Energy Field Trip Enrichment Proposal: What's the Point?
Working Group: Greg Baker, Joel Blum, Fred Loxsom, Rob Milne, Dave Mogk, Chris Sinton, Suki Smaglik, Ed Stermer
Guidelines for Developing Meaning
- Give background beforehand, what you should look for what you should expect
- Layout the components, look for those components prepare a documentation scavenger hunt
- Post assessment/reflection piece
- Compare it to a second site, have students evaluate/describe the second site, similarities/differences
- Virtual field trips/prequiz (pre- or post-)
- Fact checking post-trip evaluation
- Rule of 3: What you're going to see/experience; see/experience; what did you experience
- Transforming student from passive observer to active participant in a field trip environment.
- Reinforcing science, technology and societal content.
- Developing job and research skills.
- Teams assigned to either Science/Technology or Context to collect information/research pre-trip to produce summary handout (fact sheet & 1 slide power point summary). Teams 1, 2, 3, 4.
- Generate unanswered questions (instructor provides additional questions as needed)
- Pretrip session to review fact sheets
- Instructor-led pretrip review
- *Set expectations about potential difficulties with refining info during site visit
- Release forms/Photo permissions
- Jigsaw Science and Context groups together. Groups A, B, C, D. (Extension: Present consulting scenario)
- Review unanswered questions to pursue (and review with tour guide priorities prior to arrival)
- Refine information.
- Instructor provided questions to be answered.
- Journal/photo (sketch) documentation of trip
- Site specific data/documentation: noise, water samples, etc.
- Sketch two components of the facility
- Journal response: "Sense of place"
- Consider data gathering/media techniques: PodCasts, GeoPads, blogs
- Contingency issues (weather/physical incapacitation), Prepare Plan B's and teachable moments
- Don't make students look into the sun
- Site followup (Thank you notes/college item)
- Jigsawed groups prepare poster session (extension to permitting debate open to faculty/students)
- Sketch entire process of energy generation/consumption
Fact sheet/Powerpoint slides
Individual Journal/"Sense of Place" of Reflection
Group contribution evaluation
Mechanism of energy production/transformation
Primary Resource being used
- Environmental impact
- Cost of construction/Operational Cost
- Regulatory issues (Why are the release forms necessary? Worker risks?)
- Landscape Impact Social Impacts Economic Impact Corporate Ownerships/Motivations
Site specific vs. Multi-site
- Multiple site: maintain original science/context groups for pre-site research and maintain jigsaw groups
Oral Presentation Assessment
Provide context for students of either a congressional briefing or permitting meeting:
Four consultant groups hired by:
- Environmental NGO
- Citizen's group