INFORMATION FOR TEACHERS
The information contained in this section is related to features
of rivers. The maps and photographs support this.It is up to
teachers to develop the material to suit individual need.
Vocabulary that can be used in this programme of work
Water cycle, rainfall, spring, source, river, tributary, watershed,
erosion, vertical erosion, mountain, waterfall, valley, reservoir, water
treatment plant, rapids, floodplain, meander, gorge, contour lines,
key, estuary, transportation, deposition, delta.
Learning Outcomes

Identify sequence of the water cycle

Describe main features of a river

Recognize river features on a map and the meaning of contour
lines

Recognize the features of keys

Understand that rivers erode, transport and deposit

Identify how people affect the river environment and manage it

Use a wide variety of skills and resources

Explain about river features

Relate the River Nedd to river features in general
National Curriculum Orders in Wales
Focus Statement (relevant quotes)
Children should further their awareness and understanding of people,
places and environments at different scales in Wales, and the wider
world (compare with Nile or any river in Europe).
Through geographical enquiry, they should be taught to acquire and
apply a widening range of geographical skills to investigate and
identify changing and contrasting geographical patterns and how they
relate to physical and human processes. They should be given
opportunities to observe, describe and explain how features, patterns
and processes are linked to geographical issues.
Geographical Enquiry and Skills
When studying places and environments, pupils should be given
opportunities to

Observe and ask questions.

Collect, record and present evidence to answer questions.

Analyse evidence, draw conclusions or opinions and
communicate findings in an appropriate way.

Use and extend geographical vocabulary.

Observe and collect and record information in the field.

Follow directions, estimate and calculate distances.

Make and use maps and plans at a variety of scales.

Identify and locate places using atlases and globes.

Use secondary sources for information, ideas and explanations.

Use ICT to gain access to additional information and assist in
handling, classifying and presenting information.
Places
There are elements which link with this area of study, especially the
local area, in particular, coastal, town and mountain environments. It
can be used with other areas to make comparisons.

What the locality is like and what geographical patterns can be
identified.

Why the locality is like this and what processes are contributing to
its development.

How it compares with other places and what are the similarities
and differences.

Children should develop a fuller understanding of their own local
area and community.
Theme
Environmental change

Identify ways in which people affect the environment.

Investigate ways in which people attempt to look after the
present and safeguard the future environment through
sustainable development.

Begin formulating ideas and opinions about geographical issues
and events.

Understand the individual’s responsibility for the environment.
The resources are here for teachers to develop themselves .However,
these are just a few suggestions. The ideas can be used from map to
map.
INTRODUCTORY LESSON
This is not included in the programme, but there are many websites
that can be accessed related to the topic [see below]
WHERE DOES WATER COME FROM?
Objectives

Recognise features of the water cycle

To sequence the features

To note human factors and usages within that process
http://www.pembschool.org.uk
http://www.search.msn.co,uk
http://www.kidzone.ws/water
You can use Active Studio to emphasis elements

Use IWB to show the water cycle process.

Using the highlighter and spotlight to emphasise features.

Use the IWB pen to follow the course of the river.
Questions

Where does water come from?

Where does it go?

How does it travel?
FOLLOW UP ACTIVITIES

Make a rain cycle wheel using cardboard, split pins and children’s
illustration of the rain cycle.

Draw the journey of a river.

Make a collage of a river journey.

Make a key of river symbols.

Make a river safety code.
A visit can be arranged to Cefn Dryscoed water treatment plant. This
is about three kilometres from Pontneddfechan. There is not enough
time to visit it on the field trip along the river. You will pass it on the
way just before you climb onto Ystradfellte common. It is very well
blended into the environment and looks for all intents and purposes,
like a farmhouse .It has won awards for its design. You will need to
contact Mr G. Llewellyn
FLIPCHART 1
THE ESTUARY AND THE LOWER REACHES OF THE RIVER
Study the OS map related to the mouth of the river.
Ask the children what they think the river looks like and what can
they see?
For example width of river, flatness of land, discuss contour lines,
beaches, sea, canals, roads, bridges, chemical works
How are people using the river?
Use geographical vocabulary below, related to this stage of the river.
Flood Plains
This is where the river floods the flat land around it and deposits silt
and particles, banks will become slightly raised called levees.
Delta
This is the triangle of land flat and marshy where the river drops the
load it is carrying as it meets the sea.
Estuary
Where the river mouth widens as it reaches the sea. The tidal waters
flood the estuary.
When looking at the photographs, ask the children if they can see any
of the features discussed such as estuary, dunes, sea, mouth,
chemical works, flood plain, jetty, levees.
Use this opportunity to discuss different scales of maps by zooming in
and out of Get-a-map and Multimap and using the compass.
SUGGESTIONS FOR FOLLOW-UP ACTIVITIES


List the things you have seen in the photographs and maps
Look up definitions of the river words. Begin to make a
dictionary/reference book

Draw a map or picture.

Draw some symbols.

Draw a compass.

Write a poem.
THE LOWER REACHES OF THE RIVER

Look at the next OS maps
Discuss with the children what they can see and what they think
this area looks like:

River narrower

Lots of roads in different colours. Why?

Lots of houses/hospital/school/Abbey

Industry

Floodplain/flatter land

Railway

Bridges
Follow the route of the river using ActivStudio
Discuss the human influence in and around the river
What do you think you would be able to see?
What is the difference between the estuary and this part of the river?
Discuss geographical features of the lower reaches of a river
Slower almost sleepy quite muddy
Meanders
Erosion and Deposition
River Nedd slows down and isn’t able to carry all its load. All except
the smallest particles are deposited on the river bed. human
influence, building canals, bridges, meander flood plain, mans’
influence on the river
LOOK AT THE OS MAP OF THE SALT MARSHES.
On the field trip, there is an information board at this point where
habitats of salt marshes are discussed.
The children can discuss the photograph and notice the differences.
This is an increasingly rare habitat as different man made
developments take over coastal areas.
FOLLOW UP ACTIVITIES.

Research books and websites about salt marshes.

Draw plants and animals found there and make a reference book
for your library.

Add new river words to your dictionary.

Draw a picture showing the river features learned today.

Write a persuasive letter about why salt marshes should be
preserved.