Introduction

Many fieldwork activities tend to concentrate on stretches of the river where pupils can safely access the river to make measurements and carry out a range of activities. However, many schools have a river close by, but it is often an urban river with many restrictions such as size, use and accessibility. This plan provides ideas for useful investigative activities which can be carried out in such locations.

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Length of time

Up to half a day.

Suitable locations

Sections of the river which can be accessed safely in terms of roads, traffic etc.

Equipment needed

Clipboards, maps, tape measure (if measuring width for example, across a bridge).

Key skills

• Completing secondary research and linking it to present day evidence.
• Drawing field sketches and learning to annotate them.
• Identifying a range of physical and human features along the river.
• Recording and displaying evidence in a variety of ways.
• Interacting with people associated with the river, by asking questions and engaging in discussions.
• Recognising the dangers created by the river and how these might be controlled.

Suggested delivery

The river you plan to use may well be in a more mature stage of development or even near to its mouth. Early preparation should include using maps, Google Earth etc so pupils can see where their section fits into the entire length of the river. It will be useful to look at the history of the river in your area as there may still be evidence for them to find on their visit. Local papers often cover things like flooding, change of use, repairing bridges etc.

Investigations might well fit into two types a) visiting the river itself b) talking to people such as the local council or companies associated with or managing the river.

It will be useful to practise drawing sketches using photographs in the classroom before attempting this outside. This will save time on the visit as they will understand how to annotate the sketch. Their research and prior information may then provide them with ideas of what they would like to investigate.

Questions which could underpin investigations

• What are the characteristics of this section of the river? How fast is it moving? Colour? Erosion of banks or contained?
• Why was the town / settlement built here? How much was to do with the river? (Crossing point / water supply for industry/ flat land for building etc).
• How is the river used now? What’s the evidence?
• Can you find evidence of how it was used in the past?
• Where does the river go when it leaves the town? Is this section tidal?
• How is the river cared for? Signs of pollution?
• Are there signs of flooding? What about the flooding here? Who does it affect?
• Can you draw a sketch map / diagram to show the main features? Estimate the width of the river (can be measured if a bridge is close by).
• Identifying sights, sounds and wildlife in the area.

There may be questions which arise because of their investigations – some of which they can’t answer. For example – a flood plan, use of derelict buildings etc. So, the other area for investigation will be to ask someone in the Council / local environment offices to speak to the pupils about future plans. Pupils might be able to sample public opinion about proposed developments or changes which are happening or in the pipeline.

Potential risks to consider

Visiting an urban river will probably involve negotiating traffic, crossing roads etc and generally working in a built-up area. Some of the access points to the riverside might belong to private property so planning good routes will be essential.

Possible follow-up activities

It might be useful to visit a stretch of the river in another part of town. Sometimes these can present a very different picture and could provide some good investigative ideas.

Present sketches linked to a map on the classroom wall along with comments and findings.

Useful links

BBC rivers – Information about the characteristics of a river, ideas for activities and vocabulary. Includes a film which describes the journey of a river from its source to its end – or mouth.

What are the features of a local river? Good ideas for studying rivers at different key stages from the RGS. Includes some very useful images of annotated sections of a river providing a model for labelling sketches.

This collection of Fieldwork activities were created by Paula Richardson and the Fieldwork and Outdoor Learning Special Interest Group (FOLSIG) for the National Festival of Fieldwork, the GA invites everyone to take part during the summer term.