87 photocopy masters photocopy masters photocopy masters photocopy masters photocopy masters 1. The Water Cycle 1a The Water Cycle in Use 1b The Water Cycle (unlabelled) 2. Follow the Water Droplet 3. Nga Momo Wai 4. The Waikato Region (Map) 5. Land Use in the Waikato Region (Map) 6. The Water Treatment Process 7. Consequence Wheel 8. Waste Water Treatment Process 9. Water Use Amounts 10. The Stormwater Problem 11. What Happens to the Water Used to Wash a Car? 12. Waikato River Flows – Karapiro Dam, Hamilton City 13. Maori Views of the Waikato River 14. Discussion Cube Prompts 15. Education in the Environment – Clarity Tube 16. Education in the Environment – pH 17. Education in the Environment – Temperature 18a Education in the Environment – Water Flow Velocity 18b Education in the Environment – Water Flow Cross – section 19 Education in the Environment – Bug Identification Sheet 20 Education in the Environment – Bug Sampling 21 Education in the Environment – Habitat Assessment Bug Food and Stick Races 22 Education in the Environment – Habitat Assessment Score Sheet 23 Recording Sheet 24 Evaluation Form – Teachers 25 Evaluation Form – Students
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photocopy mastersphotocopy mastersphotocopy mastersphotocopy mastersphotocopy masters1. The Water Cycle
1a The Water Cycle in Use
1b The Water Cycle (unlabelled)
2. Follow the Water Droplet
3. Nga Momo Wai
4. The Waikato Region (Map)
5. Land Use in the Waikato Region (Map)
6. The Water Treatment Process
7. Consequence Wheel
8. Waste Water Treatment Process
9. Water Use Amounts
10. The Stormwater Problem
11. What Happens to the Water Used to Wash a Car?
12. Waikato River Flows – Karapiro Dam, Hamilton City
13. Maori Views of the Waikato River
14. Discussion Cube Prompts
15. Education in the Environment – Clarity Tube
16. Education in the Environment – pH
17. Education in the Environment – Temperature
18a Education in the Environment – Water Flow Velocity
18b Education in the Environment – Water Flow Cross – section
19 Education in the Environment – Bug Identification Sheet
20 Education in the Environment – Bug Sampling
21 Education in the Environment – Habitat Assessment
Bug Food and Stick Races
22 Education in the Environment – Habitat Assessment Score Sheet
23 Recording Sheet
24 Evaluation Form ––––– Teachers
25 Evaluation Form – Students
88Rivers and UsPhotocopy Master 1
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You may be familiar with how water isalways cycling around, through, and abovethe Earth, continually changing from liquidwater to water vapour to ice. I could reallybegin this story anywhere along the cycle,but I think the ocean is the best place tostart, since that is where most of my waterbuddies are. Imagine that you are a dropof water like me and come on a journeywith me.
If I wanted to stay in the ocean then Ishouldn’t have been sunbathing on thesurface of the sea. The heat from the sunfound me, warmed me and evaporated meinto water vapour. I rose (as tiny tiny bits ofwater) into the air and continued rising untilstrong winds grabbed me and took mehundreds of miles until I was over land.There, warm updrafts coming from theheated land surface took me in my tinyform of water vapour, up even higher,where the air is quite cold.
When I got cold I changed back into liquid,or a drop of water (the process iscondensation). If it was cold enough, Iwould have turned into tiny ice crystals,such as those that make up cirrus clouds. Igathered around tiny particles of dust,smoke and salt crystals to become part of acloud. (A later addition could be about ifthese tiny particles are poisonous thenwhen they come back to ground as rainthey can have an impact as in acid rain.)
After a while I combined with other drips toform a bigger drop and fell to the earth asprecipitation (rain). As I get bigger andheavier earth’s gravity helped to pull medown to the surface. Once I started fallingthere were many places that I could go.Maybe I would land on a leaf in a tree, inwhich case I would probably evaporateand begin the process of heading for theclouds again. If I missed a leaf there arestill plenty of places to go.
I could land on a patch of dry soil in a flatfield. In this case I might sink into theground to begin the journey down into anunderground aquifer as ground water. I willcontinue moving (mainly downhill) as
ground water, but my journey might end uptaking tens of thousands of years until Ifind the way back out of the ground. Thenagain, I might be pumped out of theground via a water well and be sprayed oncrops (where I will evaporate, flow alongthe ground into a stream, or go back downinto the ground). Or from the well I couldend up in a baby’s drinking bottle or besent to wash a car or a dog. From theseplaces, I go back either into the air, downsewers into rivers and eventually into theocean, or back into the ground.
But I might be a land-lover. Plenty ofprecipitation ends up staying on the earth’ssurface to become a part of surface water.If I land in an urban area I might hit yourhouse’s roof, go down the gutter and yourdriveway to the curb. If a dog or cat doesn’tlap me up I will run down the curb into astorm water drain end up in a smallstream. It is likely the stream will flow into alarger river and I will begin my journeyback towards the ocean.
If no one interferes, my trip will be fast(speaking in “drip time”) back to the ocean,or at least to a lake where evaporationcould again take over. But, with 250+million people here needing water for mosteverything, there is a good chance that Iwill get picked up and used before I getback to the sea.
A lot of surface water is used for irrigation(Imagine flying through the air on the jetspray of an irrigator!) and by industries tocool their machinery. From there I might gointo the cooling tower to be evaporated.Talk about a quick trip back into theatmosphere as water vapour — this is it.But maybe a town pumped me out of theriver and into a water tank. From here Icould go on to help wash your dishes, fighta fire, water the tomatoes, or (shudder)flush your toilet. Maybe the local steel millwill grab me, or I might end up at a fancyrestaurant mopping the floor. Thepossibilities are endless – but it doesn’tmatter to me, because eventually I will getback into the environment. From there I willagain continue my cycle into and then outof the clouds, this time maybe to end up inyour water glass!
Follow the water dropletFollow the water dropletFollow the water dropletFollow the water dropletFollow the water droplet
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Waiora - Purest form of water, a source of well-being and life.Used for cleansing from sickness and to create positive energy.This water can become waitapu.
Waimaori - Water that runs freely and has no particular sacred associations. Ordinary water.
Wai horoi - Water that is used to bathe in or to wash clothes.
Wai inu/Wai unu - Water that is used only for drinking. Drinking water is not taken from a
source that is used for washing in unless there is no alternative, and thenit should be taken from the stream at a specific time of the day whenwashing of clothes or bathing is not permitted.
Waikino - Water that has been corrupted or altered to such an extent that it cancause harm or water that conceals hidden danger.
Waipiro - Slow moving, slack water, often water that smells, such as in repo(swamps). These waters are still able to provide many resources such asrongoa (medicine), dyes for weaving harakeke and tuna (eels) for kaiand homes for many living organisms.
Waimate - Water that has lost its ‘mauri’ or life force. It is “dead”, damaged orpolluted with no ability to sustain life. It can contaminate other living orspiritual things.
Waitai - The sea, surf or tide. Used to distinguish seawater from fresh water.
Waitapu - Water that has had a ‘tapu’ imposed upon it. Water that is used forspecial ritual practices, e.g. tohi & pure: baptism and purificationceremonies. Water that has a sanction against most everyday activitiesperhaps because there has been a drowning also known as a ‘rahui’.
This information is from the New ZealandAssociation for Environmental Education’sEnviroschools Toolkit originally sourced fromParliamentary Commissioner for the Environment2000, Aging Pipes and Murky Waters, Office ofthe PCE, Wellington.
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Waterways of the Waikato RegionWaterways of the Waikato RegionWaterways of the Waikato RegionWaterways of the Waikato RegionWaterways of the Waikato Region
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Land Use in the Waikato RegionLand Use in the Waikato RegionLand Use in the Waikato RegionLand Use in the Waikato RegionLand Use in the Waikato Region
Carmen KirkwoodCarmen KirkwoodCarmen KirkwoodCarmen KirkwoodCarmen KirkwoodCarmen’s Koro instilled in hiswhanau that the river is a livingentity. That it is alive.
And he’d talk about the taniwha, abouthow the river gives healing, and what he’dseen.
How at times of crises, people would go tothe river at dawn. They’d face the risingsun, pat the water, sprinkle themselves, callon their tupuna – and draw inspiration andhealing from that. And there were otherriver rituals and karakia were a part of life.
There was always a bottle of river water inthe house, too. Carmen grew up with herfather sprinkling it around to keep hisfamily safe, and the house clean.
“You could say that in its purest state, watercomes from God Himself. Directly.
“All races in the world… indigenouspeople, and white people in their own way,are clear in their stance that water issacred.
“It’s almost like a sacrament – and it’s usedthat way in the daily lives of the riverpeople, no matter where they live.
“And our nannies, our koros and auntiesare trying to maintain the relationshipthey’ve had all their lives with the river –but all these things are being poured intoit, and all this water is being taken from it.
“It’s bad enough they’re living the raupatu.But how do you explain to them what’shappened to the river?”
Maori Views of the RiverMaori Views of the RiverMaori Views of the RiverMaori Views of the RiverMaori Views of the RiverHenare JohnsHenare JohnsHenare JohnsHenare JohnsHenare JohnsWhen the old people talked aboutthe landscape, they would imbue thefeatures with personality.“For example, the Waikato Stream has its ownpersonality, its own identity, and therefore itsown wairua, or spirit. But even before that, ithas mauri or life essence.
“Mauri is derived from two sources. It eitherarrives as rain from Ranginui, or it comes as aspring, breast milk, from Papatuanuku.
“Different waterways became known forparticular characteristics and properties, andMaori used them according to thoseproperties.
“Some were used for food. Others wereknown for healing or cleansing powers, andwould be used in that way – I mean for ritualcleansing, and the washing of corpses.
“When a stream flows into other streams - forexample, the Tongariro River, the WaitahanuiRiver and so on, there is a coming together ofthese different identities, and personalities andproperties.
“In other words, the stream accumulates instature, and it accumulates in mana.
“Taupo-nui-aTia is a collection of a whole lotof different water bodies, and is obviously veryimportant to the Tuwharetoa people.
“And when the Waikato emerges at Nukuhau,on its journey from the lake to the sea, stillmore streams and rivers and adding to itsvitality and life.
“This is why the water of the Waikato River isas important to us as the Ganges is to theHindus.
“It provides for our spiritual and physicalneeds.
“So if someone was troubled, or sick, orneeded some sort of help, either physically orspiritually, the saying was: Haere ki te wai. Goto the water.
These abstracts are taken from “One More River toCross” an article in Mana No 35 August – September2000. Carmen Kirkwood and Henare Johns givetheir views on the Waikato River to Lloyd Ashton andIrene Kereama-Royal.
PuzzlePuzzlePuzzlePuzzlePuzzleLook carefully at the picture.Look carefully at the picture.Look carefully at the picture.Look carefully at the picture.Look carefully at the picture.
Ask a question aboutsomething that you don’tunderstand, or that needsfurther explanation, e.g. whatis happening…? Tell meabout…? What does…mean?
WonderWonderWonderWonderWonderLook carefully at the picture.Look carefully at the picture.Look carefully at the picture.Look carefully at the picture.Look carefully at the picture.
Ask a question about what ishappening in the picturerelated to how that activitymight affect a nearby streamor ground water source, e.g.I wonder why…I wonder if…I wonder who…I wonder how…I wonder when…
PredictPredictPredictPredictPredictLook carefully at the picture.Look carefully at the picture.Look carefully at the picture.Look carefully at the picture.Look carefully at the picture.
Predict what you might happen tothe water quality in a nearbywaterway as a result of thisactivity, e.g.I think that…I predict that…
ClarifyClarifyClarifyClarifyClarifyLook carefully at the picture.Look carefully at the picture.Look carefully at the picture.Look carefully at the picture.Look carefully at the picture.
Explain to your group whatis happening in the pictureand what impact you thinkthis activity might have onwater quality.
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Method:• Rinse the tube out with the stream water.• Completely fill the tube with clean water
from an up stream position.• Place the black disk magnet into the
tube and hold it in place with theexterior magnet.
• Place the bung in.• Have one person hold the bung end of
the tube while the other views the disk atthe other end.
• Slowly move the magnet away from theviewing end, when the disk disappearsfrom view, slowly bring it back until youcan just see it.
• Record this measure from the side of thetube.
• Swap roles and repeat. To get a finaldistance, average the results from thegroup.
• When everyone has had a turn with theclear water do a dirty water sample byfilling the tube with water that has beendisturbed. Let the students compare thetwo different experiences.
EducationEducationEducationEducationEducation in in in in in the environment the environment the environment the environment the environment
Things to discuss:• Ask students to think about what the
clarity tube might be used for.• Standing in the stream disturb some
sediment and discuss how this mighthappen in a stream.
• Discuss why the sample needs to betaken from up stream.
Discuss what might make the water dirtyand who would be affected by it.Animals living in the stream such as theinsect larvae need clean, clear runningwater. Clear water allows us to see thebottom of the stream if we want to goswimming.
ReflectReflectReflectReflectReflect• What was the difference between the
two samples?• Who or what do you think would be
affected by water that has low clarity?• What do you think might be causing a
high or low clarity reading in your stream?• What does this tell us about the
water quality?• Is there anything that could change to
improve the water clarity?
When emptying the clarity tube, put thewater back in the stream but hold yourhand over the end and catch themagnet!
Be careful with the end of the claritytube that the viewing screen does notget scratched.
ClarityClarityClarityClarityClarityAim: To determine that water quality of the stream by investigatinghow clear the water is.
Can students identify areas of the stream that could be improved through fencing, riparianplanting? Students could develop an action plan for the management of the stream.
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EducationEducationEducationEducationEducation in in in in in the environment the environment the environment the environment the environment
pHpHpHpHpHAim: To establish the acidity of the water
Method:• Rinse the tube several times in the
flowing water.• Fill the tube from upstream.• Tear off a strip of pH paper the length
of the tube.• Put the strip in the tube and put the
cap on.• Leave the sample for at least one
minute to develop.• Lay the tube inside the kit on the
indicator strip.• Take your reading from the colour of
the water. Record your result on yourrecord sheet if required.
Things to discuss:• Ask the students if they know what pH is
Scale that measures the acidity andalkalinity of things, goes from 0-14, 7being basic or neutral. Good measurefor streams is between 6.5 and 9.
• What sorts of things might you have athome that are acids?Vinegar, lemon juice, has a pH ofabout 3.
• What do these things taste like?Sour!
• Who would be affected by the sournessor acidity of water if it change?Bugs and stream life!
• What things might result in a change inpH? Different streams will naturally havedifferent pHs depending on thesurrounding land use and the catchment.For example a native forest stream has aslightly acidic pH of around 6. A streamrunning through open farmland willprobably have a pH of around 7.5-8.Major problems occur if there aresudden changes in pH such as achemical spill, or fertiliser sprayeddirectly into the stream.
EquipmentEquipmentEquipmentEquipmentEquipment• pH paper kit• indicator paper• pH colour indicator• test tube with bung
• What was the pH of your stream? Doesthat fit between 6 and 9?
• What things can you see and or think ofthat might be affecting the pH of thestream?
• What things can people do to makesure that the pH of a stream is notaffected?
ReflectReflectReflectReflectReflect
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TemperatureTemperatureTemperatureTemperatureTemperatureAim: To find out the temperature of the water and the tolerancerange of the temperature for animals to live in stream water.
Method:• Hold the thermometer at the top.• Hold it in the flowing water for at least
one minute.• Either read immediately on removal
from the water or read under the water.Make sure that you do not put yourhand over the bottom end of thethermometer to read the temperature.
• Record the temperature as Cif required.
Things to discuss:• Ask the students what they think we are
going to measure while holding up thethermometer.
• Ask why we need to know thetemperature of the water?For change. If the water gets too hotanimals can’t live in the water. A changeof 2-3OC can begin to affect the streamlife.
• What do we measure temperature in?Degrees Celsius.
• Hand the thermometer around thegroup and ask students to read thetemperature.
• Explain that it starts at –5OC (could havea discussion about how cold that is?About inside your freezer/icebox athome) and goes to 50 OC.
• Check that students can read the scaleon the thermometer accurately.
ReflectReflectReflectReflectReflect• What was the temperature in your
stream?• Do you think the temperature might be
affecting the ability of some of theanimals to live in this stream?
• If you were an animal living in thisstream is there a shady spot for you toget out of the sun?
• What might help to reduce thetemperature of a stream?
Equipment:• Thermometer
Would this stream benefit from the planting of trees to provide more shade?
actionactionactionactionactionj
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Water Flow Water Flow Water Flow Water Flow Water Flow Part 1 VelocityPart 1 VelocityPart 1 VelocityPart 1 VelocityPart 1 VelocityThere are two sections to get a measure of cubic metres per second of water flow:Part 1 is the velocity of the water Part 2 is the area of the stream.
Aim: To determine how much water is flowing down the stream andthe speed of this.
Method:• Measure off 10 metres along the stream
bank where there is a relatively straightfree flowing section of the stream. Use astudent as a marker point at each end.
• Other roles are the: stopwatch holder,orange releaser, orange catcher.
• Release the orange above the upstreammark so that it is floating with the flowas it passes the mark.
• Start the stopwatch as it floats past.• Stop the watch at the 10m mark.• Catch the orange.• Record the results.• Repeat this at least three times and take
an average velocity reading.
Things to discuss:• Ask the students to think of a way to use
the equipment to find out how fast thewater is flowing.
• The speed of something is called itsvelocity. This activity is to establish thevelocity of the water.
• Watch the different flow patterns of theorange. Are there different types offlow?
• Where would you like to live if you werean animal in the stream?
This gives you the velocity of the watergoing past you where you are.
Time 1____________________________
Time 2____________________________
Time 3____________________________
Total ____________________________
Average __________________________
Equipment:
• An orange• Tape measure
(at least 10 metres)• Net• Stopwatch
To calculate the stream velocity:1. Add together all the orange float times. Divide it by the number of repetitions, i.e.
find the average time.2. Divide this time by the distance that the orange travelled (hopefully 10 metres).
VelocityVelocityVelocityVelocityVelocity = Time / Distance= Time / Distance= Time / Distance= Time / Distance= Time / Distance= metres/second= metres/second= metres/second= metres/second= metres/second=====
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EducationEducationEducationEducationEducation in in in in in the environment the environment the environment the environment the environment
(Using 10 metres makes the maths easy!)
Refer to Photocopy Master 17b to find the area of the stream.
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EducationEducationEducationEducationEducation in in in in in the environment the environment the environment the environment the environment
Water Flow Part 2 Cross sectionWater Flow Part 2 Cross sectionWater Flow Part 2 Cross sectionWater Flow Part 2 Cross sectionWater Flow Part 2 Cross sectionAim: To determine the amount of water flowing down the stream.
• Find the width of the stream, using thetape measure. Hold the tape measurejust above the top of the water flow.
• Divide the width into 10 evenmeasurements.
• Using the ruler measure the height ofthe water at each of the ten measuresacross the atream.
• Read the level of the top of the waterflowing past the ruler in centimetres.
• Convert the measurement of centimetresinto metres.
• Students and/or adults on the bankneed to be recording the measures asthey are called out.
• Use the stream flow calculation todetermine the amount of water incubic metres.
Method: Things to discuss:• Ask the students if they can think of a
way to use the equipment to find outhow much water is flowing down thestream.
• Ask what measure we are going to useto get our result. (Litres = liquids in thiscase cubic metres. Equivalent of 1,0001x litre containers of milk all made upinto a cube shape.)
• River flow is measured in cubic metresper second (cumecs) equals 1,000 litresper second, e.g. 4 cumecs = 4,000litres of water.
Equipment:Equipment:Equipment:Equipment:Equipment:• Tape measure• Metre ruler• Recording sheet
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d2 d3 d4 d5*d1
Measure 1 Measure 6
Measure 2 Measure 7
Measure 3 Measure 8
Measure 4 Measure 9
Measure 5 Measure 10
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To calculate the stream area:
1. Add together all the depth measurements (make sure that these are in metres, if thedepth has been recorded in centimetres convert to metres, e.g. 41cm = 0.41m). Dividethem by the number of measurements made to give you an average depth in METRES.
2. Multiply the average depth by the width of the stream to get square metres (m2).
AreaAreaAreaAreaArea = stream width x average depth(take 10 depth measurements across the stream and average)
= _______ m x _______ m = _______ m2
To calculate the total flow:
Flow of streamFlow of streamFlow of streamFlow of streamFlow of stream = velocity x area
= _______ m/s x _______ m2
= _______ m3/s
ReflectReflectReflectReflectReflect• How fast is the water flowing?• Is there any sign that this is either above
or below the normal flow?• Are there a variety of flows providing a
EducationEducationEducationEducationEducation in in in in in the environment the environment the environment the environment the environment
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Drawings reproduced by kind permission of Karen Mason
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Bug SamplingBug SamplingBug SamplingBug SamplingBug SamplingAim: To establish what life is present in the stream.
EducationEducationEducationEducationEducation in in in in in the environment the environment the environment the environment the environment
Method:• Hold the net into the flow so that any
thing disturbed or uncovered will flowinto the net. Note that the seams of thenet are on the outside so that noorganisms will be caught in the seams.
• Have students lift up small rocks and rubthem with their hands to dislodgeanimals into the net.
• Search under the stream bank, underlogs and rocks. Gently rub the substratewith one hand.
• After about three or four minuteshunting turn the net inside out into thebucket that has been half filled withclean stream water.
• Decant the bucket contents into thesorting trays.
• Gently take the bugs from the tray(scooping into your hand with somewater works well) and place in the bugboxes according to what the studentsthink they have found. Discuss somesimple recognition techniques, e.g.mayflies have three tail filaments.
• Give students three to four minutes tosort their ‘finds’ and then discuss the PTI(Pollution Tolerance Index) numbers onthe inside of the bug box pictures. Thelower the number the more tolerant thespecies is to lower water quality.
• Have students clean the nets and leavethe equipment ready for the next group.
Things to discuss:• Ask the students to look at the stream
and think about what sorts of animalsmight live in this stream.
• Ask “Where do you think theseanimals might live?”
• Look at the stream and talk about allthe different places that animalswould live: under rocks, along thestream bank, under branches in thestream, in the flow.
• Ask students to work carefully andreturn rocks to where they pickedthem up from and not damage theanimals’ habitat in any way.
• Discuss also the things that canimpact negatively on the bugs in thestream, such as low clarity, highnutrient inputs, dumping of waste.
ReflectReflectReflectReflectReflect• What kinds of animals did you find?• What does this tell us about the water
quality in our stream?• Is this what we would have expected to
find in this stream?• What other factors might have affected
our result? Storms, heavy rain can washanimal life away but they shouldregenerate within three weeks.
Bug Food and Stick RacesBug Food and Stick RacesBug Food and Stick RacesBug Food and Stick RacesBug Food and Stick RacesAim: To look at the stream and the surrounding land and determine thethings that are important in making a good “home” for stream life!
Equipment:• Collection of sticks
- 30cm x 1cm aregood.
• Tape measure
Method:1. Select a safe section of stream that suits
your investigation.2. Measure the length of the section of
stream you are going to use for yourstick race (20m or more is ideal).
3. Collect sticks of suitable size (30cm x1cm). Note the availability of sticks andleaves near the stream (i.e. sources oforganic matter).
4. Place your sticks at equal intervals acrossthe stream, at the starting line.
5. Release the sticks and follow theirprogress. Watch how they move andwhat they get caught on.
6. Record the distances each stick travelsand what they get stuck on (long term) ifthey get trapped.
7. A winner - from the bug’s perspectivewould be the stick that gets trapped first!
This investigation could be repeated usingleaves instead of sticks and/or with twiggysticks. At least 10 sticks/leaves/twigs shouldbe raced to allow a reasonable conclusionto be reached.
Things to discuss:• Discuss with students the traditional
concepts surrounding a race, that thefirst over the line is the winner and thefastest is the best.
• In this race it is the slowest stick, the onethat gets caught on branches and rocksthat will win!
• This activity is designed to have studentslook at the habitat of the stream to seewhether it is a ‘good’ place for animalsto live. Overhanging branches, grassesthat ‘weep’ into the water provide food,shelter and shade from the sun.
• Rocks and logs in the stream createriffles in the water that helps to putoxygen into the water. If there is toomuch sand and sediment it is hard foranimals to find a spot under or arounda rock, because the sand may be fillingall the spaces.
• In this activity students need to look inthe stream and the area surrounding thestream and think about whether this is a‘good’ place for animals to live. Theymight like to think about what thingscould be changed to improve the streamhabitat.
• Use Photocopy Master 20 and discussthe stream habitat. Carry out a formalhabitat assessment of the stream.
EducationEducationEducationEducationEducation in in in in in the environment the environment the environment the environment the environment
ReflectReflectReflectReflectReflect• How did the leaves travel (compared to
the sticks)?• How well do leaves and sticks falling in
the stream stay where they fall or arethey washed down stream rapidly?
• How did twiggy branches compare tounbranched sticks?
• If you wanted your stick to float awayquickly where would you put it? Where doyou need to put your stick to ‘win’ the race?
• Is there a good source of organic matterinputs (trees, shrubs) near the stream?
• What other things are helping to make thisstream a good habitat for animals?
• What is the surrounding land use? How dopeople up stream use this river?Downstream?
• Is there anything that could be done toimprove the habitat?
Water FlowWater FlowWater FlowWater FlowWater FlowVelocity
Fill in the time it took for the orange to float 10 metres in seconds.
1.
2.
3.
TOTAL:
AVERAGE TIME:
AreaAreaAreaAreaAreaThe width of the stream is m
Complete the depth measurements at approximately 10 intervals (if you record in cm remember to convert to mbefore you do the calculation).
Depth 1
Depth 2
Depth 3
Depth 4
Depth 5
Depth 6
Depth 7
Depth 8
Depth 9
Depth 10
TOTAL:
AVERAGE:
AreaAreaAreaAreaArea = width x average depth = width x average depth = width x average depth = width x average depth = width x average depth = = = = = xxxxx mmmmm22222
AreaAreaAreaAreaArea = width x average depth = width x average depth = width x average depth = width x average depth = width x average depth = = = = = m/s xm/s xm/s xm/s xm/s x mmmmm22222
= = = = = mmmmm33333
Total FlowTotal FlowTotal FlowTotal FlowTotal FlowTo calculate the total flow of the stream
ActivitiesActivitiesActivitiesActivitiesActivities in in in in in the environment the environment the environment the environment the environment
:::::VelocityVelocityVelocityVelocityVelocity = Time Distance = Time Distance = Time Distance = Time Distance = Time Distance = = = = = m/sm/sm/sm/sm/s
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The Biological Factors: Bug SamplingList or draw the animals that you found in the stream.Write their pollution tolerance alongside them.
Habitat Assessment: Bug Food and Stick RacesOur overall assessment of the stream was excellent/good/fair/poor because
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“Rivers & Us”“Rivers & Us”“Rivers & Us”“Rivers & Us”“Rivers & Us”Programme EvaluationProgramme EvaluationProgramme EvaluationProgramme EvaluationProgramme EvaluationPlease help us to improve our environmental education programmes for schools bycompleting this evaluation and posting back in the pre-paid envelope toProgramme Co-ordinator (Schools),Environment Waikato,P.O Box 4010,HAMILTON EAST.
Teacher: School:
Date of field trip: Site used for trip:
1. In choosing to teach the Rivers and Us unit, what were yourobjectives for the unit?
2. Were your objectives met?
Please indicate on the scale how well the unit helped you to achieve your objectives.
1 2 3 4
3. Please explain how the unit (choose one that applies)
a) Helped you to achieve your objectives.
ORb) Did NOT help you achieve your objectives.
Did not help tomeet objectives
Helped meetobjectives very
well
n
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4. Please list and rank activities and resources you used from the unit.(Scale for ranking 1 no use, 4 very useful.)
5. Are there other resources that you would have found helpful? Please list them.
6. From the work you have completed and your own assessments,what do you think the students have learnt?
7. Do have any other comments?
Thanks for your time!
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Student Evaluation:Student Evaluation:Student Evaluation:Student Evaluation:Student Evaluation:“Rivers & Us”“Rivers & Us”“Rivers & Us”“Rivers & Us”“Rivers & Us”Environment Waikato is keen to hear how you felt about this unit of work. Pleasespend some time answering these questions. Thanks!
• What did you like?
• What didn’t you like?
• What did you learn?
• Can you think of other ways to learn about protecting our water?
Do you have any examples of work that you would like to share with us?Send them to:Programme Co-ordinator (Schools).Freepost Environment WaikatoP O Box 4010HAMILTON EAST