Field Trips

Olmsted Island Scavenger Hunt

Grade Level:
Upper Elementary: Third Grade through Fifth Grade
Subject:
Literacy and Language Arts,Science
Common Core Standards:
K.L.1, K.L.1.a, K.L.4.a, K.L.5.a, 1.L.1, 1.L.1.a, 1.L.5.a, 1.L.5.b, 2.L.2, 3.L.1, 4.L.1, 5.L.1, 6.L.1, 7.L.1, 8.L.1
State Standards:
Next Gen. Science Standards:
K-LS1-1; K-ESS2-2; K-ESS3-1
LS1.A
2-PS1-2; 2-LS4-1; 2-ESS2-3; ETS1.A
4-ESS1-1; 4-ESS2-1
MS-LS2-3

Feature Description - Lesson Overview

This is a self-facilitated field trip at the Chesapeake and Ohio Canal National Historical Park. In this program, students will hike from the Washington Aqueduct to Olmsted Island/Great Falls Overlook (1 mile round-trip), observing elements of nature along the way. Students will guide their observations by completing a nature scavenger hunt and reflect on what they saw by composing a senses poem. This 90-minute program is designed to be appropriate for K-8 students and done in all seasons. Word or PDF versions of this lesson plan and the nature scavenger hunt card can be requested by emailing cocanaleducation@nps.gov.

Essential Questions

  • What living things can be found in the C&O Canal NHP?
  • In what ways can we engage our senses to understand the environment?
  • How did human ingenuity overcome the obstacles created by the natural landscape?

Thinking Skills

  • Observation
  • Critical Thinking
  • Compare and Contrast
  • Analysis - Evaluate and Synthesize information and data
  • Creative Writing

Learning Objectives

Students will be able to...
  1. Discuss the diversity of animals and plants in different habitats
  2. Use evidence observed to make predictions and draw conclusions
  3. Determine how the natural features of the area influenced human ingenuity and invention

Background Information

  • This is a fully self-facilitated field trip and will be planned and led by school staff and not NPS park staff.  

  • This field trip can be completed at any location within the Chesapeake and Ohio Canal NHP.  In the field trip instructions, we provide instructions for a walk in the Great Falls area of the park. While we don’t provide specific instructions for other locations, there are many other locations along the canal that have a large diversity of natural features. We encourage you to choose any location in the C&O Canal NHP and walk the towpath with your class! 

  • If you choose the Great Falls Tavern area of the park in Potomac, MD, there is an entrance fee. This is the only entrance fee for locations in the park. There are academic fee waivers available. To learn more about this process or to get the application, email cocanaleducation@nps.gov.  

  • All necessary background and content can be found in the pre-field trip activity and the instructions for the field trip. 

Vocabulary

Aqueduct – a channel or pipe that is used to transport water
Boardwalk – a wooden walkway
Canal – a human-made water way used to transport goods, people, etc.
Erosion – the state of being worn away by the action of water, wind, or glacial ice
Flood – an overflowing of a large amount of water beyond its normal confines, especially over what is normally dry land
Gorge - a narrow valley between hills or mountains, typically with steep rocky walls and a stream running through it
Ingenuity – skill or cleverness in devising or combining, inventiveness
Lichen – a crust-like composite organism that grows on rocks, trees, etc.
Towpath – a dirt path alongside a canal used by mules towing canal boats
Wayside – a display with information near the side of the path

Materials

  • Nature Scavenger Hunt Cards (laminated if you want to reuse them)
  • Index cards for Senses Poem/Song
  • Writing utensils
  • Clipboards 
  • Binoculars (optional)

Procedures

Lesson Hook/Introduction at the Washington Aqueduct (5 mins)

  • “Welcome to the C&O Canal National Historical Park. Can anyone raise their hand and help me identify the bodies of water we can see from this location?” (C&O Canal and Potomac River). Depending on student preparedness you may prompt student responses.) “Which body of water was man-made and which is naturally occurring?” (Answers will vary. Ask students to note differences between the two to help derive an answer.)
  • “The C&O Canal is a manmade waterway to move boats and cargo. The Potomac River occurs naturally and is not man-made. One of the greatest resources the park has is the Potomac Gorge. Can anyone share what a gorge is? (A: A gorge is a narrow valley between hills or mountains, typically with steep rocky walls and a stream running through it.) The Potomac Gorge has many varieties of plants and wildlife that are not found together anywhere else on Earth! The habitat is special because of the Potomac River. In addition to birds and other animals, the river carries seeds and deposits them as it rises or floods over the Potomac Gorge. The result is a large diversity of plants and wildlife.”

Discussion (10-15 mins)

  • Question for discussion: What evidence do you observe that can give you clues about what has happened in the past and what may happen in the future? (i.e. students cite manmade and natural items, answers will vary. Guide students to consider the role of the river and clues about what has occurred or will happen because of the river.)
  • “Today, we are going to explore the Potomac Gorge on Olmsted Island and observe and discuss the diversity of animals and plants in this special habitat. We are also going to examine the role of the river in the past and in the present and draw conclusions about how the natural features of the area influenced human ingenuity.”
  • To get to the island we will be hiking on a boardwalk and path. As we hike, we are going to do a scavenger hunt. We will be using our observation skills to look for and identify wildlife and plants. When we come to the end of the trail, we will have reached the Great Falls Overlook, an amazing view of the river and rocks below.”
  • “Since the trail isn’t very wide, I’m going to give some very important instructions so we have fun and are safe during the hike. First, I’m going to ask you pair up with a buddy and form a line. No more than 2 people wide. There are drop-offs on either side of the towpath we will be walking on. Please stay back from the edge. Do not run or push. Be careful not to bump into fellow students. When hiking, please walk; do not run. Remember not to walk too close to those in front of you, so you do not trip yourself or others. Make sure to share the path with other hikers by walking on the right side of the towpath to allow hikers/bicyclists etc. to pass easily. Stay on the path to preserve the natural area. Do not alter the Park in anyway – do not leave trash, do not remove anything including leaves, rocks, and flowers, do not make markings, etc. Drink plenty of water and tell a teacher if you are not feeling well.” 

Activity 1: Nature Scavenger Hunt (30-35 mins)

  • “Next, we are going to hand out a scavenger hunt card. Decide with your partner who will hold the scavenger hunt card. (*Note: for older students, it may be more effective if all students have their own cards.) We will make a few stops along the way to observe the habitat. As we are walking it is very important that you stay on the trail at all times, for your safety and for the safety of the habitat. Are there any questions before we get started?”
  • Help students get in pairs and hand out materials.
  • The teacher will lead students down the towpath and stop at the intersection of the Towpath and the Olmsted Island Trailhead. Find a map of the park at Great Falls here. This is a good time to provide safety instructions to students again, reminding Teacher/Chaperones to assist with keeping students together and safe as they hike to Olmsted Island.
  • Quickly review the Scavenger Hunt card as a whole group, i.e. "you are looking for the following items." Share with students some examples they are likely to see (i.e. tree species, seasonal flowers or grasses, Asiatic clam shells). Talk about native vs. invasive species – non-native, invasive species are those that originally came from a different part of the world and have been introduced to new area. Many have been purposefully introduced by human activity, often for ornamental use. These species are generally aggressive and, when they escape to a natural environment, can outcompete native species for the natural resources that they need to survive. Ask students to provide a definition of native vs. invasive, and maybe share an example. During Spring-Fall months, spotted lanternflies can be an easy example of an invasive species to spot.
  • Tell students to use their pen/pencil to cross an item off if they find it. If students were able to bring binoculars, remind them to use them to find faraway species.
  • Instruct students to begin the Scavenger Hunt. Lead students aloong the Olmsted Island Trail to the Great Falls Overlook. Make sure someone is at the back of the line to ensure all kids stay together.
  • Walk slowly. This is the time for students to observe the habitat. Make a few stops along the way (try to find wider areas on the boardwalk, some of these areas have benches) and check in with students. If a student finds all the items on the list, encourage them to find/note more items they see.
  • Student pairs will use this time to observe the habitat and locate items listed on their Scavenger Hunt cards. For older students (grades 3 and up) it may be helpful to provide a tree and/or wildflower guide to each pair of students. Check out plants you can find in our park and/or some local plant guides.

Discussion at Great Falls Overlook (10 mins)

  • When you first arrive, allow students a moment to enjoy the Overlook, take photos if allowed by their teacher, etc. Then ask students to gather on the rock, or if busy with visitors, at the far east end of the overlook platform to try and minimize other distractions.
  • “The Great Falls occur here on the Potomac, where the elevation in the river drops 60 feet, causing the view you see today. At times, the river is much higher than this (note the flood marker across the river on VA side) and sometimes it is much lower. This is caused by natural events such as flooding and drought. What causes the floods at Great Falls? Let students respond. Provide explanation - Floods occur after a major event upstream in the Potomac's watershed, such as heavy rain, a rapid snowmelt, or remnants of a hurricane. It is the shape of the land, combined with one of the events described above, that create perfect conditions for a flood. The Potomac River narrows dramatically just below the Falls, as it enters Mather Gorge. This creates a narrow choke point or bottleneck, through which all the water must flow on its way downstream. As water begins to flow into the Potomac from the streams and smaller rivers that empty into it, the water turns brown from the eroded sediment and dirt. The water starts backing up at the mouth of the gorge and fills the basin behind it. Eventually, the falls will disappear underwater. It takes a few days after the worst of the rain ends, or snow melt is over, before the river crests, reaches its max/high point before receding or lowering.”
  • “Despite the damage that floods can cause, they fulfill a vital role in the ecosystem at Great Falls. The cliff tops are home to a great variety of plants, which depend on floods to spread fertile sediment and transport seeds. All along the Potomac, floods carve and erode the riverbed and banks, transport downed trees and logs, and create spawning places for fish. Nutrient-rich sediment deposits from floods are essential for the health of wetlands and deltas.”
  • Question for discussion: How does/did the natural landscape of this area impact humans?

Activity 2: Senses Poem (10 mins)

  • “Now, you are going to write a senses poem or song. You can do this by yourself or with a partner. Your senses poem should describe the nature, wildlife, plants, scenery, beauty that you have encountered on the hike. It can also highlight our discussion about the environment and changes from human or nature impact.”
  • Hand out index cards for students to write on. Make sure they put their NAME on the card. Give students 5-7 minutes to work on their Senses Poems. Ask students to share with the group.

Lesson Conclusions (25 mins)

Conclude Activity 2 and return to where you started: 
  • Hike back to the Aqueduct. Remind students: the park’s safety rules still apply.
  • After arriving at the aqueduct, ask students to share what they observed on their scavenger hunt – plants, animals, rocks, etc. Was there anything they didn’t see or something they saw that wasn’t on the card? Emphasize the diversity of Potomac Gorge.
  • Question for discussion: How did human ingenuity overcome the obstacles created by the natural landscape? (i.e. Canal system, other types of transportation, answers will vary).
  • If time remains, smaller groups may be able to learn more about the park in the Visitor Center in the Great Falls Tavern. See Visitor Center hours of operation.

Park Connections

This lesson and its activities connect to the themes and mission of the Chesapeake and Ohio Canal National Historical Park by exploring the ways in which the park serves as a place of refuge. Students reconnect with nature in the unique setting of the C&O Canal NHP and then reflect on it through a scavenger hunt and senses poem. This lesson also connects to the park’s geology and geography interpretive theme inspiring a sense of awe and humility in students because of the unique features of the Potomac River Valley. Throughout discussions, students also explore how human ingenuity shaped the creation of the canal they observed today. 

Pre-Field Trip Activity

Research what you may see on your hike before coming to the park. Here are biotic and abiotic creatures and features you may find on your hike:
  • American Elm  
  • American Ash Tree
  • Beaver Activity (dams, tree damage, etc.)
  • Bird Guano (droppings)
  • Cedar Tree
  • Clam Shells (Asiatic)
  • Damselfly and Dragonfly
  • Great Blue Heron
  • Indian Grass
  • Kayaker
  • Lichen
  • Mosquito Larvae (found in water)
  • Moss
  • Mushrooms
  • Nest
  • Post Oak
  • Pothole found in a rock
  • Redbud
  • Red Oak
  • Rock Graffiti (this is illegal!)
  • Skinks and Lizards
  • Tree Debris
  • Virginia Creeper
  • Virginia Pine
  • Vulture
  • White-tailed Deer
  • Wild Oats 

Post-Field Trip Activity

During the field trip, students immersed themselves in nature and wrote about what inspired them in the moment without careful planning. This is a valuable exercise and can yield good ideas, however students may not have had time to finish their poem/song or need time to do editing to improve their writing. Take time in class after the field trip or as a homework assignment to continue writing and editing the poem/song they started during the field trip. Ask students to share orally or have a gallery walk where students can read their classmates’ work. 

Post-Field Trip Resources

The C&O Canal NHP would love to hear from you about your field trip! Please email us at cocanaleducation@nps.gov telling us about your trip, how many students participated, where you went, what you saw, etc. We would love to read what your students wrote and learn how the park inspires them! Thank you for visiting our park! 

 

Tags: self-facilitated field trip observation writing canal human ingenuity self-guided

Last updated: March 3, 2026