The following pre field trip and post field trip activities are simply suggestions for teachers.  They cover a wide variety of subjects, topics, concepts and age levels.


The field trip itself will provide the students with a real life opportunity rich in sensory experiences.  Our pre field trip activities may help you get the most out of the trip and our post field trip activities are good ways to follow up on the trip in the classroom.




1.)                Introduce your students to the new vocabulary provided by the museum.  Encourage them to use these new terms in sentences and practice the spelling


2.)                Students could design a booklet to bring on their field trip.  Each student’s booklet could contain room for sketching, new terms/vocabulary, questions/answers, photographs, etc.


3.)                Prior to the field trip, as a class you could brainstorm for previous knowledge about ships and marine artifacts.  Students could then provide you with their questions about the museum and its displays.  This information could be recorded on poster paper and answered after the trip.  KWL would be a good technique to use.







1.)                Students could write a newspaper article about the museum, one about the boats or of something of interest to them.


2.)                Students could write a letter to the Marine Museum.  The letter could focus upon what they learned or enjoyed, a thank-you letter or a letter with suggestions for the museum.


3.)                Students could design a crossword puzzle or a word search using their new vocabulary words.


4.)                Students could write a letter pretending they were a passenger on board the S.S. Keenora during the early 1900’s.  In the letter, the student’s could describe their accommodations, the journey, or any interesting events.




1.)                Younger students could graph the boats at the museum according to size.  Using pictoral graphs at first and the moving to concrete, numerical graphs.


2.)                Students could make up word problems involving new nautical terms (e.g. Knots per hour) and any concept being learned.  Their peers could attempt the problems.






1.)                Students could design maps or label maps:

a)      label the lakes and rivers in Manitoba

b)      chart a course for a ship on a navigational map


2.)                With the help of an adult, students could bake bannock and fry fish to have an authentic fisherman’s meal.


3.)                Students could write and perform a play about a boat journey to Norway House.




1.)                Students could test the floatation abilities of various objects.  After the experiment the students could chart their results and then design a model ship using the best materials for floatation.


2.)                As a class project, fish could be bought and placed in the classroom.  Students could study the fish habitat, its life cycle, eating habits, reproduction, etc. as a year round science study.


3.)                Students could test the effects pollution has upon the water cycle, bodies of water and aquatic life.




1.)                Students could design a diorama of one of the boats of the local fish species.  They could use natural and/or man-made materials.


2.)                Students could design a poster advertising a summer trip on the S.S. Keenora in the early 1900’s.  On the poster, they could detail the journey, price, accommodations, etc.


3.)                Using their own sketches, students could design a ship out of art materials.  They could experiment with materials that would allow for floatation.




1.)                Students could develop their musical appreciation through listening to fishermen and nautical music such as the “Privateer”, “Fiddle Magic from the Interlake” by Cliff Maytwayshing, and “The Lake Winnipeg Fishermen”.


2.)                Using various musical instruments, students could experiment making nautical sounds such as a foghorn, paddling, creak of wooden ship, ship bells and whistles, sail slaps, etc.







Ballast:  Weight located on either side of a ship to keep balance and avoid swaying from side to side.

Bow:  Forward part of a ship beginning where the sides move inward and ending where they meet at the stem.

Bulkhead:  Any vertical partition separating compartments or spaces on a ship.

Boatdeck:  Uppermost deck of a ship on which lifeboats are stowed.

Companionway:  Interior stairs on a ship.

Crew’s Quarters: Rooms where ship’s crewmembers sleep.

Head:  Term used to describe a bathroom on a ship.

Hold:  Lowest part of the ship.

Keel:  The main centerline structure (beam) running along the center bottom of a ship.

Ladder:  Stairways going down into the hold of a ship.

Knots:  Measurement of nautical speed; one knot equals 1.18 miles.

M.S.:  Motor ship; ship powered by a motor engine.

Messroom:  A room in which crewmembers have their meals.

Galley:  Kitchen area on a ship where the food is prepared.

Port Hole: A circular opening on the sides of ships to give light and air to passengers and crew’ when closed it is watertight.

Rudder:  The device that steers and maneuvers the ship.

Port Side: Term used to describe the left side on ships.

Starboard Side: Term used to describe the right side on ships.

Stem:  A pointed device found at the tip of the bow, usually for decoration.  Commonly used by the captain to keep the ship on a straight course by pointing the tip of the stem to an object on land.

S.S.:  Steam ship; ship powered by steam from burning coal or wood.

Stern:  Far end of the ship.

Wheelhouse:  The area on a ship located on the boat deck where the steering devices are located.

Gimbals:  A system of rings arranged to allow a suspended object such as a compass to maintain a horizontal position.

Telegraph:  A device used to the signal engine room for changes in speed.

Tie Down Rod: Rods used to secure wheelhouse and allows for removal of the wheelhouse.

Propeller:  Revolving shaft with blades for propelling ships.