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Project-Based
in-school field trips acadia icon

Travel back in time to the heart of an Acadian village!

Highlights

  • Theme: Time travel to Acadia
  • Activities: Students are immersed in Acadia through literacy, movement, music and more!
  • Cross-curricular connections
  • Take-Home: Decorated wooden lighthouse

In-Person In-School Field Trip Description:

There is so much to learn as we compare our back-in-time destination to the modern day. Students will participate in a literary activity using an Acadian journal, play Acadian games, churn butter, discuss natural resources, card wool, play custom board game, paint and decorate a wooden lighthouse, play the wooden spoons. Students will delight in the wooden lighthouse project that they will paint and take home!

Field Trip on Demand Program Description:

While ill at home, David’s grandpapa brings him a gift: a photo album that tells the story of his ancestor’s immigration from France to Eastern Canada in the late 1700s. Join the family’s journey in establishing strong Acadian roots as we hear about their culture, traditions, and ways of living from those early days to now. At the end of this animated storytelling venture into the past, students will get to paint their own wooden lighthouse as a take-home souvenir.

Pre-book now! Anticipated launch date:  January 11, 2021

This program can be delivered in the following ways

In-School Field Trip

Our tried and true 2 hour field trips take place right IN your classroom! No bus to rent, no wasted school time due to traveling and no long documents to fill out! Our experienced field trip presenters will come to your classroom to deliver our 100% provincial curriculum aligned field trips. Each theme based field trip is action packed and hands-on!

Video Conference
  • 1.5 hours long
  • Livestreamed with a Presenter using Google Meet
  • Curriculum based
  • Each program has a project for each student to make and keep
  • We ship the supplies to the school
  • Works in all school re-entry scenarios (Classroom and home learning)
Field Trip on Demand
  • Prerecorded videos
  • Curriculum based
  • Each program has a project for each student to make and keep
  • We ship the supplies to the school
  • Teacher determines when the program takes place.
  • Teacher receives a link to the pre-recorded video
  • Works in all school re-entry scenarios (Classroom and home learning)

Book Today

I totally enjoyed this field trip. The presenter was well planned and had the parents totally ready and prepared. The stations ran very well and were very exciting with lots of hands-on experiences. The material was well connected to the curriculum. Students were engaged the entire time.

TeacherSweet Grass School

The presenter was very engaging and kept the students interested through storytelling. Even the parent volunteers enjoyed themselves and commented that they had fun. I really appreciated how the Presenter did the station that required the most energy output by an adult and maintained a high level of energy for the entire duration. Instructions were well timed and the pacing was excellent.

Grade 2 TeacherTrinity Christian School

I liked how hands-on this one was. The fact that the students got to make butter and paint the lighthouses was fun. One of the students said that this was her favourite one. (It was our fourth field trip this year).

Grade 2 TeacherKing George School

The presenter was so knowledgeable, well prepared and absolutely wonderful with the students and volunteers. The presentation is so well designed (from the vintage journal to the stations & content, and conclusion). We loved each station-the games, lighthouse craft, making butter, and charades. The students were captivated and highly engaged. We learned so much! They are so excited to journey into exploring Acadia more in-depth because of this presentation.

A.H., Grade 2 TeacherPrince of Wales School

Students will demonstrate an understanding and appreciation of how geography, culture, language, heritage, economics and resources shape and change Canada’s communities.

2.1.1 Appreciate the physical and human geography of the communities studied:

  • Appreciate how a community’s physical geography shapes identity (I, LPP)
  • Appreciate the diversity and vastness of Canada’s land and peoples (CC, LPP)

2.1.2 Investigate the physical geography of an Inuit, an Acadian, and a prairie community in Canada by exploring and reflecting and following questions for inquiry:

  • Where are the Inuit, Acadian and prairie communities located in Canada? (LPP)
  • How does the physical geography of each community shape its identity? (CC,I)
  • What is daily life like for children in Inuit, Acadian and prairie communities (e.g., recreation, school)? (CC, I)
  • How does the vastness of Canada affect how we connect to other Canadian communities? (C, I, LPP)

2.1.3 Investigate the cultural and linguistic characteristics of an Inuit, an Acadian and a prairie community in Canada by exploring and reflecting upon the following questions for inquiry:

  • What are the cultural characteristics of the communities (e.g., special symbols, land marks, languages spoken, shared stories or traditions, monuments, schools, churches)? (CC, LPP, TCC)
  • How are the communities strengthened by their stories, traditions and events of the past? (CC, TCC)
  • What are the linguistic roots and practices in the communities? (CC)
  • How do the cultural and linguistic characteristics of the communities studies contribute to Canada’s identity? (CC, I)

2.1.4 Investigate the economic characteristics of communities in Canada by exploring and reflecting upon the following questions for inquiry:

  • What kinds of natural resources exist in communities (e.g., fishing, agriculture, and mining)? (ER, LPP)
  • What are the occupations in each of the communities? (ER)
  • What impact does industry have on the communities? (ER, LPP)

Students will demonstrate and understanding and appreciation of how a community emerged, and of how the various interactions and cooperation among peoples ensure the continued growth and vitality of the community.

2.2.6 Analyze how the community being studied emerged, by exploring and reflecting upon the following questions for inquiry:

  • What characteristics define their community? (CC, I)
  • What is unique about their community? (CC, I)
  • What are the origins of their community? (TCC)