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Field Trip Project
Topic: Field trip to Raleigh North Carolina, the State Capital
Standard of Learning, Student Learning Goals, and Objective
Standard of Learning: North Carolina Social Studies State Standards
4.C&G.1 Understand the role of citizens in local and state government.
4.C&G.1.1 Compare the roles and responsibilities of state elected leaders.
4.C&G.1.3 Differentiate between rights and responsibilities reflected in the North Carolina Constitution.
4.H.1 Understand the role of various people, events, and ideas in shaping North Carolina.
Student Learning Goals: [Explain your student learning goals for this activity. What do you want
students to gain from this activity? How will you assess student learning on this field trip
activity? This response should be at least one solid paragraph of five sentences.]
For this fourth-grade field trip, students will visit the State Capital, the Legislative
Building, and the North Carolina History and Science Museum. Students will be able to see first
hand how their state officials work. They will have a better understanding of how the legislative
process works by being able to observe a session. They will also get to witness the history of the
state capital and hear stories of history given by our tour guide. Students will gain first hand
knowledge at the History and Science Museum as they learn specific scientific and historical
facts about our state. Museums provide memorable learning experiences, spark imagination, and
introduce or reinforce concepts (Maxim, 2017). To assess the student learning on this trip,
students will be given a scavenger hunt of specific items they need to find throughout the day.
Objective: Given the opportunity to visit the North Carolina state capital, legislative building,
and the history and science museum, students will demonstrate their understanding of how state
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government works, and the history and sciences of North Carolina, by completing a scavenger
hunt of things the heard and saw, with 90% of the items checked off.
Field Trip Planning
Website Information: [Locate the information website for your selected field trip location. You
can also use the Jerry Falwell Library to research your selected location. Provide the hyperlink(s)
with information on the planned destination.]
State Capital
https://www.nps.gov/nr/travel/raleigh/cap.htm#:~:text=North%20Carolina%20State
%20Capitol%2D%2D,of%20Historic%20Places%20Travel%20Itinerary
Legislative Building
https://www.nps.gov/nr/travel/raleigh/cap.htm#:~:text=North%20Carolina%20State
%20Capitol%2D%2D,of%20Historic%20Places%20Travel%20Itinerary
Science Museum
https://naturalsciences.org/
History Museum
https://www.ncmuseumofhistory.org/?
gclid=Cj0KCQiA5fetBhC9ARIsAP1UMgFF3t21IgrTStR3zgIDovwAXksEqXQUsYIE2vddY2I
Lg8j0GS-X9Q8aAvr8EALw_wcB
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Cost: [Research the field trip location to determine the cost of the trip. Describe the cost for
students, the cost for adults, and any other fees that need to be considered. This response should
be at least one solid paragraph of five sentences.]
The total cost for the field trip for students will be $68. This includes the tour bus, a
snack, and lunch. The cost for any adult chaperones will be $93, which is for all of the items
listed above and a background check. Parents will have the opportunity to pay this in four
installments of $17. There will be gift shops in the museums, which students can bring extra
money for.
Schedule: [Describe the schedule for the day of the field trip with departure and arrival times,
along with bathroom and snack breaks. This response should be at least one solid paragraph of
five sentences.]
We will depart for our trip at 7:30 a.m and arrive back at the school approximately at
6:00 p.m. We will use the restroom before we leave the shool, when we get to the capital, before
and after lunch, and before we depart. Since it will take us a good two hours to get there, we will
have a snack on the bus on the way. Lunch will be at 11:30 in the courtyard. When we arrive we
will go to the capital building first, then to the legislative building. Lunch will be right after we
are finished in the legislative building. After lunch we will go to the science museum and then to
the history museum and the depart for the day.
Field Trip Parent Permission
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Purpose: Draft an explanation of the purpose of the field trip to parents. Explain this with at least
one solid paragraph of five sentences.
We are excited to announce a field trip to Raleigh for your fourth grader. We will be
visiting the North Carolina state capital, and legislative building. We will also visit the North
Carolina history and science museums. We will be taking a tour bus and will have a lottery type
drawing for chaperones as we are limited on space. This will be a great opportunity for your
child to see how our state is run and how the legistlative process works.
Benefits: Draft an explanation to the parents about the benefits of the field trip. Also, describe the
cost and schedule to the parents. Explain this with at least one solid paragraph of five sentences.
On this field trip, your child will get first hand knowledge and make first hand
connections on our state government. They will see and learn about the science and history of the
state in which they live. For this trip we are taking tour buses, providing lunch. All sites are free
to visit, except the science museum. The cost for this trip per student is $68 and can be paid in
four installments of $17. Upon arrival we will visit the capital, then the legislative building.
Then we will have lunch and then go to the science museum and then the history museum.
Volunteers: Draft a chaperone volunteer request for the parents. Explain this with at least one
solid paragraph of five sentences
We have limited space for chaperones. We will be holding a lottery type drawing. Please
sign this letter letting us know your interest on being a chaperone. The cost for chaperones is
$93. That includes all the above listed that students get and the cost of a background check. Any
parent id more that welcome to drive to Raleigh and that will be at not cost (you must provide
your own lunch).
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Virtual Field Trip Activity
Virtual Field Trip: Locate or create a virtual field trip that addresses the same content standard
for students who do not attend the field trip. The virtual field trip activities should cover the same
objectives and goals as the other field trip. Describe the virtual field trip plan. Explain this with
at least one solid paragraph of five sentences.
For students who are not able to attend Raleigh, they will do a virtual field trip. They will
visit the websites of the North Carolina Capital, and legistaltive building, while filling out a a
scavenger hunt of things they should be looking for. They will also get on GetEpic and read a
book about North Carolina. They will then write a a 3 paragraph paper describing what they like
most about the state they live in. This will keep the students engaged and I will be able to assess
their understanding of our state.
Hyperlinks: Provide the hyperlinks for at least three different websites with activities for the
students to complete.
https://www.nps.gov/nr/travel/raleigh/index.htm
https://www.getepic.com/app/read/8948
https://www.teacherspayteachers.com/Product/North-Carolina-Constitution-Scavenger-
Hunt-10954564?st=84bbd4577fe0b83e3926ddee2029dead
Technology: Explain the plan for student use of technology. Address this question: What are the
strengths and weaknesses in adding technology use for a virtual field trip? Explain this with at
least one solid paragraph of five sentences.
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It is important that all students are exposed to the same opportunities of learning. We as
educators know that not all students will get to get the chance to go an field trips, so technology
provides the opportunity for those students. When we are teaching our students things like
about the artic, we cannot take a field trip to the artic to give our students first hand knowledge,
so technology provides us with the opportunity to do the best next thing, which is to let the
experience it throught the world wide web. You will find more virtual field trips on the web than
you can ever expect to use; there is no shortage of people, places, and things not normally
approachable with run-of-the-mill classroom experiences: the Smithsonian Museum, Colonial
Williamsburg, the U.S. Capitol Virtual Tour, the Civil War Virtual Tour, and Virtual Farm are
but a few of the hundreds of thousands of available sites (Maxim, 2017). I think the weakness of
technology for virtual field trips, is that some students learn better with hands on. I do feel like
we use a lot of technology in our classrooms today, and its just not the same as going and getting
to experience the real thing.
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References
Inc., E. C. (n.d.). Instantly access over 40,000 of the best books & videos for Kids on Epic. Epic.
https://www.getepic.com/app/read/8948
Maxim, G. W. (2017). Dynamic Social Studies (11th ed.). Pearson Education (US).
https://libertyonline.vitalsource.com/books/9780134286709
U.S. Department of the Interior. (n.d.). Raleigh: A capital city. National Parks Service.
https://www.nps.gov/nr/travel/raleigh/index.htm
U.S. Department of the Interior. (n.d.-a). North Carolina State capitol-- raleigh: A capital city: A
national register of historic places travel itinerary. National Parks Service.
https://www.nps.gov/nr/travel/raleigh/cap.htm#:~:text=North%20Carolina%20State
%20Capitol%2D%2D,of%20Historic%20Places%20Travel%20Itinerary
U.S. Department of the Interior. (n.d.-a). North Carolina State capitol-- raleigh: A capital city: A
national register of historic places travel itinerary. National Parks Service.
https://www.nps.gov/nr/travel/raleigh/cap.htm
