If equipment is available at your school, students can make short videos
of their visit to the museum. These videos can be used as an assessment
on how well they interact and understand the concepts contained within
an exhibit. These short videos can also be shown to fellow classmates
upon their return to school.
Students like watching peers, friends, and themselves
on TV. Knowing they will be seen makes them very conscious of how they
present themselves: this also helps push them into making a higher-quality
There a numerous approaches to this type of assignment,
but whatever approach is undertaken, the teacher should stress these three
- Students need to understand their chosen exhibits.
- Students should understand the interrelationship of exhibits.
- Students should be creative when producing their videos.
Here's one way of working this type of assignment:
- Break students into teams or groups of 3 or 4 students.
- Each team should be assigned an exhibit theme, such as heat, magnetism,
- Students should locate 2 or 3 exhibits that fall within this theme.
- They should play with and understand the dynamics and concepts of
their chosen exhibits.
- Next, they should decide how they want to present their chosen exhibits
so that fellow students watching a video of them will appreciate and
understand this exhibit theme. To help achieve their goal, they should
outline or write a script to orchestrate their documentary. Each exhibit
presentation shouldn't be longer than a few minutes.
- Student tasks should be assigned. The group will need a presenter
or two, a director or organizer, and a cameraperson. These roles can
be exchanged during filming.
- When the group completes documenting their exhibits, students can
edit their feature back at school.
- Following their field trip, the class should be allowed to view each
Here is a sample of a student-produced video of rotation
and rotating exhibits.