POST-FIELD TRIP ACTIVITY #1

Becoming the Expert

Curriculum Expectations:
3. Understanding Basic Concepts
3.1 identify major systems in the human body and describe their roles and
interrelationships
3.2 describe the basic structure and function of major organs in the
respiratory, circulatory, and digestive systems
3.3 identify interrelationships between body systems
3.4 identify common diseases and the organs and/or body systems that they
affect
Big Ideas:
Students will understand the function of a specific region of the brain.
Students will understand how a specific region of the brain interacts with the rest of the brain and
body.
Activity Description:
In the same groups as those used in the field trip activities, students will become experts on their
topic (area of the brain). They will use the information collected at the Science Centre, as well as
any information from the pre-activities, to display their knowledge in a creative way. If needed,
they will be given the opportunity to access computers or books from the library to conduct
further research.
Students may create posters, videos, slideshows, or sculptures. Students may also request
permission to display their information in another innovative way. They are required to use both
images and text (or verbal communication if they choose to present their information in a video).
Students must discuss where the region of the brain is located, what its main function is, and how
it interacts with other areas of the brain and/or body.
Assessment:
Students creative projects will be assessed based on a rubric that is provided in advance

POST-FIELD TRIP ACTIVITY #2

Peer Learning Fair

Curriculum Expectations:
2. Developing Investigation and Communication Skills
2.4 use appropriate science and technology vocabulary, including circulation,
respiration, digestion, organs, and nutrients, in oral and written
communication
2.5 use a variety of forms to communicate with different audiences and for a
variety of purposes
Big Ideas:
Students will understand that it is important to communicate about science findings using the
appropriate terminology.
Activity Description:
Once the students have completed their creative projects, they will take turns presenting them to
their classmates. After each group presents their work, a question and answer period will be held
where their peers may ask any questions they have about the information presented.
A learning fair will then be held for the other junior classrooms (grades 4, 5, and 6). The students
will set up stations to display their work and teach their peers in other classes about what they
have learned about the brain. The students may rotate between stations and learn from their
classmates. The teacher will also rotate and ask questions of each group to ensure that they
understand the information.
Assessment:
Students will be assessed based on observations made during the learning fair.