1. Make final preparations for the micro-expeditions.

Have students revisit their expedition planning document, their chart listing team roles and media collection, and the ethics considerations. Have them determine if changes are needed. You can have them create a final checklist of what they need to do. If students are overly ambitious with their goals, remind them that in exploring a place for the first time they should plan to make simple observations, and that this type of exploration takes focus, concentration, and sensory awareness. Have them build into the planning some time for silent observations during which they describe what they see, hear, and smell. Also explain that a key element of exploration and expeditions is coming away with new questions; it will not be possible to answer all of their questions at once.

 

2. Plan ahead for communicating their findings.

Have students plan how to share their findings with a larger audience. Ask: Who will write about different aspects, create the maps, develop the videos, and/or write captions for photos? Talk about how having these roles in mind during the expedition will help in the communicating afterward. Students might want to use a GPS unit to collect lat/long coordinates for where they collect certain information or data, or use a camera that automatically geo-references images, so that they can plot this on a map, such as MapMaker Interactive, afterward.

 

3. Conduct the micro-expedition.

Have students conduct their field-based “micro-expedition” as planned, using skills of observation, recording notes, sketching, and use of cameras for both images and video.

 

4. Reflect and evaluate.

As soon as possible after the expedition, give students time to free-write about their reflections on the micro-expedition. Ask:

  • What are the key findings?
  • What observations were made?
  • What did you observe that you expected to see?
  • What did you not expect to see?
  • What new questions do you have about this place?

 

Next have students reflect on their expedition in small groups, using the materials they developed in the planning stage (i.e., planning sheet, ethics statement, multidisciplinary work statement) to evaluate how well they think the micro-expedition was carried out. Ask: Did we adhere to our plan? Why or why not? What obstacles came up? How did your group work together? Have a whole group discussion of the outcomes of their expedition.

  

5. Create a product to communicate findings to a new audience.

Have students use their notes, reflections, sketches, images, and video to create a presentation, blog post, slideshow, bulletin board, GeoTour (using the MapMaker Interactive), or other display to educate new audiences about their findings. Consider having students present to park rangers, community leaders, or other stakeholders about their expedition process and their observations.

Informal Assessment

Evaluate students' reflections and their final product communicating their micro-expedition process and findings. Consider having students develop a list of micro-expedition planning tips for the next class undertaking a similar project.

Extending the Learning

Have students take their new questions and choose one to further explore. What scientific disciplines or fields would an expedition to address this question involve? Have students do further research on the question to find out current knowledge about this topic.

Subjects & Disciplines

  • Biology
  • Earth Science
  • English Language Arts

Learning Objectives

Students will:

  • evaluate plan for a micro-expedition and determine changes needed
  • execute their plan while making observations and collecting data and media
  • evaluate implementation of micro-expedition
  • create a presentation or other display to share with new audiences

Teaching Approach

  • Learning-for-use

Teaching Methods

  • Discussions
  • Experiential learning
  • Reflection
  • Writing

Skills Summary

This activity targets the following skills:

Connections to National Standards, Principles, and Practices

IRA/NCTE Standards for the English Language Arts

  • Standard 12:  Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
  • Standard 8:  Students use a variety of technological and informational resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

National Council for Social Studies Curriculum Standards

  • Theme 3:  People, Places, and Environments

National Geography Standards

  • Standard 4:  The physical and human characteristics of places

National Science Education Standards

What You’ll Need

Materials You Provide

  • Notebooks
  • Pencils, pens

Required Technology

  • Internet Access: Optional
  • Tech Setup: 1 computer per classroom, 1 computer per small group, Digital camera (and related equipment), GPS units, Media production software, Monitor/screen, Presentation software, Projector, Speakers, Video camera (and related equipment)

Physical Space

  • Classroom
  • Outdoor natural environment

Grouping

  • Large-group instruction
  • Large-group learning
  • Small-group learning
  • Small-group work

Accessibility Notes

Check with parks and related outdoor destinations for accessibility information.

Other Notes

This activity will need to extend for a class period before and after the field-based micro-expedition.

Background Information

For this final activity, it is important to encourage students in their exploration and explain that things may not go completely according to plan and they won’t be able to answer everything they want to, but that is part of the discovery process. Encourage students to use this as a learning opportunity to understand more about what it takes to engage in expeditions and about their own abilities to work as part of a team and think like an explorer. 

Prior Knowledge

  • None

Recommended Prior Activities

Vocabulary

expedition
Noun

journey with a specific purpose, such as exploration.
exploration
Noun

study and investigation of unknown places, concepts, or issues.

Reference

Websites

Tips & Modifications

  • Credits

    Media Credits

    The audio, illustrations, photos, and videos are credited beneath the media asset, except for promotional images, which generally link to another page that contains the media credit. The Rights Holder for media is the person or group credited.

    Video Editor

    Winn Brewer, National Geographic Studios

    Writers

    Katie Crosley, Ph.D., Science Education Consultant
    Anne Haywood, Program Consultant, Environmental & Geographic Education
    Chandana Jasti, National Geographic Society

    Editors

    Julie Brown, National Geographic Society
    Elaine Larson, National Geographic Society

    Copyeditor

    Jessica Shea

    Expert Reviewers

    Kenny Broad, Ph.D.
    Keene Haywood, Ph.D.

    National Geographic Explorer

    Kenny Broad, Ph.D.

    Production Assistant

    Katie Williams, National Geographic Society

  • User Permissions

    For information on user permissions, please read our Terms of Service. If you have questions about how to cite anything on our website in your project or classroom presentation, please contact your teacher. They will best know the preferred format. When you reach out to them, you will need the page title, URL, and the date you accessed the resource.

    Media

    If a media asset is downloadable, a download button appears in the corner of the media viewer. If no button appears, you cannot download or save the media.

    Text

    Text on this page is printable and can be used according to our Terms of Service.

    Interactives

    Any interactives on this page can only be played while you are visiting our website. You cannot download interactives.