Courtesy of John Heinz Na onal Wildlife Refuge at Tinicum Environmental Educa on 2019 

Instructors guide students on an exploratory hike to explore John Heinz National Wildlife Refuge at Tinicum. Students will make observations about the natural world, compare and contrast diverse habitats, and discuss how humans impact the environment, both positively & negatively.

PA Standards listed on final page.

Summary

Grade Level: Grades 3-8 *Adaptable for older or younger

students

Time: 45-60 minutes

Season: Fall or Spring

Self-Guided Hike

J O H N H E I N Z N A T I O N A L W I L D L I F E R E F U G E A T T I N I C U M Objectives:

SWBAT…

Make observations

about the natural

world

Compare different

habitats and provide

examples of animals

found in each

Explain how living

things are dependent

upon other living and

nonliving things for

survival

Materials (Optional):

Refuge Trail Map

Pencils

Blank paper & Clip boards or nature journals

Binoculars & Field Guides (reserve in advance at no cost)

Background Established in 1972, John Heinz National Wildlife Refuge at Tinicum is a national public land managed by the United States Fish and Wildlife Service as America’s First Urban Refuge. Its primary purposes are to preserve, restore, and develop the natural area known as Tinicum Marsh, to promote environmental education, and to afford visitors an opportunity to study wildlife in its natural habitat. The refuge encompasses 1,000 acres of protected habitat with 10 miles of trails for hiking, biking, wildlife observation, fishing, kayaking, and more! The refuge’s 5 different habitats include: Field, Forest, Emergent Wetland, Creek, and Freshwater Tidal Marsh.

National Wildlife Refuges are different from many other places that may provide habitat for animals, like zoos or parks. Refuges are federal lands set aside to protect habitats for wildlife and the American people.

The animals of the refuge are known as native wildlife, non-domestic animals that would naturally occur in this region. Unlike a zoo, there are no lions, tigers, or bears and no animals live in cages or enclosures. The wildlife at the refuge have adapted to thrive in their natural habitat. They receive no food, shelter, or medical care from staff.

Visitors who are quiet and observant may expect to find White-Tailed Deer, Bald Eagles, Great Blue Herons, Wood Ducks, Red-Bellied Turtles, and many other species as they explore.

Free tools are available for loan to aid in the discovery of these habitats and their hidden wildlife. While not required, clipboards, field guides, and binoculars are available. Be sure to schedule their use in advance to ensure availability.

*John Heinz Education Staff recommends the following discussion points, but feel free to

tailor to your own curriculum or class interests.

John Heinz Na onal Wildlife Refuge is America’s First Urban Refuge — USFWS

 

 Courtesy of John Heinz Na onal Wildlife Refuge at Tinicum Environmental Educa on 2019 

P A G E 2

1. Before your visit, review the Refuge Field

Trip Guide to prepare students and chaperones to visit John Heinz National Wildlife Refuge at Tinicum. Review what a refuge is and explain to students how it is different from a zoo or park.

2. Upon arrival, explain to students that today

they will go on a hike to explore a National Wildlife Refuge. Review the Naturalist Skills shown here and discuss how this might help students find wildlife. Remind students to stay together, follow a leader in front, remain on the trail, and be very observant! Keep in mind that the refuge does have poison ivy and stinging nettle, so students should remain on trail and only touch plants they know. Provide students with any special directions for your hike, like recording their observations on a journal page, completing a scavenger hunt, or counting and identifying bird species. Hand out any tools (optional!) that you will be using to aid exploration like binoculars, field guides, or notebooks.

3. Begin your hike! We recommend

following the 1/2 mile Boardwalk Loop shown below. The highlighted yellow denotes the route with blue markers to indicate possible stops. You can follow the loop in either direction.

S E L F G U I D E D

H I K E

Naturalist Skills— USFWS

To avoid overcrowding, any groups with over 25 students should split and go in opposite directions. Plan for 35-45 minutes, including time to stop and have discussions. This varies based on age of students, walking speed, and number of stops you choose to make. Feel free to check in at the front desk to get you pointed in the right direction!

4. While you are on the hike, we recommend the

following stops and discussion points, but feel free to make additional stops!:

A. Outdoor Classroom

Stop A is located right outside the Visitor Center and includes a variety of trees. This is a great location to let students freely explore. Set boundaries of where your students can explore (ex: just the area with the benches, must not cross onto paved paths). Encourage students to find an object that they are interested in and make some observations (bark, a cool leaf, an insect, an interesting stick, a mystery item). Or have students compare the bark of the different trees by touch. After a few minutes, bring the group together for a discussion. Ask students to pair and share: What did you notice? What do you wonder? What does it remind you of? Discuss and resume your hike!

Procedure

Students observe refuge wildlife—USFWS  

 

 Courtesy of John Heinz Na onal Wildlife Refuge at Tinicum Environmental Educa on 2019 

P A G E 3

B. Ramp onto Impoundment

Stop B is a platform that pops out into the 145-acre emergent wetland (marshy pond). Approach quietly and spend a few minutes making observations. Encourage students to spend one full minute listening to the sounds around them. Ask: What do you notice? How is this habitat different from the one we just walked through? What animals might live in this pond? Could some animals use both habitats?

C. Boardwalk Entrance

Stop C is a boardwalk over the emergent wetland. Inform students that they should walk, keep their feet on the ground, and be cautious with their belongings so that nothing falls over the rails. Many turtles can be found basking on logs, fish can be seen swimming, and birds can be spotted searching for food. This is a great opportunity to discuss structure and function of organisms. As students explore, encourage them to think about why the animals are behaving the way they are or why they can be found in certain places. For example, why are we seeing more

turtles standing on logs and not swimming in the water? They’re cold blooded (endothermic)! Why are there plants in the water & how are they surviving? They have special adaptations and roots that need a lot of water. How might they impact the habitat? They add oxygen and provide shelter for wildlife!

S E L F G U I D E D

H I K E

D. Darby Creek

Stop D is at the Darby Creek, a freshwater tidal creek that eventually flows into the Delaware River. Does the tide look high or low right now? How can you tell? This is also a great opportunity to talk about human impacts. As you walk, you may notice litter in the creek. Most people do not litter while they are at the refuge. So how might the trash end up in the Darby Creek? Litter from our streets eventually ends up in our sewers and drains, which lead into our waterways. What could we do to prevent this?

E. Along Darby Creek Trail

While you are walking down the Darby Creek Trail, discuss seed dispersal. Search for spikey seed balls from a Sweet Gum Tree, helicopter seeds from Maples, or the smelly black pods of the Honey Locust Tree (photos in order below). How might they travel? Could they float? Could they blow in the wind? Could they stick to an animal or be eaten?

7. Once you reach the kayak launch and the silver

gate, you’re just about back to the Visitor Center! What was the most interesting thing that students saw? How were the habitats similar or different? How does this compare to our schools or neighborhoods?

8. Don’t let your outdoor experience end here!

Conduct a survey of biotic or abiotic factors you can find in your schoolyard (yes, even if it’s paved!).

Compare your findings to what you observed at the refuge. Talk to your students about human impact and what they could do to help wildlife in their neighborhoods.

Procedure

Students making observa ons about seasonal

changes USFWS 

4th Grade Journal Entry, John M. Pa erson Elementary

USFWS  

 

 Courtesy of John Heinz Na onal Wildlife Refuge at Tinicum Environmental Educa on 2019 

P A G E 4

PA Standards Grades 3-5

Standard - 3.1.3.A2 - Describe the basic needs of living things and their dependence on light, food, air, water, and shelter.

Standard - 4.1.3.A - Differentiate between the living and non-living components in an environment.

Standard - 3.1.4.A5 - Describe common functions living things share to help them function in a specific environment.

Standard - 3.1.4.A1 - Classify plants and animals according to the physical characteristics that they share.

Standard - 4.4.5.C - Investigate the factors influencing plant and animal growth. (e.g., soil, water, nutrients, and light)

Grades 6-8

Standard - 3.1.6.A5 - Describe basic structures that plants and animals have that contribute to their ability to make or find food and reproduce.

Standard - 3.1.7.A1 - Describe the similarities and differences of physical characteristics in diverse organisms.

Standard - 4.1.7.A - Describe the relationships between biotic and abiotic components of an ecosystem.

Standard - 4.1.7.D- Explain how biological diversity relates to the viability of ecosystems.

Compare and contrast monoculture with diverse ecosystems.

Explain how biological diversity relates to the ability of an ecosystem to adapt to change.

Explain how an adaptation is an inherited, structure, function, or behavior that helps an organism survive and reproduce.

Standard - 3.1.8.A8 - CHANGE AND CONSTANCY - Explain mechanisms organisms use to adapt to their environment.

S E L F G U I D E D

H I K E

Aphid feeding on sap Crea ve Commons