Field Trips to Fort Macon State Park
North Carolina state parks staff proudly offer numerous memorable field trip experiences for students and teachers. Explore science, history, social studies, and math through sampling stream life or climbing a mountain.
Fort Macon State Park offers programs in both science and history, focusing on the highlights of the park as a barrier island, a sea turtle habitat, and a historic location.
Field Trip Programs
Tab/Accordion Items
Storms, sea level rise, and erosion can conspire to change the appearance and profiles of North Carolina's beaches. Students will join a park ranger in exploring the beach to make scientific measurements of the beach's elevation and profile, allowing students to understand the layout and natural cycles of barrier islands.
Additional Information
| Grades | 4 to 12 |
|---|---|
| Length | 1 to 2 hours |
| Class Size | Minimum of 8 Maximum of 30 Larger groups can be accommodated by rotating activities. |
| Times Available | Weekdays, year-round (weather dependent) |
| Required Dress | Weather-appropriate clothing All students are encouraged to bring a second pair of closed-toe shoes for walking in the surf. |
| Scheduling | At least 3 weeks in advance |
Correlations
| RI.4.7 | English / Language Arts – Reading Standards for Informational Text | Integration of Ideas and Analysis: Answer questions about information presented visually, orally, or quantitatively. |
|---|---|---|
| NC.4.MD.1 | Mathematics – Measurement and Data | Solve problems involving measurement: Know relative sizes of measurement units. Solve problems involving metric measurement. Measure to solve problems involving metric units: centimeter, meter, gram, kilogram, Liter, milliliter. Add, subtract, multiple, and divide to solve one-step word problems involving whole-number measurements of length, mass, and capacity that are given in metric units. |
| 4.L.1 | Science – Ecosystems | Understand the effects of environmental changes, adaptations and behaviors that enable animals (including humans) to survive in changing habitats. |
| NC.5.MD.1 | Mathematics – Measurement and Data | Convert like measurement units within a given measurement system. Given a conversion chart, use multiplicative reasoning to solve one-step conversion problems within a given measurement system. |
| NC.5.MD.2 | Mathematics – Measurement and Data | Represent and interpret data. Collect data by asking a question that yields data that changes over time. Make and interpret a representation of data using a line graph. Determine whether a survey question will yield categorical or numerical data, or data that changes over time. |
| 6.E.2 | Science – Earth Systems, Structures and Processes | Understand the structure of the earth and how interactions of constructive and destructive forces have resulted in changes in the surface of the earth over time and the effects of lithosphere on humans. |
| 6.G.1 | Social Studies – Geography | Understand the geographical factors that influence human migration and settlement. |
| 7.E.1 | Science – Earth Systems, Structures and Processes | Understand how the cycling of matter (water and gases) in and out of the atmosphere relates to Earth's atmosphere, weather and climate and the effects of the atmosphere on humans. |
| 7.G.1 | Social Studies – Geography | Understand ways in which geographical factors influence societies. |
| 8.P.1 | Science – Energy: Conservation and Transfer | Explain the environmental implications associated with the various methods of obtaining, managing, and using energy resources. |
| 8.E.1 | Science – Earth Systems, Structures and Processes | Understand the hydrosphere and the impact of humans on local systems and the effects of the hydrosphere on humans. |
| 8.G.1 | Social Studies – Geography | Understand geographic factors that influence the development of North Carolina and the nation. |
| Bio.2.2 | Science – Ecosystems | Understand the impact of human activities on the environment (one generation affects the next). |
| EEn.2.3 | Science – Earth Systems, Structures and Processes | Explain how water is an agent of energy transfer. |
| EEn.2.6 | Science – Earth Systems, Structures and Processes | Analyze patterns of global climate change over time. |
Learn about the lives of North Carolina's sea turtles from their perilous rush to the sea as hatchlings to their amazing return to nest on the same beaches on which they were born. Students will evaluate possible turtle nesting sites, focusing on the sea turtle life cycle and the management techniques employed by State Parks staff. Students will learn how data is collected for real research projects and what they can do to keep sea turtle populations healthy!
Additional Information
| Grades | K to 12 |
|---|---|
| Length | 1.5 to 2 hours |
| Class Size | Minimum of 8 Maximum of 30 Larger groups can be accommodated by rotating activities. |
| Times Available | Weekdays, year-round (weather dependent) |
| Required Dress | Weather-appropriate clothing All students are encouraged to wear closed-toe shoes for walking. |
| Scheduling | At least 3 weeks in advance |
Correlations
| K.L.1 | Science – Structures and Functions of Living Organisms | Compare characteristics of animals that make them alike and different from other animals and nonliving things. |
|---|---|---|
| K.G.2 | Social Studies – Geography | Understand interactions between humans and the environment. |
| 1.L.1 | Science – Ecosystems | Understand characteristics of various environments and behaviors of humans that enable plants and animals to survive. |
| 1.L.2 | Science – Earth Systems, Structures and Processes | Summarize the needs of living organisms for energy and growth. |
| 1.G.2 | Social Studies – Geography | Understand interactions between humans and the environment in different places and regions around the world. |
| 2.L.1 | Science – Structures and Functions of Living Organisms | Understand animal life cycles. |
| 2.G.1 | Social Studies – Geography | Understand how interaction between humans and the physical environment is impacted by movement and settlement. |
| RI.3.7 | English / Language Arts – Reading Standards for Informational Text | Integration of Ideas and Analysis: Use information gained from illustrations and the words in a text to demonstrate understanding of the text. |
| 4.L.1 | Science – Ecosystems | Understand the effects of environmental changes, adaptations and behaviors that enable animals (including humans) to survive in changing habitats. |
| 5.L.1 | Science – Structures and Functions of Living Organisms | Understand how structures and systems of organisms (to include the human body) perform functions necessary for life. |
| 5.L.3 | Science – Evolution and Genetics | Understand why organisms differ from or are similar to their parents based on the characteristics of the organism. |
| 7.L.1 | Science – Structures and Functions of Living Organisms | Understand the processes, structures and functions of living organisms that enable them to survive, reproduce and carry out the basic functions of life. |
| 8.L.3 | Science – Ecosystems | Understand how organisms interact with and respond to the biotic and abiotic components of their environment. |
| Bio.2.1 | Science – Ecosystems | Analyze the interdependent relationships of living organisms within their environments. |
| Bio 2.2 | Science – Ecosystems | Understand the impact of human activities on the environment (one generation affects the next). |
Take a journey into time as students learn the exciting history of Fort Macon. Topics include the construction of the fort, the Civil War battle of Fort Macon, and the eventual creation of North Carolina's first functioning state park.
Note: This program work well combined with the Civil War Musket Firing program.
Additional Information
| Grades | K to 12 |
|---|---|
| Length | 45 minutes to 1 hour |
| Class Size | Minimum of 8 Maximum of 30 Larger groups can be accommodated by rotating activities. |
| Times Available | Weekdays, year-round (weather dependent) |
| Required Dress | Weather-appropriate clothing All students are encouraged to wear closed-toe shoes for walking. |
| Scheduling | At least 3 weeks in advance |
Correlations
| RI.4.7 | English / Language Arts – Reading Standards for Informational Text | Integration of Ideas and Analysis: Answer questions about information presented visually, orally, or quantitatively. |
|---|---|---|
| 4.B.1 | Social Studies – Behavioral Sciences | Understand ways in which values and beliefs have influenced the development of North Carolina's identity as a state. |
| 4.G.1 | Social Studies – Geography | Understand the role geography has played in the development of North Carolina. |
| 4.H.1 | Social Studies – History | Understand the role of various people, events, and ideas in shaping North Carolina. |
| 5.G.1 | Social Studies – Geography | Understand the ways in which geographic factors and features have influenced development of the United States. |
| 7.G.1 | Social Studies – Geography | Understand ways in which geographical factors influence societies. |
| 8.B.1 | Social Studies – Behavioral Sciences | Analyze the impact of group behavior on the development of North Carolina and the nation. |
| 8.G.1 | Social Studies – Geography | Understand geographic factors that influence the development of North Carolina and the nation. |
| 8.H.1 | Social Studies – History | Understand the role of conflict and cooperation in the development of North Carolina and the nation. |