Virtual Field Trips

1. An effective virtual field trip should include:

ties into the lesson/topic for learning
has appropriate audio/picture/video for
connecting information and keeping the
students engaged
standards align with curriculum
2. 4 Virtual Field Trips
1. Virtual Human Body.
Standard: 5.L.1 Understand how structures and
systems of organisms (to include the human body)
perform functions necessary for life.
http://medtropolis.com/virtual-body/
This virtual science field trip is a tour inside the human body.
Learn about all the major body systems, (brain, skeleton,
heart, digestive tract, and how they work.)
Instructional Objective: Prior to virtual body tour: complete a
KWL chart. After virtual body tour: students will complete a
5-sentence paragraph on new information they learned
about the human body, followed by a short but thorough
worksheet on human body information/functions. Students
are expected to earn 18 out of 20 points.
Project Directions: Independently, complete paragraph. With
a chosen partner, complete the worksheet.
Summary of Assessment: Each of the activities above will be
worth 10 points.
2. Birch Aquarium at Scripps Institution of
Oceanography UC San Diego
Standard: 5.L.2 Understand the interdependence of
plants and animals with their ecosystem.

http://aquarium.ucsd.edu/Plan_a_Visit/virtual_tour/
This virtual field trip is a walk-through of the Birch Aquarium,
learning various things about different aquatic animals.
Instructional Objective: Prior to virtual aquarium tour:
complete a KWL chart. After virtual aquarium tour: complete
observation worksheet that includes: names of organisms,
their defense/survival mechanism, their possible predators,
habitat, physical traits, etc. Worksheet will be focused on at
least 5 different assigned animals. Secondly, students will
draw their favorite marine animal they observed, their
habitat, and at least a 3-sentence description. Students are
expected to earn 13 out of 15 points.
Project Directions: Allotted time for independent worksheet
activity and drawing activity. If students finish early, they
can compare drawings with others to learn things about
some animals they may not be aware of.
Summary of Assessment: Each of the activities will be worth
7.5 points.
3. Landmarks of Washington, D.C.
Standard: 4.H.2.1 Explain why important buildings,
statues, monuments, and place names are associated
with the state's history.
This virtual tour describes each of the important landmarks
associated with Washington, D.C. and their
history/significance.
https://www.teachervision.com/monuments/district-ofcolumbia/61486.html
Instructional Objective: Prior to virtual tour: students to make
a list on landmarks they are already aware of. For each of the
monuments described, students will fill out a chart on why
each of the landmarks is significant in history. Since 12

landmarks are listed, students should earn 10 out of 12

points.
Project Directions: Students can complete assignment in
groups of no more than 3 people.
Summary of Assessment: Chart will be graded based on one
point for each landmark. The depth of answer determines
whether or not they earn the point or not.

4. Galapagos Islands tour

Standard: 3.E.2 Compare the structures of the Earths
surface using models or three-dimensional diagrams.
http://www.geo.cornell.edu/geology/Galapagos.html
Virtual tour on the Galapagos Islands; including information
about geology of the island, climate, oceanography, and
history.
Instructional Objective: Class will be divided in 4 groups,
each assigned on of the topics on the virtual tour. They will
create a book using Story Jumper on a summary of what
they learned. Groups are expected to learn 8 out of 10
points.
Project Directions: Given assigned groups, students will work
to make a book in Story Jumper on the topic they have been
assigned.
Summary of Assessment: Book will be graded based on
accuracy and depth of the model created in Story Jumper.
Each person in the group gets the same grade so equal
effort is encouraged.
Link to my Story Jumper:
http://www.storyjumper.com/book/index/19436938

Conclusion:
1. Are virtual field trips a viable resource for
elementary teachers? Why?
Yes. With virtual field trips, students participate in
engaged learning, allow kids to interact with each
other, are safe, effective, and time efficient.
2. What barriers must be addressed in order to
effectively use virtual field trips in an elementary
school classroom?
Student and teacher flexibility with technology. Also,
activities that are engaging enough and wont lose the
interest of the student.
3. How do ideas for post-field trip products enhance
the virtual field trip experience?
Post-field trip products are perfect examples to display
most of the content that has been learned, and are
used to reflect back on so students wont forget the
material covered.