PRINCETON FIELD TRIP REFLECTION

In todays environment, hoarding knowledge ultimately erodes your power. If you know something very important, the way to get power is by actually sharing it. ~Joseph Bardaracco TARGETS RHS 6:

The RHS student will explore the CREATIVE PROCESS.

The RHS student will THINK ANLYTICALLY and CRITICALLY.

Earth Science Content:

FORCES and CHANGES on the Earths Surface - Students demonstrate their understanding of Processes and Change over Time within Earth Systems

My hope for this trip to Princeton University was to expose you to a variety of different geoscience related experiences. You could think of it as a sampler platter giving you a taste of various field techniques as well as ways of thinking and looking at the world. However, it is not enough to simply experience it for yourself. As the quote above alludes to, scientific knowledge is most valuable when shared, discussed, and contemplated with others. Therefore as scientists, we must share our thinking and learning with others to make it meaningful and productive. While talking with Professor Rob Socolow, he asked what some of your parents would say if you returned to Rutland and shared your wedge with them. That statement provided the inspiration for this reflective assignment. Choose one of the following to focus on for your instructive reflection: Those who attended the trip Wedge discussion with the PECS members Tour of the Ancient art gallery with Joanne Smith Ground Penetrating Radar demonstration Tour of the geochronology lab Tour of the Princeton campus (focusing on the geology aspects) Bad Science Movie night Those who did not attend the trip Ground Penetrating Radar Carbon Capture and Storage (CCS) techniques Geochronology technique using a Mass Spectrometer Decisions you need to make: Topic choice Target Audience Reflection Format

Which part of the trip did you ... Find the most interesting, compelling, stimulating? Want to learn more about? One of the topics listed above.

Who do you think might . . . Be interested in learning about this topic? Be influenced by your experience? Benefit from the topic? Classmate not in our class, Sibling, Parent, Other teacher, Coach, Grandparent, etc.

How can you best share what you have learned it should be informative, engaging, relevant, age appropriate? Power Point, Web Page, Flyer, Game, Letter, Poster, etc.

Princeton Field Trip Reflection Rubric

Below Standard ChangeForces & ContentScience Unable to demonstrate an understanding of how your focus area relates to changes over time. Does not demonstrate an understanding of the topic Misrepresents aspects of the topic Includes few to none of the relevant terms and vocabulary Presentation not appropriate for audiences age, interest, or previous knowledge Format makes it difficult to understand the Information Does not reflect your personal strengths and interests Does not contribute ideas, does not demonstrate development of ideas beyond beginning stages. Rarely uses taught skills and techniques to express ideas. Rarely engages in reflection. Project demonstrates little time, effort, and thought Multiple G.U.M. errors Project appears unprofessional Approaching Standard Demonstrate a partial understanding of how your focus area relates to changes over time. Demonstrates an emerging understanding of the topic Accurately presents most aspects of the topic Includes some of the relevant terms and vocabulary Presentation is appropriate for audiences age, interest, or previous knowledge Most information is presented in an understandable format Seems to reflect your personal strengths and interests Explores or contributes ideas and demonstrates development of ideas in beginning stages. Makes some effort to use taught skills and techniques to express ideas. Engages in some reflection; may not use it to inform or improve work. Project demonstrates some time, effort, and thought Few G.U.M. errors Part s of the project appear professional At Standard Demonstrate an understanding of how your focus area relates to changes over time. Demonstrates a strong understanding of the topic Accurately presents all aspects of the topic Includes many of the relevant terms and vocabulary Presentation is appropriate for audiences age, interest, & previous knowledge Information is presented in an understandable format Reflects your personal strengths and interests Explores or contributes ideas and demonstrates development of ideas beyond beginning stage. Uses proper skills and techniques to express ideas. Engages in reflection to revise and improve work Project demonstrates considerable time, effort, and thought No G.U.M. errors Professional appearance Above Standard In addition to At Standard criteria: + Responses relate to other experiences, field trips, etc.

Engagement

In addition to At Standard criteria: + Uses multiple strategies techniques to engage the participant

Creative Process

In addition to At Standard criteria: + Explores ideas beyond initial topic + Constructive reflection of others work contributes to class

Quality

In addition to At Standard criteria: + Received highest praise on the questionnaire(s)

Survey

Did not share with anyone No questionnaire Questionnaire reflects a negative exchange

Unclear as to why you chose that person Questionnaire is incomplete. Questionnaire reflects a satisfactory exchange Recognize the issue, question, problem or dilemma, but does not target it as central.

Does not recognize the issue, question, problem or dilemma

Rationale of why you chose that person shows thought and reflection Questionnaire is completed. Questionnaire reflects a positive exchange Targets the issue, question, problem or dilemma from a larger context

In addition to At Standard criteria: + Presented to multiple people that completed individual questionnaires

Identifies

In addition to At Standard criteria: + Describes accurately and in detail

EvaluatesSynthesizes & AnalyzeInterprets &

Analytical & Critical

Misinterprets the information Has difficulty breaking it down into its different parts

Accurately interprets some, but not all information Breaks the issue down into some of its parts

Actually interprets information Breaks the issue down into its different parts

In addition to At Standard criteria: + Distinguishes information by its significance or value

Cannot make inferences Expresses fragmented solutions or solutions are inconsistent with available evidence

Attempts inferences Arranges ideas or solutions into a simple pattern Offers simple solution based on partial evidence

Successfully makes inferences Connects ideas or develops coherent solutions Organizes a solution that is complete and consistent with available evidence

In addition to At Standard criteria: + Includes implications of the research within a larger context

Questionnaire
To be completed by New England Landscape Student: Who did you decide to share your experience with? Why did you choose this person?

How strategies did you use to try and engage your participant in your presentation?

Do you think your presentation format was effective? Why or why not?

To be completed by the participant: Summarize what you have learned from his/her presentation.

Did you find the topic interesting? Did your presenter answer all of your questions?

How well do you feel that you understand the presented information? 5 Really well 4 pretty well 3 Moderately well 2 Somewhat 1 Not at all

How engaging was the presentation? 5 Really engaging 4 pretty engaging 3 Moderately engaging 2 Somewhat engaging 1 Not engaging at all

Any additional comments:

Thank you for participating in this presentation.

Signature:____________________________________________________________________