Watch the virtual field trip video.
Match the rocks in the video to rocks in your sample box. What type of rock do you think they are?
Explanation:
This is the beginning of a virtual field trip I am creating for the Campbell River area. Our school rotates the science curriculum between grade four and five, and next year is the time for teaching the rock cycle. I plan to visit many more areas and record types of rock while hiking and camping over the summer. While filming each site, I am gathering many (small) samples from each area so that there should be enough for groups of 2 or 3 to each have an entire set. This will allow us to go on a "field trip" that would otherwise be impossible. I recorded a Google Earth tour and then cut it into the rest of the video in the appropriate section. I felt this would give the students perspective on where these rocks are found in our area. I added an underlying music track that is upbeat. I believe this video would be generative, as the students would have samples in front of them during viewing, and would be engaged with sorting and identifying as they see each rock (Mayer, 2020). Despite the music and sometimes traffic noise, subtitles work well so the video would be accessible for students who are hard of hearing. In addition, I feel the effectiveness of the video is increased due to the presence of their instructor. This is very similar to the "dynamic drawing principle" that Mayer (2020) describes. I will try to incorporate more scenes showing myself (will need to remember the tripod), and will practice the "gaze guidance principle" (Mayer 2020) where the instructor shifts gaze between the audience and what is being examined.
References:
Mayer, R. E., Fiorella, L., & Stull, A. (2020). Five ways to increase the effectiveness of instructional video. Educational Technology Research & Development, 68(3), 837–852.
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