8th Grade Canadian Trip.

Autor/inn/en	Jelinek, Gilbert; Schoenike, Paul
Titel	8th Grade Canadian Trip.
Quelle	(1981), (26 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Educational Objectives; Experiential Learning; Field Trips; Geography Instruction; Grade 8; Junior High Schools; Learning Activities; Map Skills; Secondary Education; Social Studies; Units of Study; Canada + Suchen Sie Ihr Suchwort? Educational objective; Bildungsziel; Erziehungsziel; Experiental learning; Erfahrungsorientiertes Lernen; Exkursion; Geography education; Geography lessons; Geografieunterricht; School year 08; 8. Schuljahr; Schuljahr 08; Sekundarstufe I; Lernaktivität; Kartenverständnis; Sekundarbereich; Gemeinschaftskunde; Lerneinheit; Kanada
Abstract	Ideas are offered for helping eighth-grade students incorporate an at-home field trip to Canada into a social studies unit. The teachers who developed the unit state that students can complete the 21-day imaginary trip in five hours of classroom time when appropriate materials are available and the classroom environment is conducive to working on the trip. All pertinent notes and figures are to be written out on worksheets included in the document. The overall objective of the unit is to challenge students' imagination in planning an excursion into another culture. More specific objectives include improving students' map and globe skills, encouraging students to generalize about travel and international trade as a result of planning their trips to Canada, exposing students to small group work, and teaching students how to select appropriate activities and lodging in Canada from government and travel agency brochures. A wide variety of activities is suggested on the daily lesson plan outline. Among the 13 activities are studying road maps, selecting sights to visit, plotting routes and mileage, estimating costs, budgeting funds available for the trip, and discussing ways of coping with unexpected emergencies such as flat tires. For each activity, information is presented on objectives, instructional events, materials and activities, and the role of teacher and learner. Feedback from students who have participated in the imaginary field trip unit indicates that the majority of students thoroughly enjoyed the activities and learned a great deal about planning a real trip. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC