Burns Bog Field Trips

Last updated on
Friday, March 13th, 2020
Program Description

During an interactive nature walk along the streams and boardwalks of the Delta Nature Reserve, your students will make ecological observations and connections with their surroundings. Through inquiry and discussion, students will learn about the 3 main characteristics of a bog, how 5 First Nations relied on the land to survive, and where the infamous sunken tractor really came from.

Tour guides demonstrate how to respectfully collect plant samples, and explain how human activity has aided the spread of invasive species through the Bog. Students will learn which leaves would make good toilet paper, as well as how to tell the difference between a plant that makes a fruity tea and one that could make them very sick.

Students will also learn about the services and resources Burns Bog provides for the Lower Mainland, as well as many of the rare and endangered species that call it home.  They will find out how different animals use physical and behavioral adaptations to help them survive in Burns Bog and the Delta Nature Reserve.

By the end of the Field Trip, your students will leave with a greater understanding of the importance of saving Burns Bog and other local ecosystems. We hope that they become eco-warriors within their own community, and take individual steps to leave a positive impact on the environment.

​Burns Bog Field Trips are aligned with the BC K-12 curricular competencies

All tours can be customized to meet the needs of your class.

Big Ideas
  • Everything we learn helps us to develop skills.
  • Learning is a lifelong enterprise.
  • Strong communities are the result of being connected to family and community and working together toward common goals.
  • Leadership requires listening to and respecting the ideas of others.
  • New experiences, both within and outside of school, expand our career skill set and options.
  • Practising respectful, ethical, inclusive behaviour prepares us for the expectations of the workplace.
  • Safe environments depend on everyone following safety rules.
  • Our career paths reflect the personal, community, and educational choices we make.
  • The value of work in our lives, communities, and society can be viewed from diverse perspectives.
  • Learning how to learn prepares us to be lifelong learners who can adapt to changing career opportunities.
  • The global economy affects our personal, social, and economic lives and prospects.
  • Skills can be developed through play.
  • Technologies are tools that extend human capabilities.
  • Skills are developed through practice, effort, and action.
  • The choice of technology and tools depends on the task.
  • Complex tasks may require multiple tools and technologies.
  • Complex tasks require the acquisition of additional skills.
  • Complex tasks require different technologies and tools at different stages.
  • Complex tasks require the sequencing of skills.
  • Social, ethical, and sustainability considerations impact design.
  • Objects and shapes have attributes that can be described, measured, and compared.
  • Repeating elements in patterns can be identified.
  • Daily and seasonal changes affect all living things.
  • Humans interact with matter every day through familiar materials.
  • Plants and animals have observable features.
  • The motion of objects depends on their properties.
  • Living things have features and behaviours that help them survive in their environment.
  • Observable patterns and cycles occur in the local sky and landscape.
  • Living things have life cycles adapted to their environment.
  • Materials can be changed through physical and chemical processes.
  • Water is essential to all living things, and it cycles through the environment.
  • Living things are diverse, can be grouped, and interact in their ecosystems.
  • Wind, water, and ice change the shape of the land.
  • All living things sense and respond to their environment.
  • The motions of Earth and the moon cause observable patterns that affect living and non-living systems.
  • Earth materials change as they move through the rock cycle and can be used as natural resources.
  • Multicellular organisms have organ systems that enable them to survive and interact within their environment.
  • Multicellular organisms rely on internal systems to survive, reproduce, and interact with their environment.
  • Earth and its climate have changed over geological time.
  • Evolution by natural selection provides an explanation for the diversity and survival of living things.
  • Life processes are performed at the cellular level.
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  • Curiosity and wonder lead us to new discoveries about ourselves and the world around us.
  • Stories and other texts can be shared through pictures and words.
  • Through listening and speaking, we connect with others and share our world.
  • Curiosity and wonder lead us to new discoveries about ourselves and the world around us.
  • Stories and other texts connect us to ourselves, our families, and our communities.
  • Through listening and speaking, we connect with others and share our world.
  • Curiosity and wonder lead us to new discoveries about ourselves and the world around us.
  • Stories and other texts help us learn about ourselves, our families, and our communities.
  • Stories can be understood from different perspectives
  • Exploring stories and other texts helps us understand ourselves and make connections to others and to the world.
  • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
  • Exploring and sharing multiple perspectives extends our thinking.
  • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
  • Exploring stories and other texts helps us understand ourselves and make connections to others and to the world.
  • People understand text differently depending on their worldviews and perspectives.
  • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
  • Texts are socially, culturally, and historically constructed.
  • Daily physical activity helps us develop movement skills and physical literacy, and is an important part of healthy living.
  • Our communities are diverse and made of individuals who have a lot in common.
  • Rights, roles, and responsibilities shape our identity and help us build healthy relationships with others.
  • Healthy communities recognize and respect the diversity of individuals and care for the local environment.
  • Our rights, roles, and responsibilities are important for building strong communities.
  • We shape the local environment, and the local environment shapes who we are and how we live.
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  • Indigenous knowledge is passed down through oral history, traditions, and collective memory.
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  • Demographic changes in North America created shifts in economic and political power.
  • Interactions between First Peoples and Europeans lead to conflict and cooperation, which continues to shape Canada’s identity.
  • The pursuit of valuable natural resources has played a key role in changing the land, people, and communities of Canada.
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  • Economic self-interest can be a significant cause of conflict among peoples and governments.
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  • Human and environmental factors shape changes in population and living standards.
  • Emerging ideas and ideologies profoundly influence societies and events.
  • The physical environment influences the nature of political, social, and economic change.
  • Trip Details
    City: 
    For Grades: 
    K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
    Months Available: 
    Days Offered: 
    Times Offered: 
    Duration: 
    See notes. minutes unless otherwise stated.
    Maximum Students: 
    Offered In French: 
    Also Offered For: 
    Packages Provided: 
    Fee Details
    Fee Notes: 

    Field Trips are $150.00 per group with a maximum of 30 students per group.
    There is no additional cost for educators or adult chaperones.

    All registered teachers will be emailed a Welcome Package beginning two weeks prior to their Field Trip booking. Welcome packages include directions to the Delta Nature Reserve, cancellation policy, FAQ’s and important contact information. Welcome Packages also include Acknowledgement of Risk, Consent and Release forms.

    Completed Release forms are to be signed by parents/guardians of all participating students and returned to teachers prior to the start of the Field Trip. Society staff will collect completed forms from attending teachers.

    Release forms are mandatory for participation in all Burns Bog Field Trips.

    Additional Notes

     Are you looking for lessons full of information and engaging activities that will satisfy your students and your curriculum content for grades K to 7? Want to bring part of Burns Bog back to your school to incorporate your Field Trip into in-class learning? The Burns Bog Conservation Society has two educator's guides available for purchase online at the time of booking.

    For Peat’s Sake: A Complete Classroom Study on Burns Bog and other Peatlands explores the plants, animals and science of Canada’s most important ecosystems  -  Burns Bog. This teaching resource contains Canadian content, lesson plan suggestions and tips, photocopiable reading materials and cross-curriculum activities, kid-friendly illustrations, and reference pages. 

    A Crane's Eye View explores the habitat, behaviours, diet, and characteristics of the Sandhill Crane and the role they play in important ecosystems like Burns Bog. This teaching resource contains local content, lesson plan suggestions and tips, experiment guides, project ideas, photocopiable reading materials and worksheets, kid-friendly illustrations.