banks, riparian vegetation and related care...banks, riparian vegetation and related care...

B a n k s , r i p a r i a n v e g e t a t i o n a n d r e l a t e d c a r e

E N V I - M O B I L E : I n t e g r a t i o n o f m o b i l e l e a r n i n g i n t o e n v i r o n m e n t a l e d u c a t i o n f o s t e r i n g l o c a l c o m m u n i t i e s ’ d e v e l o p m e n t

2 0 1 4 - 1 - S K 0 1 - K A 2 0 0 - 0 0 0 4 8 1E R A Z M U S + P r o g r a m m e

P r o j e c t i s c o - f i n a n c e d b y E u r o p e a n U n i o n , P r o g r a m m e E r a s m u s + .

E N

e n v i . s t r o m z i v o t a . s k

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BANKS, RIPARIAN VEGETATION AND RELATED CARE

The aim of the activity: Finding out what pupils know about banks and riparian vegetation.

Step 1Brief description of the activity:Ask pupils to imagine riparian vegetation by the stream or lake. After the minute they describe what plants and animals are present in the riparian area, what do they eat, how useful they are, how they impact their environment. Write their ideas down on the board and add few more. Key expressions from the task assignment should be visible on the board for pupils´ reference (e.g. plant/animal/food/impact etc.). Instruction (what you need to tell the students):Imagine the bank of a stream or a lake. Write down what plants and animal species grow and live there, what do they eat, or how useful they are. Are they important for the life in the lake/stream? What benefit they bring to humans? You have 3 minutes for this.

Tools for the activity (everything you need to take to the classroom): Paper, pen, board and chalk (markers)Estimated time (max. 40 min.): 5 – 8 minutesNotes: Use the pictures of riparian vegetation from ANNEX 1 as an example and inspiration. If possible, you can project the pictures on the wall.

Part of the lesson:

EVOCATION

Activity No. 1

Activity No. 2

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BANKS, RIPARIAN VEGETATION AND RELATED CARE BANKS, RIPARIAN VEGETATION AND RELATED CARE

The aim of the activity: Realizing the importance of riparian vegetation on the banks ecosystem.

Step 1Brief description of the activity:Divide pupils into 3 groups. Each group will work with different type of riparian vegetation (e.g. mountain stream banks, banks of a lake, wetland near the lake etc. – ANNEX 2). Pupils answer the questions from ANNEX 3. They write down their answers into the table (ANNEX 3) or on the flip paper. Instruction (what you need to tell the students):Work in groups. Choose one person to write down the notes (based on your current knowledge). Also choose 2 pupils to work with the article in ANNEX 2. These will afterwards add more information from the articles to your notes. Your task in the group is to think about concrete type of the riparian vegetation and answer the questions from ANNEX 3.

Step 2Brief description of the activity:Use the method of circulating flips, after 5 minutes the groups change the papers so that each group can add their own ideas to the other group lists, too. Instruction (what you need to tell the students):(After 5 minutes) Change your paper with the other group and add your suggestions to their texts. (After 5 minutes) Again, change your paper with another group and add your suggestions to their list. (After 5 minutes) In this way continue circulating the papers in the groups until your groups receives your original paper. Then read what the other groups added. Now check your texts and with the support of pupils who worked with ANNEX 2 add new information.

Part of the lesson:

APPRECIATION

Activity No. 2

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Part of the lesson:

APPRECIATION

Step 3Brief description of the activity:Pupils present their findings by each group. While one pupil from the group presents, the other writes down the key notes on the board. The board can be divided into 3 parts according to ecosystems/types of riparian vegetation, in order to compare the common features. Pupils write down the key characteristic features of their concrete ecosystem and possible disasters that can affect them and complement each other. Instruction (what you need to tell the students):In each group, choose one speaker and someone to write the notes. Speaker will present your findings to the class and the writer will write down the key notes on the board. Focus on introduction and characteristics of your ecosystem (typical plants and animal species and their relations), possible problems that might affect the ecosystem etc.

Step 4Brief description of the activity:Compare the expressions written on the board, try to find out whether any of them appear in all 3 ecosystems. Let pupils write down the information they consider important. Instruction (what you need to tell the students):Think through – do different ecosystems tackle similar problems? Are they affected by identical disasters? Write down the key information.

Tools for the activity (everything you need to take to the classroom): Pen, paper, flip paper for each group, ANNEXES 2, 3 and 4 for each groupEstimated time (max. 40 min.): 25 minutesNotes: It is suitable to let pupils to access additional information about proposed ecosystems – e.g. via internet search, magazines, newspapers. As an inspiration, make ANNEX 4 available for each group.

Activity No. 3

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The aim of the activity: Understanding of one of the most diverse ecosystems in our geographical area.

Step 1Brief description of the activity:Continue the discussion about the concrete ecosystem from your neighbourhoods, well known to pupils (river bank, lake, wetlands). Pupils can present their own solutions and opinions on how riparian vegetation lives, what affects them, how it is possible to eliminate negative effects or revive the systems. For inspiration use pictures from ANNEX 4 again, or video about human impact on the concrete ecosystems (agriculture, chemical industry, machine industry, wood industry etc.) Instruction (what you need to tell the students):Think about which of the mentioned ecosystems do we have in our neighbourhoods? What do you think, in what condition is this ecosystem now? What is it affected by? Which natural disasters can affect it? What human activities might destroy it? Which prevention measures should be taken to protect this ecosystem? Why should we protect it?

Tools for the activity (everything you need to take to the classroom): ANNEX 4 for each group, minutes from the previous activitiesEstimated time (max. 40 min.): 10 minutesNotes: Use the pictures of riparian vegetation from ANNEX 4 as an example to inspire pupils. Or project the videos suggested in ANNEX 4.

Part of the lesson:

REFLECTION

Activity No. 3

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ANNEX 1 - Mountain stream

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ANNEX 1 - River

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ANNEX 1 - Lake

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ANNEX 2 - Worksheet

Group 1Bank of the mountain stream Each stream starts with the spring, where the under surface water appears on the ground. Ecosystem of the mountain streams is characterised by fast water stream flowing on the hard, rocky or stony bottom. Its´ width or depth is not dominant, but what is important is the speed of the water flow, that makes it characteristic. Typical sign can be cascading bottom with many rocks, with noisy water running in between them. The noise is a typical feature of a mountain stream too. The life variety is not as great as in other types of water ecosystems, occurring on lower altitudes. In mountain streams we can find different species such as Turbellaria, Trichoptera, Ephemeroptera, from the fish it is Salmo trutta morpha fario, small vertebrates such as frogs, newts, aquarius, Motacilla cinerea etc. Riparian vegetation is created mainly by moss, decorating the rocks and stones and invertebrates that live in this particular type of vegetation. They need to resist the water stream running fast in the steep troughs. Trough of the stream is reinforced by eg. hazels, spruces, beech or maple. Mountain streams create very important ecosystems in forest environment, providing many important and limiting conditions for the forest ecosystems.

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Group 2River bank

Riparian vegetation around the streams and rivers is characterised by the trees and plants growing on their banks. These have several functions, among the main ones belongs erosion control, microclimatic effects, self – cleaning of the waters, providing home and source of foods for variety of animals. Among the most frequent in the ecosystem belong alders, willows, poplars, hornbeams. Also, viburnum, elderberry, privet, hawthorn. Among the most frequent plants belong hydrophilous grasses or rattan. Plants are represented by mentha aquatica, Myosotis scorpioides, Petasites hybridus, arctium, Epilobium etc. Riparian vegetation create an important ecosystems in the environment, fulfilling several irrecoverable functions and thus contribute to overall stability of the environment.

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Group 3Lake bank

Riparian banks of the lakes present different and specific type of ecosystem, as the lakes present still waters. Water mass is not characterised by fast flow or kinetic force. Water flow is concentrated in between upper and bottom layer of the water. Vegetation is created by plants such as Typha latifolia, Arundo donax and grasses. On the interface, where the lake passes into dry land, there is almost always transition – wetland area, specified by wetland with highly nutrient substrate, providing nutrition from dead bodies of plants and animals. In these areas typical water loving species occur, eg. Menyanthes trifoliate, Caltha palustris, Equisetum arvense and other. Trees usually grow in bigger distances from the lake and are represented by willows, alders, birch, poplars. Wetlands belong among the richest ecosystems in terms of variety of plant and animal species and microorganisms. The biggest variety represent invertebrates (gastropods, worms, insects etc.). There is rich variety of amphibians and water birds. In the lakes there are fish adopted to muddy waters, with low oxygen, where the decomposition of dead organisms takes place.

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ANNEX 3 - Answer the questions (linked to ANNEX 2):

What grows in your ecosystem?

What kind of animals (insects, small mammals, birds) live in this area?

What relations and bonds are there among different species in these ecosystems?

What mostly affects the plants and animals in this bank?

What is the human´s impact on this bank of the river/lake/wetland?

What human activity causes the biggest danger on this bank?

What problems can human and nature itself cause in this type of ecosystem?

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ANNEX 4

For inspiration – examples of pictures and videos to be used in evocation/introducing the topic:

Videos:https://www.youtube.com/watch?v=OwOBRH56Ic0

https://www.youtube.com/watch?v=3uBO5gpAaEQ

https://www.youtube.com/watch?v=YXN-G2GR6M0

Intensive forestry/logging – the use of heavy equipment, deforestation of large areas

Water pollution from heavy industries

https://www.youtube.com/watch?v=OwOBRH56Ic0

https://www.youtube.com/watch?v=3uBO5gpAaEQ

https://www.youtube.com/watch?v=YXN-G2GR6M0

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Municipal waste in large water dam Ružín, Slovakia

Water pollution from municipal waste

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Water pollution from toxic waste /chemical industry

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INVÁZNE RASTLINY INVÁZNE RASTLINYNOTES

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banks, riparian vegetation and related care...banks, riparian vegetation and related care...

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