Go With the Flow. The Hermitage Stream Teachers Pack Key Stage 2 Geography

Transcription

1 Go With the Flow The Hermitage Stream Teachers Pack Key Stage 2 Geography

2 Contents Key Stage 2 Geography - The Hermitage Stream... 1 Introduction and summary... 1 Lesson Plan 1: The Hermitage Stream catchment... 2 Learning outcomes... 2 Activity 1: Hermitage Stream Background information... 3 Activity 2: Virtual Exploration of the Hermitage Catchment... 4 Activity 3: Getting to know...rivers... 5 Lesson Plan 2: Field study of the Hermitage Stream... 8 Learning objectives... 8 Aims of investigation... 9 Outline of investigation... 9 Equipment/resources needed for field trip... 9 Field trip activities Activity 1: Channel morphology Activity 2: Water flow Activity 3: Bed and bank materials Activity 4: Human interaction with the Hermitage Stream Class room follow-up work Comparing the physical features of the two sites Comparing the human features of the two sites Project suggestion Making a case for stream restoration Further information Pupil Worksheets Getting to know rivers What is the name of the famous river shown in this photograph? Geography Field Data Sheet The Hermitage Stream Wordsearch... 26

3 Key Stage 2 Geography - The Hermitage Stream Introduction and summary The purpose of this scheme of work is to provide pupils with opportunities to learn about the geography of the Hermitage Stream. The resources provided include: 1. A PowerPoint presentation covering background information about the stream and surrounding area 2. A PowerPoint presentation explaining the proposed restoration of Hermitage Stream 3. Lesson plans and activities: a. using maps and other geographical tools to familiarise pupils with the Hermitage Stream catchment b. Worksheets and activities to learn about rivers in general 4. Field study plan: a. an investigation of the hydro-morphology of the Hermitage Stream, comparing channelized and non-channelised reaches b. an investigation into the impact of the channelization/restoration on the human population 5. Follow-up classroom work to review information collected through field study (or provided information, if field study not possible), including poster/leaflet creation 1

4 Lesson Plan 1: The Hermitage Stream catchment Learning outcomes Learning outcome Curriculum link Notes/activity To be able to recognise the Hermitage Stream on a map of Leigh Park/Havant, and to relate this to their own spatial knowledge of the area. KS2 Geography Geographical enquiry and skills: 2a,c,d,e,f Activity give children a map of the area. They draw over the stream in blue, and then locate places they know and mark these e.g. their house, school, local shops. Pupils could also explore the area using Google map/satellite images. To be able to use geographical vocabulary to describe key parts of the Hermitage stream (e.g. tributary, channel, banks, bed, estuary) KS2 Geography Geographical enquiry and skills: 2a Knowledge and understanding of patterns and processes: 4a,b As per activity above. Also via presentation. To recognise the physical changes that have been made to the Hermitage Stream, and to understand that this was done with the intention to help the development of Leigh Park. KS2 Geography Environmental change and sustainable development: 5a,b Presentation, class discussion, field trip to visit channelized reach 2

5 Activity 1: Hermitage Stream Background information Equipment/resources needed Interactive whiteboard or computer and data projector. PowerPoint presentation: KS2 Geography - The Hermitage Stream Use the presentation to explain the history and background of the stream. Notes are provided with each slide. Encourage pupils to ask questions and contribute to the discussion. 3

6 Activity 2: Virtual Exploration of the Hermitage Catchment Equipment/resources needed Interactive whiteboard or computer and data projector. PowerPoint presentation: KS2 Geography mapping activity Photocopies of local maps for pupils to annotate Access to computers for pupils to visit Google Maps Slide 1: Developing spatial knowledge of the area, recognising key places of interest, use of ICT. Slide 2: Identifying the route of the Hermitage Stream catchment. Learning key features of river systems and relevant vocabulary. Slide 3: Pupil activity instructions. Pupils are asked to annotate their own map or satellite image of the Hermitage catchment area. For educational purposes, maps or images can be printed from maps.google.co.uk, or photocopied from a street atlas of the local area. Hampshire A-Z has a very good clear map of the area, though you may wish to enlarge this when photocopying to make it easier for the pupils to use. Side 4: ICT activity for pupils. Depending on time and availability of equipment, pupils could go online themselves and explore the area. They begin by entering the postcode of the school. You may wish to demonstrate this by showing the Google Maps website live on your Interactive Whiteboard. 4

7 Activity 3: Getting to know...rivers Equipment/resources needed Atlases Activity worksheets KS2 Geography worksheet - Getting to know rivers and outline map of the UK and major rivers (provided at end of worksheet document) Learning outcomes The aim of this activity is for pupils to: Learning outcome Curriculum link Develop their locational knowledge of Great Britain KS 2 Geography Knowledge and understanding of places: 3b,c,d Appreciate the importance of rivers in shaping the natural environment and the distribution of human settlements KS 2 Geography Breadth of study: 6c Develop geographical skills (such as using maps and atlases) and widen their geographical vocabulary. KS 2 Geography Geographical enquiry and skills: 2a,c There is also an opportunity to work with numbers (division) and measures of length and area KS 2 Mathematics: Ma2.3 and Ma3.4 Why are rivers important? This part of the worksheet could be introduced via class discussion, and compiling of ideas on the interactive whiteboard. Examples the pupils may come up with are: Drinking, showers/baths, toilets, washing up/washing clothes, factories/industry, growing crops, and transportation/navigation. The key message in this activity is that water is essential for our survival, and throughout history the location of human settlements has often been selected dependent on proximity to a river (or other water source). 5

8 You could also have a discussion about problems that are sometimes caused by building close to a river for example flooding. This could open up discussion about lots of related issues: Excess rainfall (climate change) Flooding as a natural process (introduce new vocabulary: flood plain) The need for more housing, and the conflict of this with the natural world Great Britain s famous river Many pupils will recognise the picture of the Houses of Parliament, and some may know the name of the River Thames. The main purpose of this activity is for pupils to study their atlas and develop their locational knowledge of places in Britain. It also reinforces the message from activity 1, of the importance of rivers in shaping human settlements. Two different maps are provided for this activity, one showing major rivers in the UK, and the other with large cities also shown. You may select which you think is most appropriate for your class (or you may have an alternative map for them to use). This activity may also provide an opportunity to discuss London as the capital city, and to learn about Government and Parliament (cross reference: KS2 Citizenship, 2g). Great Britain s longest river This activity gives a chance for pupils to appreciate the differences in scale when comparing different river systems. The question can be answered by estimating, or for more able pupils they may wish to complete the calculations: = 600 The Hermitage stream area would fit into the River Severn area 600 times. NB. The actual size of the River Severn catchment is 11,420 km 2, but it has been rounded down to make this calculation easier for pupils to carry out. An extension of this activity could be for pupils to research (online or using their atlas) the largest river systems in the world, and look at how these compare to the Hermitage. Tip: The Nile is the longest river worldwide; the Amazon River is the largest in terms of catchment area and discharge. The mouth of the river The purpose of this activity is for pupils to study the different parts of a river, and again to develop their knowledge of places in the UK. Some good examples of mouth towns are: Portsmouth Exmouth 6

9 Dartmouth Great Yarmouth Falmouth Bournemouth If you are also teaching your pupils about the different parts of the United Kingdom, this could be an opportunity to look at places in Wales. Aber is the Welsh word for mouth, hence Abertawe (Swansea), Abergwaun (Fishguard), Aberystwyth (Cross reference: Citizenship, 2i). Additional Activity online resources The BBC Schools website contains some useful activities and animations which help to explain river processes for Key Stage 2 pupils. If you have IT facilities available this could be an interactive and educational activity for pupils to work through individually, or you could use it as a teaching resource for the interactive whiteboard: 7

10 Lesson Plan 2: Field study of the Hermitage Stream This activity can be done as well as or instead of the science (ecology) investigation project. In this project, children are concerned more with the physical aspects of the Hermitage Stream, and the effects of this on the local human population. A preparatory lesson in the class before the field trip is important, and it is recommended that Activity 1 Hermitage Stream Background Information (above) is delivered as a minimum prerequirement. Learning objectives Through this study pupils will: 1a Ask geographical questions What is the stream like in the different places? How does it make me feel? What do I think about the changes that have been made, or are planning to be made, to the stream? 1b Collect and record evidence 2b Use appropriate field work skills Use fieldwork techniques to investigate the morphology and hydrology of the stream. 1c Analyse evidence and draw conclusions Compile data, draw diagrams and graphs, class discussions. 1d Identify and explain different views Class discussion based on findings from investigation, and background information about the proposed restoration. 1e Communicate in appropriate ways Create a piece of work to promote reasons for the restoration of Hermitage Stream (e.g. poster, leaflet, letter to newspaper, short film) 8

11 Aims of investigation The aim of this investigation is for pupils to research the differences between channelized and nonchannelised reaches of the Hermitage Stream, to consider the pros and cons of the proposed restoration, and to present their case via a medium of their/your choosing. Outline of investigation 1. Introductory presentation (see above) 2. Field study of 2 sites: a. Take measurements of depth and width to create a transverse profile of the stream. b. Take measurements of flow velocity across the channel. c. Identify key features of the channel (of possible): i. Meanders ii. Bars iii. Sediment type iv. Bank materials d. Consider human interaction with the channel i. How accessible is it? ii. Is it a nice place to sit and picnic, for example? iii. How much litter is there? 3. Class session to compile and present field data 4. Presentation about the proposed restoration, and class discussion of pros/cons 5. Class session to create poster (or alternative) to present their case Equipment/resources needed for field trip Wellington boots Clipboards, paper, pencils/pens Data recording sheets (samples are provided, or create your own) Facilities checklist (devised during preparatory classroom session see presentation/classroom activity 1) Tape measures Metre sticks Ping pong ball or similar float (and spares) Stopwatch Digital cameras (optional) 9

12 Field trip activities These activities are carried out at both field sites so that pupils can make comparisons between the reaches: 1. Channel morphology 2. Water flow 3. Bed and bank materials/composition 4. Human interaction with the stream 10

13 Activity 1: Channel morphology In small groups, the pupils are going to record the transverse profile of the channel. Stretch a tape measure across the channel (it may be appropriate to get one pupil to hold either end of the tape). Record the width of the channel. Holding the tape measure in place, measure the water depth at regular intervals across the channel. Record the data on the sheet provided. Water surface Water depth Depth measurements across the channel 11

14 Activity 2: Water flow Additional activity: see KS1 science Use your senses sight The pupils are going to observe whether, and how, the flow varies across the channel. Begin by asking the pupils if they think the water flows at the same speed all over the stream. Ask them to stand or sit and watch the stream flowing for a few minutes, and then ask them to discuss what they have noticed. Their observations may include: Some places are more rippley than others In some places the stones protrude above the water surface There obstacles that affect the flow (e.g. branches, stones, litter) They will now carry out a simple experiment to determine whether the flow is uniform across the channel: 1. Mark out a suitable length of the stream which can be easily viewed and where pupils can access the stream at both ends. Measure the length (approx 3 metres should be suitable for this experiment, but you may need to use your judgement) 2. Ask the pupils to draw a simple plan of the section of the stream, noting any obvious features. Mark the width and length on the plan. 3. Position one pupil at the upstream end of your section, and one pupil at the downstream section. The upstream pupil is going to drop the float into the stream, and the downstream pupil is going to catch it. 4. Provide another pupil with the stopwatch. The remaining pupils are observers and are going to watch the float carefully, and plot its course on their plan. 5. When everyone is in place and ready, begin the experiment. The pupil with the stop watch says go and starts timing. The upstream pupil drops the float, and the observers observe and record its path. When the downstream pupil catches the float they shout stop. Observers record the time taken for the float to travel the distance. 6. If possible, repeat the process three times: near the left bank, in the centre, and near the right bank of the stream. Pupils may produce a plan looking something like this (see overleaf): 12

15 Tree Gravel bar m Fallen branch Water flow 3.5 m 13

16 Activity 3: Bed and bank materials Ask the pupils to observe the bed and the banks of the stream and to record what materials they can see. At the channelized reach they may notice that the whole stream is made from concrete, whereas in the non-channelised reach the bed and banks are comprised of mud, silt, stones, gravel, tree roots etc. Ask the pupils to write a list on their recording sheet. Additionally, you could take photographs of the banks or any other features the pupils have noted. Stream bank in Bushy Lease reach, showing layers of deposited sediment. Stream bank in Bushy Lease reach, showing the role of tree roots in stabilising the bank. Stream bank at beginning of channelized section near to Ramsdale Avenue. 14

17 Activity 4: Human interaction with the Hermitage Stream Remind the pupils of the importance of the Hermitage Stream area as an open space which could/should be used by the local people (you will have discussed this as part of the preparatory class room session). Ask the pupils to stand or sit in a circle quietly for a few minutes, and just to observe the area around them. Encourage them to feed back their feelings or ideas about the place, for example: Does it feel nice here? Are there many people using the space? Is it peaceful, noisy, busy, quiet? Would they come here for fun why/not? What do they like/not like about it? Make a note of any interesting observations they make, which may be useful for your follow-up work. Provide them with your pre-prepared checklists and ask them to complete: 1. Facilities checklist 2. Litter survey Depending on the size and accessibility of your field site, you may need to divide it up into distinct areas or lengths, and designate different sections to different groups of pupils. Ask the pupils to walk slowly through their area/section and to search carefully (by looking, not touching) for any visible litter. Tally these on the recording sheet according to litter type. 15

18 Class room follow-up work [Curriculum cross references: KS2 Mathematics Ma3, Ma4] Comparing the physical features of the two sites 1. Using squared paper, pupils plot the transverse profile of the stream channel at both sites. The key difference they should note is that in the non-channelized reach the depth is variable, whereas in the channelized reach the depth is the same all the way across. 2. Compare the flow patterns at the two sites: a. Which was fastest? b. Were there any major differences between the two sites? c. Depending on the aptitude of the pupils, you could get them to calculate the flow speed from their measurements of distance travelled and time taken (Ma3). The observations made from these experiments can be cross-referenced against the Science investigation of the stream, if the pupils have done that activity. The key thing to note is that the uniform nature of the channelized reach does not provide as much habitat diversity as a natural stream. In other words, there are fewer types of places for different types of animals to live/hide/nest/forage. 16

19 Comparing the human features of the two sites 1. Compare your facilities checklists: a. Are these nice places to visit? b. What, if any, facilities were missing? c. How could the area be improved? 2. Compare your litter surveys pupils could present their data in bar charts or pictograms, and then answer the following questions: Project suggestion a. Which site had the highest total number of items of litter? b. At each site, what was the most/least common type of litter? c. In your opinion, what was the most dangerous type of litter? (This is a good point for discussion, and there is not necessarily a right or wrong answer for it. For example, some pupils may believe plastic bags are the worst because animals could suffocate in them, others may think dog waste is the worst because people can catch diseases from it). d. Can you think of any reasons to explain your observations? You could follow up this work with a further project to make a campaign against littering. This could form part of your Citizenship education. Some ideas include: make a flier or a poster asking people not to drop litter prepare a presentation to give in the school assembly write to the local supermarket asking them to take action against trolleys being dumped write to a local councillor about the issue the 3 R s reduce, re-use recycle e.g. make a shopping bag out of old clothing 17

20 Making a case for stream restoration Please see PowerPoint presentation Restoring the Hermitage Stream. Notes are provided with each slide. Also see Factsheet: Restoring the Hermitage Stream. Optionally, also see document 1.1. KS2 History resources, in particular the poem by Betty Lawrence, and the Memories of Howard Cawte passage. The final slide of the presentation gives prompt for class discussion. Do your pupils think that the benefits of restoring the stream would outweigh the problems caused by the work that would have to be done? You could guide this discussion by writing a pros and cons list on the whiteboard or flipchart. Project suggestion Pupils can now make their case for the restoration using a medium of your choice for example a poster, a report or even a wall display for the class room. Where possible, pupils should include their own graphs, drawings, photographs and other information gathered during their field trip. By making use of their own evidence as well as information from secondary sources - they will developing their geographical skills. Work they have already completed (for example graphs, diagrams) could be photocopied, cut out and stuck on to the final piece of work. Further information Legislative background: The current proposals for restoration work on the Hermitage Stream are being driven by the Water Framework Directive. This is European legislation designed to improve the quality of water bodies. Under the criteria of the WFD, the Hermitage Stream is currently classified as a Heavily Modified Water Body. Work needs to be done to ensure that it reaches Good Ecological Potential. It is recognised that it can never be returned to a natural state because doing so would have too much of an adverse impact on nearby housing, roads and other infrastructure. However physical improvements should be made to the river so that it supports the ecology as well as possible, without impacting on the wider environment. In other words the Hermitage Stream will never be a natural stream, but we need to do as much as we can to improve it so that the water is clean and animals and plants can live there. For more information on the WFD visit 18

21 Pupil Worksheets Go With The Flow Key Stage 2 Geography Pupil Worksheets

22 Why are rivers important? Getting to know rivers Write a list of all the different ways that we use rivers or water: Great Britain s famous river What is the name of the famous river shown in this photograph? Look in your atlas to see if you can find this river, then: 1. Label the river on your own map. 2. Find four large towns or cities that can be found along this river and mark them on your map. 3. Label the river s estuary (or mouth ) on your map. Q: Which sea does it empty into? Great Britain s longest river The River Severn is the longest river in Great Britain. Q: Can you find it and label it on your map? The catchment area of the River Severn is approximately 11,400 km 2 Q: How many Hermitage Streams do you think could fit into the River Severn? Use the space on the next page to work out your answer: Go With The Flow - Key Stage 2 Geography Pupil Worksheets

23 The catchment area of the Hermitage Stream is just 19 km 2 The mouth of the river Sometimes towns and cities are built up at the mouth of a river. Q: Why do you think this is? Q: What is another name for the mouth of a river? This picture shows the mouth of the Hermitage Stream. Q: Which sea does it empty into? Towns built by the mouth of a river are often named after their river. 1. Look in your atlas - can you find any towns named after their river s mouth? 2. Can you use your finger to trace the river catchment as far upstream as possible? 3. On your outline map of the United Kingdom, label all the mouth towns you can find. Go With The Flow - Key Stage 2 Geography Pupil Worksheets

24 Go With The Flow - Key Stage 2 Geography Pupil Worksheets

25 Map credit: Go With The Flow - Key Stage 2 Geography Pupil Worksheets

26 Geography Field Data Sheet Date Site location Group name 1. Channel shape Width Distance from left bank (cm) Depth (cm) Go With The Flow - Key Stage 2 Geography Pupil Worksheets

27 2. Water flow Float number Time taken (seconds) Distance travelled (metres) Notes 3. Stream bed and banks What are they made from? Go With The Flow - Key Stage 2 Geography Pupil Worksheets

28 The Hermitage Stream Wordsearch N F C M E W H I M T H E P A E Y E G H L Q J W B N T L Q J H R P T G A K R D M E I H K H X A Q T H Z N I K R Z G Z Z A V T H M X G S N C P R C D R B U U C K H Y I N E W U K W N I X B D U P D O A A L T M Q L T X I V H P C J S R A K C P O A Q R M E A N D E R T B T A S T V T Z D E B K O Z S S R L N Z J N O I T A R O T S E R B D I Z N O R H D Q G U Z V A A W W C V V U A Y E Y N V N D O O L F Z X O E U B B L K V E Y C H W A Q M Z T H C S P V P W M R U BANKS BED CHANNEL CONCRETE FLOOD HABITAT MEANDER RESTORATION STRAIGHTEN TRIBUTARY Go With The Flow - Key Stage 2 Geography Pupil Worksheets