Year 6 - Raging Rivers
Learning Objectives
Key Vocabulary
Activities
Resources
Key Questions
What do we already know about rivers and streams?
What more can we find out? Where can we find information?
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Use a variety of
resources to investigate
rivers and streams
Get a feel for their
forms, locations and
activity.
To know the elements in
the water cycle.
river
stream
source
Getting a feel for streams and rivers – classroom roundabout of
activities or selection of items on each table to investigate. Time
to discuss rivers and streams, what they already know, stories
they have!
 River picture packs.
 River photographs.
 River works of art – art packs/posters.
 River poems/stories.
 River references books – big books.
 Atlases and wall maps to investigate World Rivers – facts
and figures (biggest, longest etc.)
 Playing with river terms – match up name and explanation
cards. Brainstorm words they know which are associated
with rivers – create class list of vocabulary (whether they
know meaning or not).
River picture packs
(Itchen)
River photographs.
River works of art
packs/posters.
River poems/stories.
River reference books –
big books.
Atlases
River terms .
water cycle
evaporation
condensation
precipitation
source
cloud
Recap water cycle – washing line of terms in wrong order class to
sort out (only a recap – don’t over do it please just
revisit/reinforce).
Write the story of a water droplet its journey through the
water cycle. Show examples of cartoon strips and ask children
to write their own short cartoon strip from the view of the
water droplet (e.g. Wally Waterdroplet).
Cartoon strips
Washing line
Terms
Pictures of Water Cycle
Key Questions
What do you think will happen to your created river?
How can we label and explain the processes and names of river systems?
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Have an understanding of
river processes and
patterns.
understand riverine
vocabulary
produce labelled
annotated diagrams of
rivers created on
playground – label,
describe and explain
process.
mouth
source
meander
ox-bow lake
tributary
delta
erosion
deposition
landscape
transportation
confluence
waterfall
estuary
channel
lake
hill
mountain
valley
Playground Rivers Creating a river system on slope of playground using a mix of
peat, pea gravel, sand and soil – then hosing water over to see
what happens. (See Instruction Booklet).
source
meander
tributary
mouth
Petty’s Brook Mystery
Children first predict the course of the river and then place
river terms once created.
mix of peat, pea gravel,
sand and soil
watering can
plastic sheet
string
cardboard for labels
Once practical activity is complete write up:
1) an annotated diagram explaining how to make the river e.g.
equipment needed, instructions on what we did – predictions,
creating river, labelling.
2) What the river shows– annotated diagrams of river created
– labels, descriptions and explanations e.g. Deposition = is
where the river slows down and loses energy and the rivers
load is dropped on the side of the river where the water
flows more slowly.
marker pens
County website has
instructions for making
playground rivers
physical features
Key Question
What is Petty’s Brook like?
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To identify some of the
physical aspects of a local
river using secondary sources.
‘Where do I start and where do I go?’ - Mystery stream – solve
it!
Using maps locate source and mouth of our river.
Children draw a maplet of Petty’s Brook to show its course. Use
grid references
Local maps showing Petty’s
Brook scale1:10,000 or
smaller
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Develop observational
skills
Use fieldwork techniques.
To identify and describe
physical aspects of a local
river first hand
Present findings clearly
using text, maps and
diagrams
flood
flood plain
water speed
flow
rate of flow
depth
bank
human features
maplet
cross section/
profile/
transect drawing
Visit Petty’s Brook – Petty’s Brook Detectives
Risk assessment
Letter from South-East Water Agency
‘We appear to have lost our records on Petty’s Brook between x
and y in Chineham.
1:10,000 and smaller scale
maps of Petty’s Brook
Dog biscuits! (that float!)
As we are in charge of managing rivers in your region it is crucial
that our records are up to date.
Cameras
Last year we were criticised when areas flooded so we need to
know as much as possible about our streams and rivers.’
Tape measures /
Measuring sticks
During visit children produce annotated maplet of a section of
Petty’s brook. Measure width, depth, speed of flow.
Stop watch
wellies
Write a report for the agency, using their own statistics.
Assessment activity:
Maplet/letter to include:
- Annotated diagrams of river/stream – labels + description of
what is happening.
- Information gathered about speed, width and depth of the
stream.
- Information gathered on erosion and deposition hotspots
(could be marked on diagram of stream).
- Evidence of any human interactions.
Key Question
What is the River Itchen like?
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Research a local river
using maps, photos and
the internet.
Identify and explain
physical features of the
river.
journey
Read – The Waters Journey, Schmid, E.
Explain that the children are going to research a local river
(River Itchen) – use virtual tour on Hampshire County Website
as start point. Use maps (pinned onto wall) and websites below to
locate and follow the river from source to mouth.
In groups produce own version of The Waters Journey about the
River Itchen – make into a book using photos from web or
pictures drawn – each group could produce own book or each
group work on a different section of the river.
ICT LINK – use Word to paste pictures into an add text, sound
and graphics.
Hants county website = county intranet then curriculum –
geography – examples of work – virtual tour of Itchen (and
others).
www.multimap.co.uk
www.streetmap.co.uk
www.upmystreet.co.uk
www.192.com (zoom in and it goes to aerial pictures)
Key Question
How is the River Itchen different from a larger regional river (Usk)?
Maps
Copies of River Itchen
photo trail
Questions sheet to use
when investigating river
on website.
Virtual tour of River
Itchen on Hants County
website
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Compare and contrast two
rivers using a Venn
diagram.
Identify features that
are the same and
different about the
rivers.
Ask geographical
questions.
national
regional
local
Compare local river (River Itchen) to a regional river (River Usk)
River flight video
CHILDREN WILL NEED TO HAVE WATCHED RIVER FLIGHT
VIDEO PRIOR TO THIS SESSION.
Post-its
PE Hoops
Ask the children about what their memories of the River Itchen
are (Itchen Memories) - record on postcard sized bits of paper.
Notes from watching
video
Compare Regional River (Usk) to Itchen – similarities and
differences.
Make a large Venn diagram using big PE hoops.
Use Venn to draw out features that are:
- Only seen at the R. Itchen.
- Only seen at the R. Usk.
- Seen at both rivers.
Record as a comparison between the two rivers – e.g. record
Venn and bullet point the features above.
Key Question
What features do rivers have?
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Research aspects of
rivers using books and
internet.
Use geographical
vocabulary associated
with rivers.
Play ‘river snap’ – match terms to pictures
Use two sets of cards for each group of 4 children (mixed
ability). Play ‘snap’ – call when two pictures or two names match
or a picture and a name match.
Take each picture in turn and write a definition for it onto
another snap card. Add other cards in to game for vocabulary
associated with rivers.
Feed back terms and definitions. Display as a class glossary of
terms.
River snap game
Extra cards
River vocabulary words on
cards for glossary
Key Question
What can we learn about World Rivers?
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Research and present
information about a well
known world river to a
group.
international
Secret River Scavengers Scavenger Hunts – world rivers.
Facts and Figures – amaze your friends!!
Brainstorm with class what scavengers do – e.g. collect
information. Explain that each group (3-4) is going to investigate
a secret world river.
Card with rivers on - Need
to emphasise secret.
Crib sheet attached to
copy and give to helpers.
Atlases
One lesson to collect information. May need to be based in ICT
suite with books and then send each group off to scavenge from
library or people).
Resouce books – rivers
Pictures/photos of rivers
How:
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Each group is given an envelope with the name of their
secret river in – Amazon, Mississippi, Nile, Ganges, Rhine,
and Yellow River.
Then have to hunt for information using the following
sources – book box, Library, Pictures/photos displayed,
internet searches, maps and atlases, asking people (need
to rope in some willing assistants TAs, parent helper, to
have crib sheets with info on so children can come and
secretively ask if they know anything about their river).
Groups will need time (another lesson) to prepare their
presentations where they will present 10 clues (hardest
clue first down to very easy) to rest of class so they can
try to guess/work out the group’s secret river.
ICT suite
Key Question
What have we learnt about rivers?
Present information about rivers
clearly and in an eye catching way.
Summarise what they have learnt
during the study unit.
Raging Rivers
Assessment activity:
Final piece of work – either pairs or group work to produce their
own ‘Raging Rivers’ booklet/video/virtual tour/poster – the
format can be their choice if given the options.
They should use the Raging Rivers Horrible Geography book as a
source of ideas and inspiration!
They need to look back over the term and produce a piece of
work that could be used next time year 6 do the rivers unit to
help them to understand rivers and learn more about them (a
general look at Rivers not any specific one).
Must include:
- A map of a river – labelled and terms explained.
- Descriptions of particular features.
- Facts and figures about World Rivers.