RIPARIAN: THE GUARDIAN OF WATERWAYS
Bruce A. Swihart
St. Francis Elementary School
St. Francis, KS
 
 
Overview:
Many people are unaware of what a riparian is. Many people are unaware of the benefits of a riparian. This lesson is intended to educate students on what a riparian is, the need for riparian, and how a riparian corridor (forest, habitat) can protect waterways.
 
Grade level: Grades 4-6
 
Time needed:
2-3 periods without the extensions.
 
Outcome:
Students will be knowledgeable in the establishment of a riparian, its function of protecting water ways, and maintenance involved.
 
Geographic themes:
location and environmental interaction
 
Kansas Social Studies Standards For Benchmarks: Grade Levels 5-K:
The student will understand the connections among people, places, and the environments in the classroom, local school, community, Kansas, the U.S., and the different regions of the world.
 
National Geography Standards:
 #14 Human actions modify the physical environment. 
 #15 Physical systems affect human systems. 
 
 
Performance objectives:
The students will recognize the need for riparian, be able to list uses for riparian, know how to maintain riparian, and be able to construct a model of riparian using a variety of media.
 
Vocabulary:
Riparian Corridor  Vegetation 
Riparian Forest  Erosion 
Riparian Habitat  Sink 
Ecosystem  Filter 
Buffer Zone  Watershed 
Non point source pollution  Transformer 
Point source pollution   
 
Materials Needed:
 
Procedures:
 1.
Water Quality Background-Discuss with the class several key concepts. 

 a.
b.


c.

d.

Water is a necessity of life.
Protecting the water supply is important. 
1. Clean Water Act (Federal Legislation)
2. Governor’s Water Quality Initiative
Sediment, chemicals and fecal coliform are the three main threats to water supply.
Cause/Effect of water stewardship (upstream usage and care affects downstream usage i.e. Action in the Upper Republican River Basin affect life in the Lower Republican River Basin.)
 2.
Problems-Discuss with the class and encourage them to brainstorm sources of the following problems, questions concerning these problems and possible solutions. 

 a.

b.

c.

Sediment-Usually a result of run-off from unprotected fields, bare ground, etc. 
Chemicals-Many used in agriculture (atrazine and other pesticides). Some may be industrial, etc.
Fecal Coliform Bacteria-Feedyards, grazing areas, municipal sewage plants, etc.
 3.
A solution-Lead class to realize that a Riparian Corridor is a way to solve some of the problem. 

 a.

 

 

b.

 

 

 

 

 

 

 

c.

 

 

 

d.








e.




f.

Definition and description- The land surrounding a stream, river, or other body of water that is, at least periodically, influenced by flooding is called a “riparian corridor.” Practically, it is the land near a waterway that is covered by vegetation and acts as a “buffer” between developed (used) land and the waterway. Ideally, it is 100-200 feet of heavily vegetated area on either side of the waterway. This distance depends largely on slope, soil type, vegetation quality, etc.
Show pictures of waterways and point out the riparian to the class. Also show pictures of waterways without riparian. Compare and contrast.
Help the class to understand that the riparian vegetation will absorb some agriculture chemicals, separates livestock from waterway, and reduces erosion which helps control soil sedimentation in a waterway.
Set up a demonstration. Fill one cake pan with a piece of sod cut to fit the cake pan. This pan will represent the riparian. Fill the other cake pan with soil that would be fairly comparable to tilled land. Elevate one end of each cake pan to create a 20-30 degree slope. GENTLY pour water from the pop bottle onto the cake pan with the sod. Then pour water at the same rate onto the cake pan with the soil that represents the bare riverbank. Compare and contrast the results. Lead the class in drawing conclusions as to the effectiveness of riparian. 
Lead class in a discussion focusing on what is needed to create and maintain a riparian. Ideas could include grazing management, limited timber cutting, elimination growth that could damage productive growth, prohibiting motor vehicles, etc.
Bring out the art supplies. 2-D illustrations of riparian can be created using paint, crayons, markers, etc. 3-D illustrations, or dioramas, may be created using plastic (or real) vegetation such as those found in an aquarium. Dirt and sod form outside add a realistic touch. Emphasize detail!
 
Assessment:
The student will be able to state the purpose of the riparian. He/She will furnish some detail in his/her illustration including labeling and telling/showing how the riparian works. He/She can demonstrate some knowledge of the management of a riparian corridor.
 
Extensions:
Enlist the help of the local district conservationalist and organize a tour of some local riparian. The NRCS office is a virtual gold mine of information on riparian and related topics of conservation. Arrange transportation and check with food services for sack lunches. Don’t forget permission slips. Invite some parents and the newspaper reporter to go along. Take along journals and some cameras. Make a day of observing conservation practices in your area. You’ll be amazed.
 
Resources:

Top of Page | Lesson Plan VI Content Page
Lesson Plans Content Page
Previous Lesson | Next Lesson

 

 
FHSU Geoscience | Kansas Geographic Alliance
National Geographic Society | Kansas Water Office
Fort Hays State University | Kansas State University
e-mail: pphillip@fhsu.edu