Field Trips to Dismal Swamp 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.
Field trips at Dismal Swamp State Park offer an exploration of the Great Dismal Swamp on foot, on kayaks or a Big Canoe, or aboard the park's wagon.
Field Trip Programs
Students will experience the Swamp without getting their feet wet! The park's half-mile Boardwalk Trail loops through the forest just beyond the visitor center. Many animals are found in this area, including butterflies, birds, snakes, turtles, deer, and even the occasional bear. Endangered Atlantic white cedar trees grow at the main entrance, and bald cypress trees can be seen along the way. Edible fruits such as blackberries and grapes will be observed near summer.
To challenge students' observation skills, they will be given a picture scavenger hunt to mark off as they hike. A few are staged, but most are naturally occurring. Most groups can expect to see live wildlife in its natural habitat.
Please note: The scavenger hunt is optional and primarily intended for lower grade levels.
There are onsite bathrooms and picnic tables for lunch breaks.
Additional Information
Grades | K to 12 |
---|---|
Length | 45 minutes to 1 hour |
Class Size | Minimum of 8 Maximum of 25 Activities work best with group sizes of 8 to 20 and about 1 hour per activity. Large groups can rotate through multiple activities. |
Times Available | Weekdays, year-round (weather dependent) Earliest arrival time is 9:30 a.m. and latest departure time is 4:30 p.m. If weather conditions are not unsafe, field trips will continue in the rain, although we recommend having a rain date option, if the forecast 1 to 2 days out looks poor for the entire day. |
Required Dress | Students must wear closed-toe shoes and weather appropriate clothing. |
Scheduling | At least 2 weeks in advance. We can sometimes schedule trips on shorter notice. |
Correlations
K.P.1 | Science – Forces and Motion | Understand the positions and motions of objects and organisms observed in the environment. |
---|---|---|
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 the interactions between humans and the environment. |
1.E.2 | Science – Earth Systems, Structures and Processes | Understand the physical properties of Earth materials that make them useful in different ways. |
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.L.2 | Science – Evolution and Genetics | Remember that organisms differ from or are similar to their parents based on the characteristics of the organism. |
2.G.1 | Social Studies – Geography | Understand how interaction between humans and the physical environment is impacted by movement and settlement. |
3.L.2 | Science – Ecosystems | Understand how plants survive in their environments. |
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.2 | Science – Ecosystems | Understand the interdependence of plants and animals with their ecosystem. |
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. |
5.G.1 | Social Studies – Geography | Understand the ways in which geographic factors and features have influenced development of the United States. |
6.L.1 | Science – Structures and Functions of Living Organisms | Understand the structures, processes and behaviors of plants that enable them to survive and reproduce. |
6.L.2 | Science – Ecosystems | Understand the flow of energy through ecosystems and the responses of populations to the biotic and abiotic factors in their environment. |
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.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.P.2 | 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.E.2 | Science – Earth History | Understand the history of Earth and its life forms based on evidence of change recorded in fossil records and landforms. |
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). |
EEn.2.3 | Science – Earth Systems, Structures and Processes | Explain how water is an agent of energy transfer. |
EEn.2.4 | Science – Earth Systems, Structures and Processes | Evaluate how humans use water. |
Many animals that live in the Swamp make themselves scarce during the day, but the park's extensive taxidermy collections offers all students the chance to see all the animals that can be found here. Mounts, pelts, and skulls allow them to observe the shapes and sizes of different species while discussing their life history and diet.
There are onsite bathrooms and picnic tables for lunch breaks.
Additional Information
Grades | K to 12 |
---|---|
Length | 45 minutes to 1 hour |
Class Size | Minimum of 8 Maximum of 25 Activities work best with group sizes of 8 to 20 and about 1 hour per activity. Large groups can rotate through multiple activities. |
Times Available | Weekdays, year-round (weather dependent) Earliest arrival time is 9:30 a.m. and latest departure time is 4:30 p.m. If weather conditions are not unsafe, field trips will continue in the rain, although we recommend having a rain date option, if the forecast 1 to 2 days out looks poor for the entire day. |
Required Dress | Students must wear closed-toe shoes and weather appropriate clothing. |
Scheduling | At least 2 weeks in advance. We can sometimes schedule trips on shorter notice. |
Correlations
K.P.1 | Science – Forces and Motion | Understand the positions and motions of objects and organisms observed in the environment. |
---|---|---|
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 the 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.L.2 | Science – Evolution and Genetics | Remember that organisms differ from or are similar to their parents based on the characteristics of the organism. |
2.G.1 | Social Studies – Geography | Understand how interaction between humans and the physical environment is impacted by movement and settlement. |
4.L.1 | Science – Ecosystems | Understand the effects of environmental changes, adaptations and behaviors that enable animals (including humans) to survive in changing habitats. |
4.H.1 | Social Studies – History | Understand the role of various people, events, and ideas in shaping North Carolina. |
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.2 | Science – Ecosystems | Understand the interdependence of plants and animals with their ecosystem. |
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. |
6.L.2 | Science – Ecosystems | Understand the flow of energy through ecosystems and the responses of populations to the biotic and abiotic factors in their environment. |
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.1 | Science – Structures and Functions of Living Organisms | Understand the hazards caused by agents of diseases that affect living organisms. |
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). |
Eastern North Carolina has one of the highest densities of black bears on the continent, with over 300 living in the Great Dismal Swamp. These fascinating animals can find everything they need to thrive in the forests and swamps of the area. But what kind of resources do bears need? What challenges do they face? With a park ranger, students will learn the answers to these questions by pretending to be bears themselves in this activity!
There are onsite bathrooms and picnic tables for lunch breaks.
Additional Information
Grades | K to 12 |
---|---|
Length | 45 minutes to 1 hour |
Class Size | Minimum of 8 Maximum of 25 Activities work best with group sizes of 8 to 20 and about 1 hour per activity. Large groups can rotate through multiple activities. |
Times Available | Weekdays, year-round (weather dependent) Earliest arrival time is 9:30 a.m. and latest departure time is 4:30 p.m. If weather conditions are not unsafe, field trips will continue in the rain, although we recommend having a rain date option, if the forecast 1 to 2 days out looks poor for the entire day. |
Required Dress | Students must wear closed-toe shoes and weather appropriate clothing. |
Scheduling | At least 2 weeks in advance. We can sometimes schedule trips on shorter notice. |
Correlations
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.2 | Science – Ecosystems | Understand the interdependence of plants and animals with their ecosystem. |
6.L.2 | Science – Ecosystems | Understand the flow of energy through ecosystems and the responses of populations to the biotic and abiotic factors in their environment. |
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. |
One of the most exciting ways to experience the Swamp is to paddle along the historic Dismal Swamp Canal itself. Students will learn about history and look for aquatic wildlife, while working on communication and teamwork to control and propel their boats.
Rangers will review safety information and basic paddling strokes on land. Students will be primarily in double kayaks, and a very limited number of single kayaks may be available for teachers and chaperones.
Variation: Request the Big Canoes and take the whole class out at once!
There are onsite bathrooms and picnic tables for lunch breaks.
Additional Information
Grades | 6 to 12 4th and 5th grade considered on a case-by-case basis for kayaking, or request the Big Canoes |
---|---|
Length | 1.5 to 2 hours |
Class Size | Minimum of 6 Maximum of 14 |
Times Available | Weekdays, spring to fall Earliest arrival time is 9:30 a.m. and latest departure time is 4:30 p.m. If weather conditions are not unsafe, field trips will continue in the rain, although we recommend having a rain date option, if the forecast 1 to 2 days out looks poor for the entire day. |
Required Dress | Students must wear closed-toe shoes and weather appropriate clothing. |
Scheduling | At least 2 weeks in advance. We can sometimes schedule trips on shorter notice. |
Hop aboard the Dismal Swamp Express, our open-air double wagon! Students can observe more of the park than is accessible to them by foot and observe wildlife and plants along the way. The trip will pass the liquor still and lighter boat replica exhibits, where students can learn about the cultural history and significance of the Swamp.
For smaller groups with more time, the wagon can allow access to remote areas of the park, and students can observe the effects of the last major wildfire in 2011 or learn about hydrology restoration projects or the endangered red-cockaded woodpecker re-introduction program on the neighboring wildlife refuge.
There are onsite bathrooms and picnic tables for lunch breaks.
Additional Information
Grades | K to 12 |
---|---|
Length | 1 to 4 hours |
Class Size | Minimum of 8 Maximum of 40 |
Times Available | Weekdays, year-round (weather dependent) Earliest arrival time is 9:30 a.m. and latest departure time is 4:30 p.m. If weather conditions are not unsafe, field trips will continue in the rain, although we recommend having a rain date option, if the forecast 1 to 2 days out looks poor for the entire day. |
Required Dress | Students must wear closed-toe shoes and weather appropriate clothing. |
Scheduling | At least 2 weeks in advance. We can sometimes schedule trips on shorter notice. |
Correlations
K.P.1 | Science – Forces and Motion | Understand the positions and motions of objects and organisms observed in the environment. |
---|---|---|
K.G.2 | Social Studies – Geography | Understand the interactions between humans and the environment. |
1.E.2 | Science – Earth Systems, Structures and Processes | Understand the physical properties of Earth materials that make them useful in different ways. |
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. |
3.L.2 | Science – Ecosystems | Understand how plants survive in their environments. |
4.L.1 | Science – Ecosystems | Understand the effects of environmental changes, adaptations and behaviors that enable animals (including humans) to survive in changing habitats. |
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.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.2 | Science – Ecosystems | Understand the interdependence of plants and animals with their ecosystem. |
5.G.1 | Social Studies – Geography | Understand the ways in which geographic factors and features have influenced development of the United States. |
6.L.1 | Science – Structures and Functions of Living Organisms | Understand the structures, processes and behaviors of plants that enable them to survive and reproduce. |
6.L.2 | Science – Ecosystems | Understand the flow of energy through ecosystems and the responses of populations to the biotic and abiotic factors in their environment. |
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.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. |
7.G.1 | Social Studies – Geography | Understand ways in which geographical factors influence societies. |
8.P.2 | 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.E.2 | Science – Earth History | Understand the history of Earth and its life forms based on evidence of change recorded in fossil records and landforms. |
8.L.3 | Science – Ecosystems | Understand how organisms interact with and respond to the biotic and abiotic components of their environment. |
8.H.2 | Social Studies – History | Understand how innovation and change have impacted the development of North Carolina and the nation. |
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). |
EEn.2.3 | Science – Earth Systems, Structures and Processes | Explain how water is an agent of energy transfer. |
Suppose you took a hike in the woods, and there was no cell phone service and no GPS available... could you still find your way? (There is not reliable cell phone service in much of the park!)
This workshop introduces participants to the basics of maps, map reading, and compass skills, including hands-on practical exercises. The program begins with a discussion of the components of a map and then moves to a map-drawing exercise. Next, we cover pacing and simple compass use. Finally, we go outside and calculate pace, finishing with a short course that must be navigated in teams using a map and compass.
Please note: Younger students are likely to need additional guidance and assistance from teachers and parent chaperones.
There are onsite bathrooms and picnic tables for lunch breaks.
Additional Information
Grades | 4 to 12 |
---|---|
Length | 1.5 to 2 hours |
Class Size | Minimum of 8 Maximum of 25 Activities work best with group or class sizes of 8 to 20 and about an hour per activity. Large groups can rotate through multiple activities. |
Times Available | Weekdays, year-round (weather dependent) Earliest arrival time is 9:30 a.m. and latest departure time is 4:30 p.m. If weather conditions are not unsafe, field trips will continue in the rain, although we recommend having a rain date option, if the forecast 1 to 2 days out looks poor for the entire day. |
Required Dress | Students must wear closed-toe shoes and weather appropriate clothing. |
Scheduling | At least 2 weeks in advance. We can sometimes schedule trips on shorter notice. |
Correlations
NC.4.MD.1 | Mathematics – Measurement and Data | Solve problems involving measurement: Know relative sizes of measurement units. Solve problems involving metric measurement. |
---|---|---|
RI.4.7 | English / Language Arts – Reading – Reading Standards for Informational Text | Integration of Ideas and Analysis: Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears. |
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 yield 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. |
7.G.1 | Social Studies – Geography | Understand ways in which geographical factors influence societies. |
This workshop builds on the skills learned in "Which Way Do We Go?" and assumes that students have either successfully completed and understand the concepts from that class, or are already comfortable with basic compass skills, such as determining a compass bearing using a map.
The 102 course looks more closely at scale and topography with classroom activities. After a review of pacing and distance calculations, teams of students will be given a map and compass, along with a set of five checkpoints to locate using their new skills.
Please note: Younger students are likely to need additional guidance and assistance from teachers and parent chaperones.
There are onsite bathrooms and picnic tables for lunch breaks.
Additional Information
Grades | 4 to 12 |
---|---|
Length | 1.5 to 2 hours |
Class Size | Minimum of 8 Maximum of 25 Activities work best with group or class sizes of 8 to 20 and about an hour per activity. Large groups can rotate through multiple activities. |
Times Available | Weekdays, year-round (weather dependent) Earliest arrival time is 9:30 a.m. and latest departure time is 4:30 p.m. If weather conditions are not unsafe, field trips will continue in the rain, although we recommend having a rain date option, if the forecast 1 to 2 days out looks poor for the entire day. |
Required Dress | Students must wear closed-toe shoes and weather appropriate clothing. |
Scheduling | At least 2 weeks in advance. We can sometimes schedule trips on shorter notice. |
Correlations
NC.4.MD.1 | Mathematics – Measurement and Data | Solve problems involving measurement: Know relative sizes of measurement units. Solve problems involving metric measurement. |
---|---|---|
RI.4.7 | English / Language Arts – Reading – Reading Standards for Informational Text | Integration of Ideas and Analysis: Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears. |
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 yield 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. |
Wildlife is all around us in the park. Often, however, we never see an actual animal. So, how do we know who is out there? Animals leave many signs that you can read like a map, telling you who was there, when, and what that critter might have been doing. Tracks and other signs are commonly seen in the park.
One of the grossest — or maybe the neatest! — is scat. What's scat, you ask? It's manure, droppings, waste, feces... it's poop! Each species leaves distinct scat behind, so if you learn to ID scat, you can learn which animals have been around an area. This exercise utilizes a dichotomous key and 10 "scat samples" for students to identify.
Optional Extension: Hike to search for real scat and animal signs.
There are onsite bathrooms and picnic tables for lunch breaks.
Additional Information
Grades | 4 to 12 |
---|---|
Length | 1 to 2 hours |
Class Size | Minimum of 10 Maximum of 25 Activities work best with group or class sizes of 8 to 20 and about an hour per activity. Large groups can rotate through multiple activities. |
Times Available | Weekdays, year-round (weather dependent) Earliest arrival time is 9:30 a.m. and latest departure time is 4:30 p.m. If weather conditions are not unsafe, field trips will continue in the rain, although we recommend having a rain date option, if the forecast 1 to 2 days out looks poor for the entire day. |
Required Dress | Students must wear closed-toe shoes and weather appropriate clothing. |
Scheduling | At least 2 weeks in advance. We can sometimes schedule trips on shorter notice. |
Correlations
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.2 | Science – Ecosystems | Understand the interdependence of plants and animals with their ecosystem. |
6.L.1 | Science – Structures and Functions of Living Organisms | Understand the structures, processes and behaviors of plants that enable them to survive and reproduce. |
6.L.2 | Science – Ecosystems | Understand the flow of energy through ecosystems and the responses of populations to the biotic and abiotic factors in their environment. |
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.1 | Science – Structures and Functions of Living Organisms | Understand the hazards caused by agents of disease that affect living organisms. |
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. |
Wildlife is all around us in the park. Often, however, we never see an actual animal. So, how do we know who is out there? Animals leave many signs that you can read like a map, telling you who was there, when, and what that critter might have been doing. Tracks and other signs are commonly seen in the park.
Students will look at examples of animal tracks and signs found in the park, as well as replica scat (poop), and learn ways to tell which species left them. They will then make a take-home track cast (may be plaster or flour-based).
Optional Extension: Hike to search for real scat and animal signs.
Older students may make tracks also, but the activity does not align as closely to those standards.
There are onsite bathrooms and picnic tables for lunch breaks.
Additional Information
Grades | K to 3 |
---|---|
Length | 1 to 1.5 hours |
Class Size | Minimum of 10 Maximum of 25 Activities work best with group or class sizes of 8 to 20 and about an hour per activity. Large groups can rotate through multiple activities. |
Times Available | Weekdays, year-round (weather dependent) Earliest arrival time is 9:30 a.m. and latest departure time is 4:30 p.m. If weather conditions are not unsafe, field trips will continue in the rain, although we recommend having a rain date option, if the forecast 1 to 2 days out looks poor for the entire day. |
Required Dress | Students must wear closed-toe shoes and weather appropriate clothing. |
Scheduling | At least 2 weeks in advance. We can sometimes schedule trips on shorter notice. |
Correlations
K.P.1 | Science – Forces and Motion | Understand the positions and motions of objects and organisms observed in the environment. |
---|---|---|
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. |
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. |
2.L.1 | Science – Structures and Functions of Living Organisms | Understand animal life cycles. |
The dark waters of Dismal Swamp hide many fascinating creatures beneath the surface, from invertebrates to fish, turtles, and more! Join a park ranger to explore the waters with nets and buckets.
We'll talk about where our finds fit into the Dismal Swamp ecosystem, what they tell us, and look at the smallest ones under the park's MicroEye Scope, which allows the whole class to view at once! We will also learn about the Swamp water itself, one of the most fascinating features of the Dismal Swamp.
Variation for Grades 5 to 12: Conduct water quality testing for temperature, pH, dissolved oxygen, and nitrates. Before carrying out the tests, students will be asked to hypothesize about the results they expect.
There are onsite bathrooms and picnic tables for lunch breaks.
Additional Information
Grades | K to 12 |
---|---|
Length | 1.5 to 2 hours |
Class Size | Minimum of 8 Maximum of 25 Activities work best with group sizes of 8 to 20 and about 1 hour per activity. Large groups can rotate through multiple activities. |
Times Available | Weekdays, year-round (weather dependent) Earliest arrival time is 9:30 a.m. and latest departure time is 4:30 p.m. If weather conditions are not unsafe, field trips will continue in the rain, although we recommend having a rain date option, if the forecast 1 to 2 days out looks poor for the entire day. |
Required Dress | Students must wear closed-toe shoes and weather appropriate clothing. |
Scheduling | At least 2 weeks in advance. We can sometimes schedule trips on shorter notice. |
Correlations
K.P.1 | Science – Forces and Motion | Understand the positions and motions of objects and organisms observed in the environment. |
---|---|---|
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 the 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. |
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.2 | Science – Ecosystems | Understand the interdependence of plants and animals with their ecosystem. |
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. |
6.L.2 | Science – Ecosystems | Understand the flow of energy through ecosystems and the responses of populations to the biotic and abiotic factors in their environment. |
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.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.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). |