Unit Title: Riparian Zones
Subject(s): Science Grade(s): Intermediate
Number of Lessons: 7 Time: (in weeks) 2-3 weeks
Rationale/Overview: The purpose of this unit is for the students to familiarize themselves with a
local riparian zone and the role this area plays in the overall health of the watershed. In order to
more thoroughly understand the issues with the Nechako white sturgeon, it is essential to learn
about riparian zones, the area located next to the water. The goal is that this awareness about
the riparian zone will enhance students’ understanding of consequences from human activities
and how they can prevent negative outcomes.
Background and Teacher Preparation Required: This unit is meant to be taught after the
students have already learnt about the local watershed as well as the endangered Nechako
White Sturgeon.
It is highly recommended that before teaching this unit, the teacher visits a riparian zone in the
local area to familiarize her/himself with the ecology of riparian zones.
Cross-Curricular Connections: L.A., P.E. and/or D.P.A., Social Studies, Fine Arts
Extensions and Adaptations: This unit should be taught after learning about the Nechako
watershed and the Nechako white sturgeon.
Resources: The PowerPoint presentation about Murray Creek; support/work sheets Watershed
Observations; Watershed Activity; Riparian Zones – Why Important; Fallen Leaf; Riparian Zone –
Impact and Threat; Salmon Habitat; websites; computers; art supplies; materials for experiments
(jars, silt, gravel, water); The Nature Guide; The Stream Keepers Handbook; pencils and erasers;
map of the Nechako watershed;
PLOs:
Grade 4 LS (Life Science):
Grade 5 ESS
(Earth and Space
Science):
Grade 6 (LS):
Grade 7 (LS):
Compare the structures and behaviours of local animals and plants in different habitats and
communities.
Analyse simple food chains
Determine how personal choices and actions have environmental consequences.
Describe potential environmental impacts of using BC’s living and non-living resources
Analyse how different organisms adapt to their environment
Analyse the roles of organisms as part of interconnected food webs, populations, communities,
and ecosystems
Assess survival needs and interactions between organisms and the environment
Assess the requirements for sustaining healthy local ecosystems
Evaluate human impacts on local ecosystems
Overview of Lessons:
Lesson # and
Title
(time in
minutes
1.
Review of the
Nechako
Watershed
Instructional
Objectives
Teaching Strategies
Lesson Activities
The student is able
to define what a
watershed is.
The teacher brings the students
outside to observe and record in
order to review their
understanding of a watershed.
The teacher encourages a class
reflection and discussion.
Students brainstorm individually
“what is a watershed” by going
outside and document their
observations and then visualize
what happens to precipitation
in this particular area (see
details in Watershed Activity).
The teacher initiates a second
activity whose goal is to define
the boundaries of a watershed.
By discussing and reflecting as
a class, the students learn what
a watershed is.
Crumpled paper
Blue markers
Water in containers
The class answers the question Do
you know which watershed we
are in now? and the class looks
at map of the Nechako
watershed.
Students participate in activity
with crumpled paper (see
Watershed Activity) in order to
visualize the boundaries of a
watershed.
Map of the Nechako
watershed
1 hr.
Assessment
Strategies
Students’
participation in
discussions.
Materials (Specific to This
Lesson)
Worksheet Watershed
Observations
Watershed Activity
Pencils
Erasers
Students discuss and locate the
area on a map of the Nechako
watershed and also examine
the area alongside the streams
and lakes (the riparian zone).
2.
The land in
The student is able
to identify a healthy
riparian zone.
Brainstorming (review last lesson
where students located local
riparian zone on map)
In class, watch PP presentation
and discuss what signifies a
healthy riparian zone.
View PowerPoint presentation
Engage in art activity where
Art activity: “What is
a healthy riparian
Map of the Nechako
Watershed
PowerPoint Presentation:
Riparian Zone Murray Creek
between
slide 1-3. Compare physical
features of the 2 pictures (see
notes below slides in PP
presentation).
45 min – 1 hr.
students illustrate a healthy
riparian zone through chosen
method.
Discuss What organisms do we
find in a healthy riparian zone in
the Nechako watershed?
Complex plant
communities (trees,
bushes, grasses)
Mammals (moose,
bears, beavers…)
Reptiles and
Amphibians (frogs,
toads, salamanders...)
Fish (white sturgeon,
salmon, trout…)
Birds (geese, ducks)
Invertebrates
(dragonflies,
Rare species
zone?”
http://www.cowsandfish.org
(Riparian zone is
composed of shrubs,
trees, and other lush
vegetation next to a
stream or a lake. A
structurally diverse
community
including a variety
of organisms.)
Caring for the Green Zone –
3rd Edition
Support sheet: Riparian
Zones - Why important and
Salmon Habitat
Art materials
Class discussion about why
riparian zones are important: (use
cowsandfish.org website: Water
Quality and Riparian Areas)
-trap sediment
-reduce erosion
-store nutrients and contaminants
Biologically diverse
Art activity: illustrate a healthy
riparian zone.
3.
Biodiversity and
Riparian Zones
Students can define
biodiversity and
analyse the
importance of a
diverse riparian
Review what a healthy riparian
zone is.
Reflect on the question:
Why is the riparian zone so
Students recall prior
knowledge.
Brainstorming and discussions in
A poem, skit, or rap
song.
The Fallen Leaf
http://wwwcowsandfish.or
zone.
1–1½
hr.
appealing to many organisms?
(The combination of water, lush
vegetation, food sources, and
connections to other landscapes.
The temperature is suitable for a
variety of organisms. Link a
variety of ecosystems (aquatic
and terrestrial) together).
Talk about the term biodiversity
that describes the variety of life –
plants, animals, fungi, and
microorganisms.
Hence, in a riparian zone you
can find a large degree of
biodiversity.
Note: a large degree of
biodiversity is one measure of a
healthy ecosystem!
Read and discuss the Fallen Leaf,
reflect upon adding humans to
the food chain (refer to flow
chart in Fallen Leaf) and how
humans can impact the flow in
both a positive and negative
manner.
The teacher asks the students to
create a poem, skit, or a rap
song about the importance of
biodiversity in a riparian zone.
(All these organisms in a healthy
riparian zone depend on each
other for survival. A lot of
biodiversity is a sign of a healthy
riparian zone).
Present to class.
class.
g
Students work in partners or
small groups where they create
a poem, skit, or a rap song to
show what they know about
the importance of the
interconnections between
organisms (biodiversity) in a
riparian zone.
http://www.cowsandfish.o
rg/pdfs/biodiversity.pdf
Paper, pencils, and
maybe dress-up clothes
4.
Impacts
& Threats
I can analyze the
impacts human
activity has on the
riparian zone.
(if possible, visit an
area, such as
Murray Creek
Restoration Site in
Vanderhoof, in your
community where
impact has had
negative outcomes)
Review the flow chart that
illustrates interconnections in the
riparian zone.
Talk about the importance and
value of riparian zones. (Social
and economic benefits).
Field trip:
Go on a nature hike to Murray
Creek Restoration Site to learn
about consequences of human
activity. Use attached “demo
brochure v2”.
Students review and discuss.
If going on a fieldtrip:
Discuss consequences of
human impact in the Murray
Creek area.
Participate and add
to the display about
human impact and
threats to our
riparian zone.
Support sheet: Riparian
Zones – Impact and
Threats
Murray Creek info: Demobrochure v2
In the classroom:
Participate in discussion while
watching the PowerPoint
presentation and brochure.
Brochure Home Tips for
Healthy Streams from
Fisheries and Oceans
Canada
Create a display together.
http://www-heb.pac.dfompo.gc.ca/publications/p
df/hometips_2000_e.pdf
OR, In the classroom:
Large poster board for
display
Use the PowerPoint presentation
slides 4-15 to encourage
discussion about results of human
activity near streams.
Markers, glue, magazines,
pens, scissors, markers
Good footwear, science
journal/paper and pencils,
and cameras for nature
hike
Hand out “Home Tips for Healthy
Streams” for students to look at
and choose one or more tip(s)
that is really important to them.
Everyone:
Participate in creating a joint
poster/display for the school that
shows how to maintain healthy
streams.
5.
Riparian zones
Student can
participate in class
discussion about
Review (esp. the needs of the
Nechako white sturgeon):
Review
Participate in discussion and
Participate in
creating t-charts
that show the
Poem Sturgeon by Lorna
Crozier
and the Nechako
white sturgeon
45 min.
how an unhealthy
riparian zone
negatively affects
the Nechako white
sturgeon population
and discuss the
benefits of healthy
riparian areas to the
watershed.
Read the poem Sturgeon
Use life cycle poster and activity
sheet Monster Fish.
experiments about the riparian
zones and the needs (food and
habitat) of the Nechako white
sturgeon. Students’ responses
are recorded on a t-chart.
Discuss what white sturgeons eat
during each stage in their life
cycle. Conduct an experiment
together where two jars are filled
with water. One jar is placed on
windowsill or somewhere in the
sun. The other is placed in the
shade. After awhile, compare
temperatures and relate this to
the fact that water needs shade
to stay cool for salmons to thrive
(adult sturgeon’s most important
food source). Discuss other
factors that affect sturgeon’s
food sources.
Document students’ responses on
t-chart.
importance of
riparian zones in
various stages of the
white sturgeon’s life.
Activity sheet Monster Fish
Support sheet Food &
Habitat and Sturgeon
Habitat A
http://www.wildpacificsal
mon.com/site/680079/PA
GE/505912
2 jars with water in each.
2 jars with water, gravel
and silt in one, just water
and gravel in the other.
Then, conduct experiment to
show why a healthy riparian zone
is essential to the sturgeon. 2 jars:
one filled with water, gravel and
silt and the other water and
gravel only. Shake both jars and
look at water quality: which one
is clearer?
Discuss what the white sturgeons’
needs are in terms of habitat.
Document responses on another
t-chart.
(See support sheet Food &
Habitat.)
Student can assess
the importance of
Invite a local First Nations guest
speaker who can share
Students participate in
discussion with guest speaker.
Local First Nations guest
6.
Riparian Zones
and the local First
Nations People
riparian zones to the
local First Nations
people
1 hr
information about the
importance of the riparian zone
to the lives of his/her people
- Hunting
- Trapping
- Medicinal Plants
- Fishing
…And also:
+ project time
Celebration
Student can share
knowledge of how
to be a stream
steward of the
Nechako
watershed.
Ask each student to share what
was the most important and/or
interesting fact or insight they
learnt in this unit.
Share knowledge gained in this
unit.
The teacher tells them that they
now have the knowledge to
become stream stewards.
Participate in celebration.
What does it mean? What can
you do?






Wash cars with a minimum of
detergent
Do not flush products that can
be harmful to the environment
Sweep your walks and
driveways
Keep stream shaded
Keep litter and trash out of
streams
Keep pets away from streams
speaker
-write a newspaper
article, or
Paper, pencils, and
erasers
-write/illustrate a
children’s book or
comic
Markers/crayons
computers
from the perspective
of a First Nations
youth pre-contact
with Europeans
settlers. The article or
story describes the
dependency on the
riparian zones to the
First Nation people’s
daily lives.
How the settlement of Europeans
impacted traditional living (roads,
highways, logging, agriculture,
mining, and urbanization.
7.
Presentation:
Discuss stream stewardship.
Orally share what it is
to be a stream
steward of the
Nechako
watershed.
Party supplies
Certificate/diploma





Landscape with care
Try to avoid weed killers and
other pesticides
Plant trees in riparian zones
Attend meetings and
participate in stewardship
projects
Educate yourself on stream
health and stream rehabilitation
Create/participate in a
celebration with the class, where
students get a diploma or
certificate.
Extensions: Participate in a local restoration project, where students get the opportunity to plant trees along a
stream or other hands-on activities.