10 Rivers&Us Photocopy Masters - Home | Waikato …€¦ · 87 photocopy masters 1. The Water Cycle...

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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

Rivers and UsPhotocopy Master 2

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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.

Wai makariri - Cold water, mainly cold fresh water.

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’.

Waipuke - Flood or flood waters

Nga momo waiNga momo waiNga momo waiNga momo waiNga momo wai

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


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Consequence WheelConsequence WheelConsequence WheelConsequence WheelConsequence Wheel


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Water Use AmountsWater Use AmountsWater Use AmountsWater Use AmountsWater Use Amounts

ActivityActivityActivityActivityActivityCleaning teeth

Shower

Bath

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Washing hands

Dishwasher

Hand washing dishes

Washing clothes

Garden hose (washing

bike, car, watering etc)

Average Amount UsedAverage Amount UsedAverage Amount UsedAverage Amount UsedAverage Amount Used5 litres

15 litres per minute

Full 200 litres

Half 100 litres

Full flush11 litres

Half flush 5 litres

4 litres

30 litres per cycle

20 litres

150 litres per machine cycle

15 litres per minute


99Rivers and UsPhotocopy Master 10

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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.


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Discussion Cube PromptsDiscussion Cube PromptsDiscussion Cube PromptsDiscussion Cube PromptsDiscussion Cube Prompts

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.

actionactionactionactionactionjRivers and UsPhotocopy Master 15

EquipmentEquipmentEquipmentEquipmentEquipment• clarity tube• bung• magnets

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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=====

Rivers and UsPhotocopy Master 18a


(Using 10 metres makes the maths easy!)

Refer to Photocopy Master 17b to find the area of the stream.

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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

Rivers and UsPhotocopy Master 18b

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

variety of habitats?

(to convert to litres x 1,000)

Rivers and UsPhotocopy Master 18b

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Bug Identification SheetBug Identification SheetBug Identification SheetBug Identification SheetBug Identification Sheet



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.


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.

Equipment:• Bug boxes• Bucket• Nets• Sorting trays


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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.


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?

Rivers and UsPhotocopy Master21

Rive

rs a

nd U

sPh

otoc

opy

Mast

er 2

2114

Habi

tat

Asse

ssm

ent

Habi

tat

Asse

ssm

ent

Habi

tat

Asse

ssm

ent

Habi

tat

Asse

ssm

ent

Habi

tat

Asse

ssm

ent

Aim

: To

det

erm

ine

how

good

the

are

a ar

ound

and

in t

he s

trea

m is

for

str

eam

life

Aim

: To

det

erm

ine

how

good

the

are

a ar

ound

and

in t

he s

trea

m is

for

str

eam

life

Aim

: To

det

erm

ine

how

good

the

are

a ar

ound

and

in t

he s

trea

m is

for

str

eam

life

Aim

: To

det

erm

ine

how

good

the

are

a ar

ound

and

in t

he s

trea

m is

for

str

eam

life

Aim

: To

det

erm

ine

how

good

the

are

a ar

ound

and

in t

he s

trea

m is

for

str

eam

life

We

can

find

out h

ow g

ood

the

habi

tat i

n an

d ar

ound

a s

tream

is b

y lo

okin

g at

eac

h of

the

follo

win

g fa

ctor

s an

d sc

orin

g th

em fo

r a

100m

rea

ch.

Taki

ngph

otog

raph

s is

a g

ood

way

to c

olle

ct in

form

atio

n ab

out a

stre

am.

Leve

l 1 F

acto

rs -

in th

e st

ream

(sco

re e

ach

fact

or fo

r yo

ur s

ectio

n of

stre

am)

(sco

re e

ach

fact

or fo

r yo

ur s

ectio

n of

stre

am)

(sco

re e

ach

fact

or fo

r yo

ur s

ectio

n of

stre

am)

(sco

re e

ach

fact

or fo

r yo

ur s

ectio

n of

stre

am)

(sco

re e

ach

fact

or fo

r yo

ur s

ectio

n of

stre

am)

HABI

TAT

FACT

ORS

HABI

TAT

FACT

ORS

HABI

TAT

FACT

ORS

HABI

TAT

FACT

ORS

HABI

TAT

FACT

ORS

“Cov

er”

in th

e st

ream

The

flow

ing w

ater

The

stre

am b

otto

m

EXCE

LLEN

TEX

CELL

ENT

EXCE

LLEN

TEX

CELL

ENT

EXCE

LLEN

T8/

78/

78/

78/

78/

7Lo

ts o

f diff

eren

t typ

es o

fco

ver,

incl

udin

g sn

ags

and

logs

und

er th

e w

ater

,un

derc

ut b

anks

, cob

bles

and

rock

s of

diff

eren

t siz

es.

Lots

of p

lant

s ov

erha

ngin

gan

d in

the

stre

am.

Stre

am h

as lo

ts o

f diff

eren

tsi

zed

pool

s an

d rif

fles

(wat

erru

nnin

g ov

er r

ocks

, cob

bles

etc.

) of d

iffer

ent w

idth

s an

dde

pths

. St

ream

has

bot

hbe

nds

and

stra

ight

par

ts.

The

grav

el, c

obbl

es a

ndro

cks

on th

e bo

ttom

of t

hest

ream

are

up

to ¼

cov

ered

with

fine

sed

imen

ts.

GOOD

GOOD

GOOD

GOOD

GOOD

6/5

6/5

6/5

6/5

6/5

Up

to h

alf o

f the

stre

am h

asco

ver

of s

nags

, log

s, c

obbl

esor

roc

ks. S

ome

pla

nts

over

hang

ing

and

in th

est

ream

.

Goo

d va

riety

of r

iffle

s,po

ols,

ben

ds a

nd s

traig

htru

ns in

the

stre

am. T

he r

iffle

san

d po

ols

are

of d

iffer

ent

wid

ths

and

dept

hs.

The

grav

el, c

obbl

es a

ndro

cks

on th

e bo

ttom

of t

hest

ream

are

bet

wee

n ¼

and

½ c

over

ed w

ith fi

nese

dim

ents

.

FAIR

FAIR

FAIR

FAIR

FAIR

4/3

4/3

4/3

4/3

4/3

Less

than

a th

ird o

f the

stre

am h

as c

over

from

snag

s, lo

gs,

cobb

les

orro

cks.

Not

a lo

t of p

lant

sov

erha

ngin

g an

d in

the

stre

am.

A fe

w r

iffle

s an

d po

ols

with

som

e di

ffere

nces

in d

epth

of

the

stre

am.

The

grav

el, c

obbl

es a

ndro

cks

on th

e bo

ttom

of t

hest

ream

are

bet

wee

n ½

and

¾ c

over

ed w

ith fi

nese

dim

ents

.

POOR

POOR

POOR

POOR

POOR

2/1/0

2/1/0

2/1/0

2/1/0

2/1/0

Ther

e is

ver

y lit

tle o

r no

cove

r pr

ovid

ed in

the

stre

aman

d no

pla

nts

over

hang

ing

or in

the

stre

am. T

he s

tream

may

hav

e be

en c

lear

ed o

ral

tere

d by

hum

ans.

The

stre

am h

as v

ery

little

varie

ty w

ith n

ot m

uch

diffe

renc

es in

stre

am d

epth

.

The

grav

el, c

obbl

es a

ndro

cks

on th

e bo

ttom

of t

hest

ream

are

mor

e th

an ¾

cove

red

with

fine

sed

imen

ts

YOUR

SCO

REYO

UR S

CORE

YOUR

SCO

REYO

UR S

CORE

YOUR

SCO

RESC

ORE/

RANK

SCOR

E/RA

NKSC

ORE/

RANK

SCOR

E/RA

NKSC

ORE/

RANK

SCOR

E/RA

NKSC

ORE/

RANK

SCOR

E/RA

NKSC

ORE/

RANK

SCOR

E/RA

NKHA

BITA

T FA

CTOR

SHA

BITA

T FA

CTOR

SHA

BITA

T FA

CTOR

SHA

BITA

T FA

CTOR

SHA

BITA

T FA

CTOR

S

Prot

ectio

n o

f th

e ban

ks

How

sta

ble

are

the

ban

ksof

the

stre

am

Plan

ts p

rese

nt o

n th

est

ream

ban

ks

EXCE

LLEN

TEX

CELL

ENT

EXCE

LLEN

TEX

CELL

ENT

EXCE

LLEN

T4444 4 M

ore

than

90%

of t

he b

anks

are

cove

red

with

man

ydi

ffere

nt ty

pes

of p

lant

s.

The

stre

am b

ank

is s

tabl

ew

ith li

ttle

or n

o er

osio

n se

en.

Man

y di

ffere

nt ty

pes

ofpl

ants

gro

w in

an

area

at

leas

t 20m

wid

e ba

ck fr

omth

e st

ream

.

GOOD

GOOD

GOOD

GOOD

GOOD

3333 3 Betw

een

70 a

nd 9

0% o

f the

bank

s ar

e co

vere

d w

ithdi

ffere

nt ty

pes

of p

lant

s.

Stre

am b

ank

appe

ars

stab

le, s

ome

evid

ence

of

past

ero

sion

whi

ch m

ay n

owha

ve n

ew p

lant

s gr

owin

g.

Plan

ts c

over

bet

wee

n 10

and

20m

bac

k fr

om s

tream

.So

me

sign

s of

hum

andi

stur

banc

e.

FAIR

FAIR

FAIR

FAIR

FAIR

2222 2 Betw

een

50 a

nd 7

0% o

f the

bank

s ar

e co

vere

d w

ith o

nly

a fe

w ty

pes

of p

lant

s.

Stre

am b

ank

unst

able

and

exam

ples

of e

rosi

on e

asily

seen

.

Plan

ts c

over

onl

y 5-

10m

back

from

stre

am. S

igns

of

a lo

t of h

uman

dis

turb

ance

of th

e ve

geta

tion.

POOR

POOR

POOR

POOR

POOR

1111 1 Less

than

50%

of t

he b

anks

are

cove

red

with

pla

nts.

Uns

tabl

e st

ream

ban

kw

hich

may

cru

mbl

e w

hen

wal

ked

on.

Plan

ts c

over

less

than

5m

back

from

the

stre

am.

YOUR

SCO

REYO

UR S

CORE

YOUR

SCO

REYO

UR S

CORE

YOUR

SCO

RE

LEFT

LEFT

LEFT

LEFT

LEFT

RIGH

TRI

GHT

RIGH

TRI

GHT

RIGH

T

Com

pare

you

r st

ream

’s to

tal s

core

with

the

rang

e be

low

to a

sses

s th

est

ream

hab

itat r

atin

g of

you

r si

te.

RATI

NG

SCO

RE

Exce

llent

48 -

40

Goo

d39

- 3

0

Fair

29 -

20

Poor

19 -

12

Our

stre

am is

rate

d as

Leve

l 2 F

acto

rs :

What

is o

n th

e ba

nks

(sco

re e

ach

fact

or f

or t

he le

ft a

nd r

ight

ban

k of

the

str

eam

)Le

vel 2

Fac

tors

: Wh

at is

on

the

bank

s (s

core

eac

h fa

ctor

for

the

left

and

rig

ht b

ank

of t

he s

trea

m)

Leve

l 2 F

acto

rs :

What

is o

n th

e ba

nks

(sco

re e

ach

fact

or f

or t

he le

ft a

nd r

ight

ban

k of

the

str

eam

)Le

vel 2

Fac

tors

: Wh

at is

on

the

bank

s (s

core

eac

h fa

ctor

for

the

left

and

rig

ht b

ank

of t

he s

trea

m)

Leve

l 2 F

acto

rs :

What

is o

n th

e ba

nks

(sco

re e

ach

fact

or f

or t

he le

ft a

nd r

ight

ban

k of

the

str

eam

)

Add

up

your

tota

l sco

res

for

each

of t

he fa

ctor

s.

Leve

l 1 fac

tors

Leve

l 2 fac

tors

left

bank

right

ban

k

TOTA

L

Rive

rs a

nd U

sPh

otoc

opy

Mast

er 2

2115

117

Recording SheetThe Physical FactorsThe Physical FactorsThe Physical FactorsThe Physical FactorsThe Physical Factors

Clarity Temperature pH

Stream water

Disturbed water

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

-


118

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


119

“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


120

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!

121

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

1


10 Rivers&Us Photocopy Masters - Home | Waikato …€¦ · 87 photocopy masters 1. The Water Cycle...

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Transcript of 10 Rivers&Us Photocopy Masters - Home | Waikato …€¦ · 87 photocopy masters 1. The Water Cycle...