| Inventory/Field
Study |
| Lesson Abstract |
| Summary: |
This is a hands-on investigation
of the characteristics and
attributes of a riparian corridor and stream bank. |
| Grade Level: |
6-8 |
| MO GLE: |
SC5.3.A.6; 4.1.D.6 |
| Subject Areas: |
Science |
| Show-Me |
Goals – 1.3, 1.6 |
| Standards |
Strands –Strands – SC 3,4,5,7,8 |
| Skills: |
Observing, recording, measuring, classifying |
| Duration: |
2 to 3 hours |
| Setting: |
Outdoor, with classroom preparations and follow-up |
| Key Vocabulary: |
Riparian corridor, stream bank, biodiversity, erosion |
Rationale:
- The riparian corridor is essential for the health
of a stream.
- The health of the riparian corridor will affect recreation,
agricultural practices, wildlife habitat, aesthetics, and flood management.
- Healthy stream banks are essential for a healthy
stream.
- Healthy stream banks help prevent erosion and damage
from floods.
- Students will probably become landowners someday
and make land use decisions that can affect water quality and biodiversity
in their watershed.
Student relevance:
- Maintenance of a healthy riparian corridor is essential
to a healthy watershed.
- Human activities and attitudes influence the health
of stream banks and riparian corridors.
- Healthy riparian corridors are important for recreational
and other uses.
- The study of riparian corridors offers students life-relevant
learning situations.
Learning Objectives:
Upon completion, students will be able to . . .
- Identify typical components of healthy and unhealthy
riparian corridors (see riparian corridor introduction).
- Identify characteristics of healthy and unhealthy
stream banks (see riparian corridor introduction).
- Describe the importance of healthy stream banks and
riparian corridors for flood control, erosion prevention, and biodiversity.
- Describe beneficial and destructive human impact
upon riparian corridors and stream banks.
- Describe the role of riparian corridors in providing
wildlife habitat.
- Identify positive and negative uses of riparian corridors
and stream banks.
Students Need to Know:
- Recreational uses of streams.
- Their own experiences with streams and rivers and
how they use and enjoy the outdoors.
- The functions of the water cycle.
- Typical plants and animals of local riparian corridors
(Biogeography of Missouri).
The concept of erosion.
- The conditions of healthy and poor riparian corridors.
- The land use practices which enhance the development
of healthy and poor riparian corridors.
Teachers Need to Know:
- Riparian corridor plant and animal life.
- How to identify erosion.
- How to use tree and animal tracks identification
handbooks.
- How to read a topographic map (optional).
Resources:
The following materials are available at no charge from
the Missouri Department of Conservation, P.O. Box 180, Jefferson City,
MO 65102-0180, (573)751-4115.
Understanding Streams (brochure)
Managing the Stream Side Forest
Restoring Stream Banks with Willows, 1991
Trees Along Streams, 1994
Tree Revetments for Stream Bank Stabilization
How to Build a Stream Revetment (video for free loan from MDC Media
Library)
Conservation Education Series for Junior and Senior
High Order on line at: http://www.mdc.mo.gov/teacher/materials/
Aquatic Field and Classroom Activities
Missouri’s Rare and Endangered Species
Wildlife Management in Missouri
Biogeography of Missouri
Topographic Maps
Available from the Missouri Department of Natural Resources, Division
of Geology and Land Survey, P.O. Box 250, Rolla, MO 65402, (573)368-2125
Website for DNR publications: http://www.dnr.mo.gov/geology/adm/publications/pubscatalog.pdf
Materials Needed for Lesson:
Riparian Corridor Inventory Checklist (provided
with lesson)
Nature guides, tree and animal tracks identification handbooks
Topographic maps (optional)
Notebooks
Plastic shopping bags
Procedure:
- Use topographic maps (optional) to identify an appropriate
area for a field trip.
- Divide students into groups of 5 or 6 for the field
trip.
- Pass out copies of Riparian Corridor Inventory
Checklist and instruct students to be observant and complete the
handout based on their observations.
- Ask students to identify trees and other significant
vegetation within a reasonable area (approximately 10’ x 10’).
Use identification handbooks and prior knowledge.
- Have students collect leaf samples from trees for
pressing and mounting.
- Have students record all signs of animal life (tracks,
droppings, rubbing).
- Have students observe and record any evidence of
human activity.
- Have students observe and record signs of flooding
and the effects of the riparian corridor on the flood waters.
- Have students make judgments as to the aesthetic
qualities of their area.
- Have students observe the litter and soil, and take
samples if appropriate. (Soil and litter should reflect the sediment
trapping properties and flood control abilities.)
- Have students observe how the riparian corridor trees
affect the stream itself.
- (Shade from these trees helps cool the water, thus
increasing the water’s ability to hold oxygen.)
- From their classroom activities and field experiences,
ask students to draw conclusions about the characteristics of a healthy
riparian corridor and stream bank.
- Ask students to make recommendations for planning
and maintaining such healthy riparian corridors for their stream.
Evaluation Strategies:
- The riparian corridor inventory can be a performance
assessment.
- Students can summarize their learning in a story,
poem, concept map or crossword puzzle that they create.
Extension Activities:
- Create a bulletin board or wall mural using large
art paper to create the plants and animals that would be found in a
typical Missouri riparian corridor.
- Have students write stories for the local newspaper
about their experiences and findings.
- Involve the local radio or television station in
coverage of activities.
- Visit other streams in different physiographic regions
of Missouri.
- Adopt a stream through the Missouri STREAM TEAM Program.
- Conduct litter pick-ups in a riparian corridor.
- Talk with local, state, and federal leaders about
riparian corridors and stream banks.
- Simulate healthy and unhealthy stream banks using
a stream table or the River Cutters Program.
- Plant trees in riparian corridors.
- Plant willow stakes on bare stream banks.
- Examine the different strata in soil profile trenches
along the stream.
- Build a stream table. (Contact the Missouri Department
of Conservation for the booklet How to Build a Stream Table.)
Suggested Scoring Guide:
Inventory/Field
Study
Teacher Name: ________________________________________
Student Name: ________________________________________
| CATEGORY |
4 |
3 |
2 |
1 |
| Contributions |
Routinely provides useful ideas when participating in
the group discussion. A definite leader who contributes a lot of effort. |
Usually provides useful ideas when participating in
the group discussion. A strong group member who tries hard! |
Sometimes provides useful ideas when participating in
the group discussion. A satisfactory group member who does what is
required. |
Rarely provides useful ideas when participating in the
group discussion. May refuse to participate. |
| Focus on the task |
Consistently stays focused on the task and what needs
to be done. Very self-directed. |
Focuses on the task and what needs to be done most of
the time. Other group members can count on this person. |
Focuses on the task and what needs to be done some of
the time. Other group members must sometimes nag, prod, and remind
to keep this person on-task. |
Rarely focuses on the task and what needs to be done.
Lets others do the work. |
| Monitors Group Effectiveness |
Routinely monitors the effectiveness of the group, and
makes suggestions to make it more effective. |
Routinely monitors the effectiveness of the group and
works to make the group more effective. |
Occasionally monitors the effectiveness of the group
and works to make the group more effective. |
Rarely monitors the effectiveness of the group and does
not work to make it more effective. |
| Working with Others |
Almost always listens to, shares with, and supports
the efforts of others. Tries to keep people working well together. |
Usually listens to, shares with, and supports the efforts
of others. Does not cause "waves" in the group. |
Often listens to, shares with, and supports the efforts
of others, but sometimes is not a good team member. |
Rarely listens to, shares with, and supports the efforts
of others. Often is not a good team player. |
Rubric Made Using: RubiStar (http://rubistar.4teachers.org)
Riparian Corridor Inventory Checklist
Directions: Observe your designated area carefully
and describe what you see directly and indirectly for each item listed
below. Be as specific as possible.
| Large trees |
Erosion |
Root wads |
| Exposed roots |
Overhanging trees |
Humus |
| Understory vegetation |
Wildflowers |
Insect signs |
| Bird signs |
Snakes |
Beaver |
| Flooding Signs |
Debris in trees |
Water marks on trees |
| Sand deposits |
Gravel or sand bars |
|
Human impact (roads, fences, picnic tables,
trash, logging, gravel or sand mining, buildings, livestock overuse, farming
up to the stream bank)
Evidence of animal habitat in and around the
riparian corridor and stream bank (look for tracks, droppings, rubbing,
vegetation consumption, etc.)
|