region. When greed takes over some experience a
marginal existence; welfare and subsidy costs rise. Diagrams,
flow charts, and maps can be used to record information gained
about the exchange of money in the community where the museum is
located. Information for such visuals can be obtained from
resource persons on a field trip.
Interdependence
People in museums have learned how dependent they are on others.
Students can create visual webs of interdependence. Influential
individuals and groups can be identified as children learn from
resource people and places. Coding or special coloring can be
used to indicate where positive and negative uses of power exist.
Children can place themselves on the "visual web" and
learn how they are not expected to solve all problems but rather
be good citizens by fulfilling their roles in the web. One of the
major roles of young people involves learning scientific as well
as social science concepts. When issues arise concerning
preservation or resources or artifacts, they will be equipped to
become part of a consortium of public, private, and institutional
owners who know a museum's potential as well as its problems.
Scarcity
As desires for goods and services increase worldwide the museum
will continue to be a source of needed information for many.
Education, transportation, and communication have created global
awareness of the potential for a "good" life. There is
a global rising tide of expectations which is moving closer and
closer to those regions which have resources. Those with power
and influence have in previous times taken resources from those
who have not had the knowledge or technology to develop their
own. Now the "have nots" want to share the benefits
which have resulted from the goods and services they have
provided. Abundant resources have become scarce and global
awareness of the scarcity promotes conflict. The resources of the
museum by many. Philosophers and practical individuals seek ways
to replace scarce items. Hard times result when scarcity, real or
imagined, exists. Field trips and resource persons can help
children understand scarcity. Organizations concerned with
preservation, wise management, and use of resources can be
contacted for information.
Consumption
Wise or unwise consumption of goods is affected by attitudes and
values. Historical references to joys and hardships can be
compared to current life experiences. Taking a field trip can
give concrete meaning to literature used in the reading program.
Values of plants and animals in the ecosystem and the intricate
balance of life can be used to develop an appreciation of our
heritage. Rocks, minerals, soil, and water can be examined. The
value of rich soil and water can be discussed.
Charts can be made of changes which have taken place. Values
related to changes observed can be discussed. Past and current
rates of use and consumption can be compared.
Market Economy
The economic well being of an area can be determined by the
existing market. It can be altered through governmental
intervention. Children can learn about the market economy by
researching the price of rare items from special places.
Changes in prices of items can be examined. Causes for these
changes can be identified as children listen to resource people.
How has the market affected the economy?
Division of Labor
Field trips to museums can help children note the various tasks
done by individuals. Occupations available in a museum can be
identified. Resource people can provide information about their
careers.
Advertising
After examining the need for goods and services, production and
consumption, students can learn about historic and present ways
in which people have advertised what they have to offer. Library
research as well as field trips can be used to identify visual
and auditory avenues for sharing information.
Exchange
Maps, graphs, and charts can be used to record information about
goods and services. Transportation and communication routes which
enhance exchange can be experienced or followed on field trips.
Acceptable protocol for making exchanges at museum gift shops can
be learned. Role playing as well as actual exchange of goods and
services can take place.
HISTORY
Experience prior to, during, and after field trips or visits of
resource persons can build key historical concepts related to the
study of the museum.
Change
Changes have taken place in plant and animal populations. How do
the exhibits at the UNI museum show this?
The ethnic backgrounds of inhabitants have changed as a result of the coming of successive waves of groups of diverse people. Some came in search of food and shelter; others came to explore and conquer. Some came as the result of power struggles among individuals and groups. Slaves, servants, and refuges came willingly and unwillingly. Each successive group has changed the existing social and political structure among inhabitants. Maps, time lines, census records, news publications, plat books, written and oral family, local, and state histories have provided documentation of such events. Obtaining resource speakers or taking field trips to sources of such information can help children note changes.
Changes in transportation, communication, education, provision for recreation, health and safety, protection of the environment, governmental structures, aesthetic features, technology, production of goods and services, religious beliefs, values, and diffusion of ideas and goods have taken place. Such changes can be noted as library research and experiences provide information. Special times devoted to appreciation of areas represented in the museum can be used to talk about changes.
Civilization
Each cultural group has characteristic ways of living. The Iowa
environment helped create distinct cultural groups and changed
others who came to it. The state of art, science, and other
factors related to living in Iowa has enhanced, defined, and
refined the lives of Iowans. Study of national, territorial, and
state government, the Homestead Act and its impact on settlement,
and museum artifacts from representative eras can enhance the
understanding of the progress and decline of civilization.
Historical Bias
The senses and vantage point of the historian shape the story
which is told. Areas can be known through direct experience as
well as the descriptions of others. Each observer or participant
will have a different story to tell. Stories of one observer will
affect the story of others. Reports of one are influenced by the
biases of another.
PHYSICAL
EDUCATION
The games of North American Indians and immigrant children can be
played.
SCIENCE
Examine information about plant, animal, and mineral resources,
observe weather, tell and read stories about electrical storms,
normal and excessive moisture, and tornadoes. Collect and test
rocks for hardness or mineral content. Examine health concerns of
the past and present. Discuss and compare with current practices
the historic use of medicinal resources from the regions
represented in the museum. Learn about diseases prevalent and the
roles of medical personnel in the past and present.
Science is directly and indirectly related to social studies. Decisions made by social scientists must be based on sound knowledge of science.
ART
1. Note photographs taken of significant or beautiful places and
events in the museum.
2. Photographs in reference and picture books and on posters can
be examined.
3. Biological drawings can be examined. People who do biological
drawings can be brought in as resource people. Their careers can
be discussed.
4. Students can make biological drawings as well as pictures
which express feelings and emotions.
5. Note cards and pictures related to a museum can be created.
6. Puppets relating to people or animals related to the museum
can be made.
7. Charts and posters expressing ideas and feelings can be
shared.
MATHEMATICS
Basic Operations
Calculate basic costs of items in gift shops.
Estimation
Counting and estimating exercises can relate to numbers of items
in a museum. Check correct answers with a guide.
Greater Than and Less Than
Comparisons can be made by using data relating to numbers of
items present, height, depth, and breadth of places and plant
parts. The words greater and less than can be used to describe
what is observed.
Measurement
Weighing, measuring of distance or items which can be touched can
help students understand the environment the museum and the
places about which they read in literature. Geographic terms will
take on greater meaning if words such as acre, section, and
township are identified while walking or driving.
Charts and Graphs
Graphs and charts can be made about data gathered. The data can
reflect present-day observations and comparisons with historical
references. Rocks, minerals, plants, and animals can be examined
and information about them can be plotted.
Fractions/Rational Numbers and Decimals
Examination of books, growth charts, and statistical data
concerning population or products can lead to problem solving
relating to fractions and decimals.
Information to Record on a Museum Previsit
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