Brianna Volz

November 9, 2015
Professor Bowers
Scientific Inquiry
Conner Prairie Field Trip
Funds: $300 or $15/student
Plans for transportation: School bus pay from funds approximately $90 ($19
driving and $10 waiting). Bus parking is free.
Class size: 20 students (class is not applicable for Conner Prairie unless they
have a class of 15+) 4th grade Students will be expected to bring jackets,
wear tennis shoes, etc. (All requirements will be in the permission slip letter)
Chaperones: 4 (including me) I will send home papers asking if parents are
interested in being chaperones for the field trip. The first 3 papers handed in
by the students will be our 3 parent chaperones for the field trip. If the
parent is not applicable I will continue with the same process. I will include a
meeting date in the letter to get to know the parents and discuss the field
trip priorities the week prior.
Safety/medication issues: These will have to be addressed in the permission
slip and the teacher will have a small bag with medication labeled
EMERGENCY that she will carry around, including inhalers, epi pens, or any
other medical devices. They should be in a bag with a note from the parent
briefly explaining a time or directions on how to use the device when
needed. Discuss any allergies or other medical problems with students and
parents before departure.
Departure: Batesville Ivy Tech @ 8:15 am
Approximate drive time: 1 hour and 30 min.
Destination: Arrive at Conner Prairie (located 6 miles North of Indianapolis) @
9:45 am located in Fishers, Indiana stay on bus until staff member greets
the class.
Snack time & Restroom Break @ 10:00 am: Students will probably be hungry
and have to use the bathroom after the long bus ride. The teacher will have
bananas and apples and bottles of water provided from the class funds
($15).
Admission for students: $5.50 (20) Will be taken from class funds - $110.00
(payments must be made 3 weeks prior to program date)

Admission for teachers: Free

Admission for adults: $8.50 (3) Adults will be expected to pay their own way.

While walking around, it is asked by the Conner Prairie staff that students
stay with their chaperones, follow staff instructions as you go through the
different stations, and do NOT tease the animals. There are folks in blue
shirts who can help with questions and concerns and help guide the classes
along the right direction of activity. Most stations last for 15 min. so that
students can experience each station in good time.
Goal #1 @ 10:00 10:15 am: Lenape Camp This is a group of Native
Indians and students will get to learn what it was like to move here in 1816
by visiting the Fur Trading Post, duck into a wigwam, sit in a canoe (What do
you think it was like to travel by water?), and learn some Lenape words and a
little about their heritage.
Goal #2 @ 10:20 10:35 am: Conner Homestead This is where William
Conner built his house in 1823. Students will get to view the main floor of
the house, visit the animal encounters barn where there are animals of rare
breeds, visit the loom house, and learn more about weaving, dying and
spinning yarn, as well as visit the candle making center.
Goal #3 @ 10:40 10:45: 1836 Prairietown students will get to visit this
little town which in 1836 was booming with pioneers. Here students can visit
the blacksmith, carpenter, and the potter. They can also sit in at a school
lesson at the old schoolhouse. Last but not least, they can visit the Inn and
discover how much cheaper the cost of staying and eating is compared to
this day and age.
Goal #4 @ 10:50 11:05 am: 1863 Civil War Journey Students will start by
learning about the story of the Confederate General John Hunt Morgans raid
into Indiana in 1863. They will get to explore the raided town of Dupont and
will meet staff that will portray the raid that Morgan experienced. There is
also a multimedia experience of the raid.
Goal #5 @ 11:10 11:25 am: Nature Walk Students will get to experience
Conner Prairies natural setting of farmland, forest, prairie, and the river.
There are signs along the way that students can look at to give more
information on certain plant and animals lives and how that certain part of
land has been used throughout time.

Goal #6 @ 11:30 11:45 am: Welcome/Activity Center This is a place

where students can learn more about electricity, and wind power. They can
make an invention or they can make paper airplanes and investigate early
navigation.
Restroom Break @ 11:50
Lunch @ 12 Students will be expected to bring their lunch and a drink.
Drinks will have name and be kept in a cooler. Students who do not bring a
lunch will have to use their spending money provided from the class funds to
buy a meal.

Shopping: Students will be grouped back up in their groups. There is some

leftover money in the class funds. Each student will be given $4.25 to spend
as well as whatever they brought from home. They can buy souvenirs of
their choice and will be required to meet back at the bus by 12: 50 for
attendance check and departure.
Departure: 1:00 pm on the road again - headed back to Ivy Tech.
School Dismissal: 2:30 pm
Standards covered:

4.1.2 Identify and describe historic Native American Indian groups

that lived in Indiana at the time of early European exploration,
including ways these groups adapted to and interacted with the
physical environment. Examples: Miami, Shawnee, Potawatomi and
Lenape (Delaware)
4.1.1 Investigate transportation systems and devices that operate on
or in land , water, air, and space and recognize the forces (lift, drag,
friction, thrust, and gravity) that affect their motion.
4.4.3 - Investigate how changes in speed or direction are caused by
forces: the greater the force exerted on an object, the greater the
change.
4.1.1 Explore the unique ways theater can be used to understand
the history of Indiana and its people.
4.1.3 Examine the value of theatre as a means of integrating history
and culture.
4.1.11 Identify and describe important events in and movements
that changed life in Indiana in the early twentieth century.

4.1.12 Describe transformation of Indiana through immigration and

through developments in agriculture, industry, and transportation.
4.4.1 Give examples of the kinds of goods and services produced in
Indiana in different historical periods.
4.2.4 Investigate earth materials that serve as natural resources and
gather data to determine which are in limited supply.
4.2.6 Describe ways in which humans have changed the natural
environment that have been detrimental or beneficial.
4.3.8 Identify challenges in the physical landscape of Indiana to early
settlers and modern day economic development. Examples: forest
routes and transportation routes.
4.3.13 Read and interpret texts (written, graphs, maps, timelines,
etc.) to answer geographic questions about Indiana in the past and
present.
4.1.8 Summarize the impact of Abraham Lincolns presidency on
Indiana and describe participation of Indiana citizens in the Civil War.
Examples: Indianas volunteer soldiers, the Twenty-eighth Regiment of
the United States Colored Troops, Camp Morton, John Hunt Morgan, The
Battle of Corydon, Lew Wallace, Benjamin Harrison, and women and
children on the home front.
4. SL.1 Engage effectively in a range of collaborative discussions
(one-on-one, in groups, teacher-led) with diverse partners on grade 4
topics and texts, building on others ideas and expressing their own
clearly.
4.4.1 Give examples of kinds of goods* and services* produced in
Indiana in different historical periods.
*goods: tangible objects, such as food or toys, that can satisfy peoples
wants and needs.
*services: actions that someone does for someone else, such as dental
care or trash removal.

4. SL.1 Listen actively and adjust the use of spoken language (e.g.,
conversations, style, vocabulary) to communicate effectively with a
variety of audiences and for different purposes.
4.4.3 Explain how both parties can benefit from trade* and give
examples of how people in Indiana engaged in trade in different time
periods.
*trade: the voluntary exchange of goods or services.

Follow-up activities:
Students will be required to write a journal entry on their favorite part of the
field trip and why and also what they learned there. We will also do a lab of
some sort that relates to the field trip like making homemade ice cream or
making candles.