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STUDYING A LOCAL STREAM by Togher N.S., Dunmanway Water supports all life and covers a very large area
of the earths surface. Water occurs in many places such as pools, puddles,
drainage ditches and gutters. It is
important to realise that water occurring in these places will eventually reach
and have effects on our oceans, rivers and lakes. No body of water exists in isolation so pollution at any
point will contribute to a global effect. Therefore
it is important to educate children on the value of local water conservation. The tips contained in this article are concerned only
with studying a fresh water stream. Most
schools are within walking distance of such a water body.
The tips are also more suitable for a field study with children in Senior
Primary Classes and it is envisaged that the study would take a number of weeks. 1.
To increase awareness of the significance of water and the water cycle
through active learning. 2.
To give an understanding of the inter relationship between water, the
environment and the many factors which can influence quality and quantity of
water. 3.
To give knowledge of aquatic plants and aquatic creatures and how they
can help in the assessment of water quality. 4.
To encourage an awareness of water conservation and how individuals can
make a difference. TEACHERS WORK. A.
It would be beneficial to be familiar with the contents of some of the
following resources for teachers. 1.
Caring
for the Earth. I.N.T.O. 2.
E.N.F.O.
Pack on Water for Primary Schools.
(E.N.F.0. 17 St. Andrew Street, Dublin 2) 3.
Collins
Gem Guide to Pond Life 4.
Streamscapes
Basic Coomhola Salmon Trust,
Bantry, Co. Cork. 5.
Information
available from the local fisheries Board or other local experts. 6.
The
Macrobiotic Water Pollution Indicator, a leaflet by the South Western Trout
Coarse Fisheries, Macroom, Co. Cork. B.
Visit the stream to ensure it is safe and suitable for a field trip and
get the permission of the landowner. C.
Outline the purpose of the visit to parents and pupils. D.
Outline ground rules on safety and on caring for one another and the
environment. E.
Divide the class into working groups, outline each groups work and
ensure they have the necessary workcards and equipment. F.
Ask another teacher and or adults to accompany you on the field trip. EQUIPMENT
Waterproof
footwear and clothes. In
the classroom 1 large plastic tank
or glass aquarium.
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SAMPLES |
COLOUR |
ODOUR |
FOAM |
SIGNS OF POLLUTION |
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Sample
1 |
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Sample
2 |
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ETC |
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TAKING
MEASUREMENTS (GROUP 3)
1.
Measure
the depth of the stream at the edge and in the middle
(Use the stick and measuring tape)
2.
Measure
the length and width of the study area (Use
the stick and measuring tape)
3.
Use the
compass. Find the direction in
which the stream is flowing.
4.
Measure
temperature
Use the thermometer.
1.
Hold the
thermometer in a shady spot.
2.
Measure
the temperature of the air.
3.
Put the
thermometer into water.
4.
Measure
the temperature of the water.
MEASURE THE
FLOW RATE (GROUP 4)
Two pupils stand on the bank, one 5 m. downstream of the other. A third pupil drops a light object e.g. a tennis ball on the surface of the water. A fourth pupil measures the time it takes for the object to pass between the pupils on the bank. This time is recorded on a flow rate table.
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OBJECT |
TIME TAKEN |
DISTANCE |
FLOW RATE |
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Tennis
Ball |
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etc |
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STUDY OF
PLANT LIFE (GROUP 5)
Aquatic plants are rooted in the substrata. Examples include the Waterlily, Duckweed and Pondweed.
Semiaquatic
plants include the common reed, the Flag Iris and Water Mint.
Common waterside plants include Meadow Sweet and Rushes.
If
a stream is clean and slow moving you may find Watercress, Canadian Pond Weed
and Mares Tail.
If
the water is polluted you may find green algae that looks like a large area of
green slime.
Brown
fungus grows on water polluted by sewage.
TASKS
FOR PUPILS.
1.
Collect
one sample of a plant growing in or near the water. Examine them and use a guide to identify them.
2.
Make a
list of the plants along with sketches or photographs.
3.
Are there
many green plants present?
4.
Is algae
present? Why do you think this is
so?
5.
Is
brown fungus present? Why do you think this is so?
ANIMAL LIFE
(GROUP 6)
The presence of freshwater Shrimp, Mayfly larvae, Caddis
fly larvae and Stonefly larvae indicate that the quality of the water is good.
Indicator animals of poor water quality include the Bloodworm and Water
Louse. Children may respectfully
gather some of these creatures. They
may use the nets or gently turn over stones.
Hold the stone over a collecting tray and rub gently to remove the
invertebrates. These creatures may
be brought back to the classroom in a bucket of streamwater.
This may be put in an aquarium to be examined. They may be examined under a microscope.
They are then returned safely.
AFTER THE FIELD TRIP
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All groups
are given the opportunity to examine and record their findings on water samples,
plant and animal life.
All groups are given the opportunity to study the ordinance survey map or
other maps of the locality.
(This will enable the pupils to see how the stream is connected to other
water bodies).
All groups are given the opportunity to study the water cycle and study
the effects a local stream may have on a larger body of water.
All groups are given the opportunity to sketch plants and animals, write
up reports, do further artwork, creative writing, study local geography and
history.
All groups will report on their findings to the whole class.
All work is displayed.
Contributed
by Mary Keane who teaches in Togher N.S., Dunmanway, Co. Cork.
Togher N.S. is lead school of Schools Integration Project No 22 with a
project entitled An Awareness, Appreciation and an Enhancement of the local
Environment
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