![]() ![]() – Check out our Trees to Tap Google Earth Tour that introduces themes and locations related to this tripģ. Learn about watersheds, the NYC water supply system and practice measuring trees and calculating forest ecosystem services related to clean water, clean air and climate change. ![]() Trees to Tap: Planting Trees for Clean Water – Live from a NYC drinking water reservoir & streamside tree planting site. – Check out our NYC Watershed & Reservoirs Google Earth Tour that introduces themes and locations related to this tripĢ. Learn about watersheds, the NYC water supply system and the role trees play in filtering and protecting water quality for NYC. NYC Watersheds & Reservoirs – Live from a NYC drinking water reservoir & watershed forest. Additional science content is presented depending on which trip option you choose. Alternatively, we can host the fieldtrip through our own Zoom account.Ĭontent: All fieldtrips include visiting a NYC drinking water reservoir to learn about where, why and how the NYC water supply system was built. Technology: Typically, educators send us a Zoom or Google Meet link to join their class. Timing: Timing is flexible – our virtual fieldtrips can run anywhere from 40 minutes to 1.5 hours, depending on your schedule and preference. ![]() However, the same virtual field trip could also provide the basis for a more sophisticated exercise in geomorphological mapping and glacier reconstruction.WAC is offering FREE Virtual Watershed Forestry Fieldtrips to the New York City Watershed so you and your students can experience the forests that filter and protect NYC’s drinking water LIVE in your classrooms.ĭuring a Virtual Watershed Forestry Fieldtrip, WAC educators join your class live from the reservoirs, streams and forests of the NYC Watershed and lead your students in hands-on science activities related to watersheds, forest ecosystem services, and stream ecology. For example, a virtual field trip to a glaciated landscape could be used for a simple landform identification activity, designed for those new to the topic. This approach is exemplified by most of the virtual field trips provided by Stanford Earth Sciences (where they are referred to as ‘virtual field sites’) and Geography at the University of Worcester.Ī key benefit of self-guided (‘bare bones’) virtual field trips is flexibility the same resource can be used for a range of purposes. Student learning activities (e.g., worksheets) also need to be designed for these self-guided virtual field trips. Instead, they need to be placed within a teaching unit that provides students with the necessary background knowledge and skills. The absence of embedded academic content means these ‘bare bones’ virtual field trips are not standalone academic resources. Over the last two decades, technological progress has enabled virtual field trips to transition from simple web pages to a range of more sophisticated approaches, including those based on virtual reality which seek to provide users with an immersive, simulated field experience (e.g., McDougall, 2019).Īlthough this variety provides educators with much-needed flexibility, a consequence is that the term ‘virtual field trip’ now means different things to different people.Īlternatively, virtual field trips can be self-guided. Perceptions of what constitutes a virtual field trip will therefore change over time in line with technological advances. Technology is central to the virtual field trip concept because it plays a pivotal role in determining what can and cannot be achieved in these virtual environments. At its core, a virtual field trip can be defined as a digital resource that allows a user to visualise and interrogate a remote location using imagery and other materials as appropriate (e.g., data, maps, journal articles) (Hurst, 1998 Woerner, 1999 Stainfield et al., 2000 Klemm and Tuthill, 2003). ![]()
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