Go with the Flow

Go With The Flow

Rivers

greatlearning.com/ipc Go With The Flow

Contents

Contents 2 Basic Information 4 Learning Goals 5 Assessment for Learning 10 The Entry Point 13 Knowledge Harvest 14 The Big Idea 15 Explaining The Theme 15 The Big Picture 16 Geography Learning Goals 19 Geography Task 1 20 Geography Task 2 22 Geography Task 3 23 Geography Task 4 25 Geography Task 5 28 Geography Task 6 30 Geography Task 7 32 Geography Extension Task 34 Science Learning Goals 36 Science Task 1 37 Science Task 2 40 Science Task 3 42 Science Task 4 44 Science Task 5 47 Science Task 6 50 2 Downloaded for use by Surabaya European School on 16 December 2017. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. Go With The Flow

Science Task 7 52 Science Extension Task 54 Technology Learning Goals 55 Technology Task 1 56 Technology Task 2 59 Technology Extension Task 60 History Learning Goals 62 History Task 63 History Extension Task 66 Society Learning Goals 67 Society Task 68 Society Extension Task 70 International Learning Goals 73 International Task 74 International Extension Task 76 The Exit Point 78 Resources 80

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Basic Information

This section details the time allocation for this unit of work, links to other subjects and Assessment for Learning opportunities. Timings This unit of work is intended to last about 11 ½ weeks. The following suggested timings are approximate guides and are dependent on each school's individual context.

No of Hours No of Weeks Entry Point, Knowledge Harvest, Explain the Theme 4 ½ Geography 16 2 Science 24 3 Technology 20 2 ½ History 12 1 ½ Society 8 1 International 4 ½ Exit Point 4 ½ Links to other IPC subjects ICT & Computing learning goals are included in the subject learning. Links to ICT & Computing, and geography are provided at the end of tasks where appropriate. Language Arts and Mathematics links Suggestions of how to include links to Language Arts and Mathematics are provided where appropriate at the end of tasks.

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Learning Goals

Geography Learning Goals Children will: 3.01 Know that the study of geography is concerned with places and environments in the world around them 3.02 Know about the main physical and human features and environmental issues in particular localities 3.03 Know about similarities and differences between particular localities 3.04 Know how the features of particular localities influence the nature of human activities within them 3.06 Know about the major geographical features of the host country 3.07 Know about the geography of the area around the school 3.11 Know how people affect the environment 3.12 Be able to enquire into geographical factors and their effects on people's lives 3.13 Be able to use a variety of sources to gather geographical information 3.14 Be able to collect and record evidence to answer geographical questions 3.15 Be able to identify geographical patterns and to use their knowledge and understanding to explain them 3.16 Be able to use appropriate geographical vocabulary to describe and interpret their surroundings 3.17 Be able to use instruments to make measurements 3.18 Be able to use appropriate techniques to gather information 3.20 Be able to use and interpret globes and maps in a variety of scales 3.22 Be able to explain how physical and human processes lead to similarities and differences between places 3.25 Understand how localities are affected by natural features and processes 3.26 Understand how and why people seek to manage and sustain their environment 3.27 Understand how the geographical features of the host country affect the lives of the people who live there 5 Downloaded for use by Surabaya European School on 16 December 2017. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. Go With The Flow

History Learning Goals Children will: 3.02 Know about the characteristic features of particular periods and societies 3.06 Know about the ideas, beliefs, attitudes and experiences of people in the past 3.09 Be able to enquire into historical issues and their effects on people's lives 3.10 Be able to find out about aspects of the past from a range of sources 3.16 Be able to select and record information relevant to an historical topic 3.19 Be able to communicate their knowledge and understanding of history in a variety of ways, making appropriate use of dates and historical terms

International Learning Goals Children will: 3.04 Know about similarities and differences between the lives of people in different countries 3.05 Be able to explain how the lives of people in one country or group are affected by the activities of other countries or groups 3.06 Be able to identify ways in which people work together for mutual benefit 3.07 Understand that there is value both in the similarities and the differences between different countries

Science Learning Goals Children will: 3.01 Know that the study of science is concerned with investigating and understanding the animate and inanimate world around them 3.02a Be able to conduct scientific investigations posing scientific questions 3.02b Be able to choose an appropriate way to investigate a scientific issue 3.02c Be able to make systematic and accurate measurements from their observations 3.02d Be able to explain and justify their predictions, investigations, findings and conclusions

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3.02e Be able to record and communicate their findings accurately using the most appropriate medium and the appropriate scientific vocabulary and conventions 3.03 Be able to gather evidence from a variety of sources 3.04 Be able to discriminate between evidence and opinion 3.05 Understand the importance of using evidence to test scientific ideas 3.06 Understand some of the effects of what they learn on people's lives 3.07 Know about the major classifications of living things 3.08 Know about the effects of food chains in a variety of environments 3.14 Understand the relationship between living things and the environment in which they live 3.34 Know about the principles of condensation and evaporation 3.65 Know about the major sources of energy 3.66 Know how energy sources occur 3.67 Know how energy sources are obtained 3.68 Know how energy sources are used 3.69 Know the basic principles of renewable and sustainable energy

Society Learning Goals Children will: 3.01 Know that the study of society is concerned with learning about living as members of groups 3.04 Know about the major traditions, celebrations and ways of living in the host country and their home country 3.05 Understand their own responsibilities in the groups to which they belong 3.06 Understand the responsibilities of others in those groups and in the wider community 3.07 Understand that the way in which people fulfil their responsibilities affects the lives of others 3.08 Understand that the behaviour of individuals has an effect on the lives of others 3.09 Be able to enquire into the nature of groups and social institutions and their effects on people's lives

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Technology Learning Goals Children will: 3.01 Know that technology affects people's lives 3.02 Know how the lives of people in the host country are affected by the extent of technological advance 3.03 Know how the lives of people in their home country are affected by the extent of technological advance 3.04 Be able to respond to identified needs, wants and opportunities with informed designs and products 3.05 Be able to gather and use information to suggest solutions to problems 3.06 Be able to devise and use step-by-step plans 3.07 Be able to consider the needs of users when designing and making 3.08 Be able to select the most appropriate available tools and materials for a task 3.09 Be able to work with a variety of tools and materials with some accuracy 3.10 Be able to test and evaluate their own work and improve on it 3.11 Be able to investigate the way in which simple products in everyday use are designed and made and how they work 3.12 Be able to evaluate the effectiveness of simple products in everyday use 3.13 Understand the need for accurate design and working 3.14 Understand the ways in which technology can be used to meet needs, wants and opportunities 3.15 Understand that different techniques, tools and materials are needed for different tasks 3.16 Understand that the quality of a product depends on how well it is made and how well it meets its intended purpose

ICT & Computing Opportunities The table below shows you where you can cover the following ICT & Computing Learning Goals.

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Task Goals Geography Extension Task 3.7, 3.13 Geography Task 1 3.4, 3.7, 3.8 Geography Task 3 3.7 Geography Task 4 3.3, 3.6, 3.7, 3.13 Geography Task 5 3.3, 3.7 Geography Task 7 3.6, 3.8 History Extension Task 3.3, 3.4, 3.7 International Extension Task 3.3, 3.4 Science Extension Task 3.3, 3.4, 3.7, 3.8, 3.13 Science Task 1 3.6, 3.7, 3.13 Science Task 2 3.3, 3.7 Science Task 3 3.3, 3.4 Science Task 4 3.3, 3.4 Science Task 5 3.3, 3.4, 3.7, 3.8 Science Task 6 3.3, 3.4, 37 Science Task 7 3.3, 3.4, 3.7, 3.8 Technology Extension Task 3.3, 3.4 Technology Task 2 3.3, 3.4, 3.7

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Assessment for Learning

Are your children busy, or are they busy learning? This is the question that we need to be able to answer throughout each IPC unit – what improvements are being made to children’s learning as a result of studying this theme? There are three areas of learning to reflect on, and three types of learning to assess. The Three Areas of Learning: Academic, Personal and International The three areas include academic, personal and international learning. To reflect on these, you will need access to the IPC Learning Goals for each subject (including International) and the IPC Personal Goals – a list of these can be found in Appendix A of the IPC Implementation File. You can also find a full list of IPC Learning Goals in the Assess section of the Members’ Lounge. The Three Types of Learning: Knowledge, Skills and Understanding The three types of learning include knowledge, skills and understanding. We believe that differentiating between knowledge, skills and understanding is crucial to the development of children’s learning. We also believe that knowledge, skills and understanding have their own distinct characteristics that impact on how each is planned for, learned, taught, assessed and reported on. The implications of these differences are therefore far-reaching and deserve proper consideration. Knowledge refers to factual information. Knowledge is relatively straightforward to teach and assess (through quizzes, tests, multiple choice, etc.), even if it is not always that easy to recall. You can ask your children to research the knowledge they have to learn but you could also tell them the knowledge they need to know. Knowledge is continually changing and expanding – this is a challenge for schools that have to choose what knowledge children should know and learn in a restricted period of time. The IPC does not provide examples of knowledge assessment (tests or exams) as the knowledge content of the curriculum can be adapted to any national curricula requirements. Skills refer to things children are able to do. Skills have to be learned practically and need time to be practiced. The good news about skills is the more your practice, the better you get at them! Skills are also transferable and tend to be more stable than knowledge – this is true for almost all school subjects. The IPC supports skills tracking and assessment through the IPC Assessment for Learning Programme. This programme includes Teachers’ Rubrics, Children’s Rubrics and Learning Advice. Understanding refers to the development or ‘grasping’ of conceptual ideas, the ‘lightbulb’ moment that we all strive for. Understanding is always developing. The IPC units can’t assess understanding for you, but they do allow you to provide a whole range of different experiences through which children’s understandings can deepen. (Please note: as well as the IPC Assessment for Learning Programme, we also offer an online Assessment Tracking Tool, developed in partnership with Classroom Monitor. Please email [email protected] for more information on how to sign up to this tool.)

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Planning for Assessment Once you have planned for the different IPC Learning Goals for each subject it is important to plan for assessment opportunities within each unit of work. Assessment needs to be balanced but rigorous to ensure that the children have learned what we planned for them to learn. The diagram below illustrates the processes you may want to use to ensure this happens.

Helping Children Reflect on Their Own Learning In addition to teacher assessment, it is also vital to include children in reflecting on their learning and setting next steps for improvement. Ask the children to carry out self-assessments throughout each unit (using the Children’s Rubrics to assess skills, and other methods chosen by the school for knowledge and understanding). They could use the following headings to list/make notes on their newly acquired knowledge, skills and 11 Downloaded for use by Surabaya European School on 16 December 2017. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. Go With The Flow understanding – ‘new things I now know’, ‘new things that I can do’ and ‘new things I am beginning to understand’. Ask the children to evaluate different aspects of their learning – what did they do well, what could improve next time and how, what did they find the most/least interesting? How did they prefer to learn – as an individual/in pairs/small groups/large groups/as a whole class? What was their preferred method of researching and recording - writing/talking/making, etc.? This evaluation aspect will also support the development of the IPC Personal Goals. Further Information For more information on assessment, and knowledge, skills and understanding, please refer to: The IPC Implementation File The Assessment for Learning Implementation File The IPC Self-Review Process Or contact the Membership Support team at [email protected]

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The Entry Point

Start the unit with a big splash! Give the children a fun and thrilling experience of being on a river. You could take them on a boat, a ferry or a barge, or organise a canoeing, rowing or sailing activity with a local activity centre. Note: As always on such occasions, it is vital that you adhere to your school’s health and safety policy and ensure that a detailed and sufficient risk assessment is carried out. If this is not possible, you could visit a town or city in your local area that has a river running through it. Plan a walk along a stretch of the river to take in all the exciting sights and sounds associated with being near a river. Take lots of photographs and videos and make observational notes to bring back to the classroom for later use. As an alternative, you could watch a film based around a river, for example, the adventure thriller, The River Wild, starring Meryl Streep. Now that the children have experience of what rivers are like, you can ask them to design a small toy boat to sail on a river. Allow the children to work individually, in pairs or in small groups – whichever they prefer. Provide a wide selection of materials and containers that will be useful for boat-making. For example, pieces of balsa wood, empty plastic drinks bottles, margarine tubs and foil food trays, in a variety of shapes and sizes. Plastic bags can be cut up to make sails and lollipop sticks are useful for making masts, rudders and propellers. Rubber bands and balloons can be used to power the boats – and waterproof tape is essential for sticking everything together! Look at pictures of real boats and discuss their common design features. Ask the children, what is the best shape for a boat? Introduce the correct vocabulary from the outset – hull, bow, stern, port, starboard, mast, sail, deck, cabin, rudder, propeller, buoyancy. Think about weight, too – is it necessary to add ‘ballast’ to the boats? If so, what could they use? (Plasticine is ideal for this purpose.) Ask the children: is it an advantage to add sails, rudders and propellers? Encourage the children to create the most efficient boat designs that are fit for purpose. Test the boats at various stages of their making in an inflatable paddling pool. Which boat design sails the best? Which is the fastest boat? Which is the most stable in the water? Can the children explain why? Ask the children to take digital photographs of their boats and/or videos of their investigations into their boats’ performance. The children can then record their activities by annotating the photographs or adding commentary to the videos. Encourage self- and peer-evaluation of the boats’ design. Arrange the completed boats in a harbour or boatyard display in the classroom. You will be returning to them for the exit point at the end of the unit.

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Knowledge Harvest

Divide the class into groups and ask the children to discuss all the things they can think of to do with rivers, including: Famous rivers – such as the Nile, Thames, Amazon, Mississippi, Indus, Danube, Rhine, Yangtze Physical characteristics of rivers – what do they look like? How do they differ from lakes, seas and oceans? Wildlife to be found in and around rivers – flora and fauna Environmental surroundings of rivers, and so on Ask the children to make a record of their ideas in the form of mind maps or spider diagrams and display these in the classroom where they can be clearly seen and referred to as they progress through the unit. Show the children a selection of photographs of rivers and typical river features, for example, river valleys, rapids, waterfalls, glaciers, floods and dams. Ask questions about the photographs: Can the children identify what is shown in each photo? What do the children think has caused the features represented? What dangers can result from rivers? Why have people in the past always wanted to live near rivers? What geographical river vocabulary do the children know (erosion, sediment, deposits, flood plains, river mouth)? The children can then add to the previous displays, showing all of the information they know about rivers.

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The Big Idea

Rivers play a vital role in shaping the geography of our planet, providing nutrients, habitats and transport for people, plants and animals, and also supplying us with energy to power machinery and generate electricity. Rivers really are our most precious resource.

Explaining The Theme

In Geography, we’ll be finding out: How the shape of a river is always changing How it changes the land through which it flows What happens when it floods What uses people make of rivers In Science, we’ll be finding out: Where water comes from How to grow a stalactite How to clean water How water can be used to make power How rivers provide habitats for wildlife In Technology, we’ll be finding out: About different types of bridges and how they are built How to build our own bridge to span a gap and support a weight In History, we’ll be finding out: About the importance of the River Nile in every aspect of life in Ancient Egypt In Society, we’ll be finding out: About the advantages and disadvantages of damming a river In International, we’ll be finding out: About the effect of river management on different countries and communities

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The Big Picture

The three stages of a river Rivers are an important force in the shaping of the earth’s landscape. They carve out river valleys by a process called erosion. They build up new land by carrying rocks, mud and sand and depositing them in other places. A river is made up of three main parts. The first part begins at the start or source of the river and is called the upper river (or the ‘young stage’). Some rivers start as melt water from glaciers, others come from springs or lakes. Rivers usually start in mountainous areas, where there are steep valleys, narrow streams and rushing water. Dams are often built in this part because of the narrowness of the river. The second part is the middle river (or the ‘middle stage’). In this section both the valley and the river are wider and deeper. The river carries more gravel, sand and mud - this is called sediment. Towns and cities have grown up in the middle river valley because the river is easier to cross and the wide valley floor is ideal for building. Using the river for transport is also easier as the river flows more slowly. The fertile flood plain provides rich farming land. The first great civilisations of the world developed alongside the world’s great rivers: the Nile in Egypt, the Yellow River in China, the Tigris-Euphrates in Iraq and the Indus in Pakistan. In the third part or lower river (the ‘old stage’), the river flows slowly through almost flat land to its mouth. Fine sediment is deposited on the valley floor which builds up into fertile farming land. However, this area is a floodplain and annual flooding can cause severe damage and loss of life. Bangladesh is a country made up almost entirely of floodplain. Glaciers Glaciers are frozen rivers of ice. In the highest and coldest regions of the world – in Alaska, northern USA, Canada, and the Himalayas – snow falls and doesn’t melt. In steep-sided valleys, layers of snow continually push down on each other, turning into solid ice. Eventually, the weight of the ice will pull the glacier slowly down the valley. Oxbow lakes S-shaped twists and turns in a river are called meanders. As the flow of a river slows over flatter land, a meander can develop into a very narrow-necked loop called an oxbow. Eventually, or after a storm perhaps, faster moving water on the outside of the loop takes a more direct path, cutting off the oxbow and leaving a small lake. Deltas The mud and sand (sediment) deposited by a large river can create a delta around the estuary or river mouth where the tide is not strong enough to wash it away. The silt deposits block the mouth and the river is forced into branching channels to form a triangular-shaped delta. The Nile and Bangladesh Deltas are good examples. The water cycle Water is always moving between the land, the sea and the atmosphere. This movement is called the 16 Downloaded for use by Surabaya European School on 16 December 2017. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. Go With The Flow water cycle. The sun heats the water in streams, rivers, lakes and seas. The water evaporates – changes into water vapour – and rises because it is lighter than cold air. High in the sky the water vapour cools and condenses into drops of liquid water. These droplets join together to form clouds and eventually fall as rain, hail or snow. The whole process then starts again. Rivers get their water from the never-ending water cycle, which provides water, whether or not it rains, through evaporation and condensation. Most rainfall seeps into the soil and rock where much of it is stored. As this storage space becomes filled with water, the water seeps out into rivers. Stalactites As rainwater seeps into the ground, it can eat away soft rock such as limestone, dissolving minerals in the rock. The water evaporates leaving the minerals behind. These build up into stalactites that hang from the roof, and stalagmites that grow up from the ground. Permeable and impermeable rocks Some rocks allow water to pass through them easily – these are called permeable rocks. Rocks that do not allow water through are impermeable. Sandstone, limestone and chalk are examples of permeable rocks. Granite, marble and slate are impermeable. Rocks can be hard or soft and are worn away by water at different speeds. The Colorado River first started to carve out the sedimentary rocks of the Grand Canyon about 6 million years ago! The hardness of minerals is measured on the scale 1 to 10. Talc is the softest – 1 and diamond the hardest – 10. Each mineral will scratch the ones below it on the scale. Waterfalls – spectacular river features A waterfall is created when a river runs over hard rock to fall on to the soft rock below. Soft rock is easily eroded by the rush of water in the river but the hard rock is left as a ledge. Angel Falls in Venezuela is the highest waterfall in the world. To get an idea of how high it is, imagine something that is 255 storeys high – that’s two and a half times higher than the Empire State Building in New York City, USA! On the border of Zambia and Zimbabwe in South Africa, the Zambezi River descends into a gigantic gorge to create the widest waterfall in the world. Water power Modern life needs vast amounts of energy from reliable and safe sources. Water power is a clean and renewable source of power. People have used water power to provide energy to make things work for thousands of years. Water wheels were used to turn grindstones. Now water turbines are harnessed to generators to make electricity. Rivers, reservoirs and dams Rivers can provide us with hydro-electric power. Hydro is a Greek word meaning ‘water’ – hydro- 17 Downloaded for use by Surabaya European School on 16 December 2017. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. Go With The Flow electricity is electricity that has been produced from water. A dam is built across a river and the water, directed through channels, turns a turbine that drives a generator to produce electricity. About one-fifth of the world’s electricity is supplied by hydro-electric dams. Famous dams include the Hoover Dam on the Arizona/Nevada border, USA; the Aswan High Dam in Egypt; and the Three Gorges Dam in China. Hydro-electricity is a clean, sustainable source of energy with many benefits, but it also has problems. For example, dams change the look of the landscape dramatically; the creation of a lake can destroy towns and wildlife; and altering the natural flow of rivers can cause problems of water-shortage downstream. Drinking water The majority of people in the world drink water from taps in their houses. The water is piped here from the mains pipes that run through towns and cities. The mains are fed from water storage tanks that are in turn topped up from large reservoirs. The water in the reservoirs needs to be cleaned or purified before it can be used for drinking. First, it is filtered through sand and gravel to remove the dirt. Then chemicals are added to destroy germs, leaving the water clean. Types of bridges Beam – people in the past placed fallen logs across streams and rivers to make the first beam bridges. Beam bridges consist of a beam supported by pillars or columns. Arch – developed by the Romans, the arch bridge carries weight to the ground along its two curving arms. Suspension – this bridge supports a roadway suspended by cables which hang from tall towers. Cantilever – the cantilever bridge has two beams that balance each other to support another beam above them.

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Geography Learning Goals

Children will: 3.01 Know that the study of geography is concerned with places and environments in the world around them 3.02 Know about the main physical and human features and environmental issues in particular localities 3.03 Know about similarities and differences between particular localities 3.04 Know how the features of particular localities influence the nature of human activities within them 3.06 Know about the major geographical features of the host country 3.07 Know about the geography of the area around the school 3.11 Know how people affect the environment 3.12 Be able to enquire into geographical factors and their effects on people's lives 3.13 Be able to use a variety of sources to gather geographical information 3.14 Be able to collect and record evidence to answer geographical questions 3.15 Be able to identify geographical patterns and to use their knowledge and understanding to explain them 3.16 Be able to use appropriate geographical vocabulary to describe and interpret their surroundings 3.17 Be able to use instruments to make measurements 3.18 Be able to use appropriate techniques to gather information 3.20 Be able to use and interpret globes and maps in a variety of scales 3.22 Be able to explain how physical and human processes lead to similarities and differences between places 3.25 Understand how localities are affected by natural features and processes 3.26 Understand how and why people seek to manage and sustain their environment 3.27 Understand how the geographical features of the host country affect the lives of the people who live there

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Geography Task 1

Learning Goals 3.01 Know that the study of geography is concerned with places and environments in the world around them 3.03 Know about similarities and differences between particular localities 3.13 Be able to use a variety of sources to gather geographical information 3.14 Be able to collect and record evidence to answer geographical questions 3.20 Be able to use and interpret globes and maps in a variety of scales

Research activity As a class, look at many different maps of the world. You can use Google Earth (earth.google.com), printed maps at different scales, and globes. Where are the longest rivers? What can the children see from the maps about where these rivers begin and end? Ask the children to work out which countries some of the world’s longest rivers pass through. For example, the River Danube begins in the Black Forest in Germany and passes through many different European countries before reaching the Black Sea. As a class, gather statistics on each river’s length, major tributaries, lakes and other significant features, such as dams. Trace the path of a river and observe the surrounding physical landscape and human environment using satellite imagery on Google Earth. ‘Fly’ over Alaska using Google Earth to trace the paths of glaciers (frozen rivers).

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Recording activity Using blank maps of the world, ask the children to draw in the world’s great rivers. They should record the journey of each one, beginning at its source and ending at its mouth where the river joins the sea, and label on their maps the sea or ocean that the river finally meets. Ask the children to prepare a spoken commentary, describing the course of their favourite river. ICT link: the children are most likely to record the lengths of the longest rivers in the form of a simple list or table. Take the opportunity to discuss with them the effectiveness of other ways of displaying this data, e.g. through a bar chart. Encourage them to use appropriate computer software to create a bar chart showing the world’s longest rivers. One way would be to enter their rivers data list into a Microsoft Excel document first, then use the ‘Chart Wizard’ tool to convert this information into a bar chart.

Personal Goals Communication Enquiry Thoughtfulness

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Geography Task 2

Learning Goals 3.01 Know that the study of geography is concerned with places and environments in the world around them 3.12 Be able to enquire into geographical factors and their effects on people's lives 3.13 Be able to use a variety of sources to gather geographical information 3.14 Be able to collect and record evidence to answer geographical questions

Research activity As a class, using maps of the world and the maps created in Geography Task 1 find out what great cities have been built along the banks of the great rivers, e.g. New Orleans on the Mississippi, London on the Thames, Bangladesh on the Ganges, Giza on the Nile. In pairs, the children should research one of these cities. They should think about the city’s population, employment, food and other resources, etc.

Recording activity Ask the children to mark the cities on their maps. In pairs, they should discuss why people in the past chose to live near rivers. They can draw up a table, showing points in favour and against living near a major river. Ask the children to share their thoughts and ideas with others in the class.

Personal Goals Adaptability Communication Cooperation Enquiry Thoughtfulness

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Geography Task 3

Learning Goals 3.01 Know that the study of geography is concerned with places and environments in the world around them 3.02 Know about the main physical and human features and environmental issues in particular localities 3.06 Know about the major geographical features of the host country 3.07 Know about the geography of the area around the school 3.13 Be able to use a variety of sources to gather geographical information 3.14 Be able to collect and record evidence to answer geographical questions 3.17 Be able to use instruments to make measurements 3.18 Be able to use appropriate techniques to gather information

Research activity Visit a river close to the school. Remind the children that rivers can be extremely dangerous places and sensible, thoughtful behaviour is required. At the river, ask the children to produce a sketch map of the landscape, showing the height of the river banks, the shape of the river, and the main features of the area around the river. What stage is the river at? Is it the upper, middle or lower stage? Test the speed of the water flow by marking a length on the bank and timing how long a twig or other object takes to float along the measured length. Look at the river flow carefully to see if there are waterfalls, whirlpools, rapids, or other features. Look at the way the river is depositing sediment. For example, water flows more slowly on the inside of bends and deposits sediment there. On the outside of bends, water flows more quickly and erodes the land. Consider any leisure use or other human activity that the river is being used for. Is there any way of crossing the river? Ask the children to sketch it or take photographs. 23 Downloaded for use by Surabaya European School on 16 December 2017. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. Go With The Flow

Recording activity Take sketches, photographs, videos, samples and measurements back to the classroom. Ask the children to build up a profile of the river visited so that they can make comparisons with other rivers as the unit proceeds. The children could make a 3D model of part of the river using Plasticine or papier-mâché. Mathematics link: find the river on a scale map and give a printed copy to the children. Ask them to make a guess estimate of the river’s total length from the scale. Then show the children how to calculate the length of the river more accurately by using thin string or a thin strip of paper, with a pencil as a pivot, to follow its course. Compare the two results.

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Geography Task 4

Learning Goals 3.13 Be able to use a variety of sources to gather geographical information 3.14 Be able to collect and record evidence to answer geographical questions 3.15 Be able to identify geographical patterns and to use their knowledge and understanding to explain them 3.16 Be able to use appropriate geographical vocabulary to describe and interpret their surroundings 3.18 Be able to use appropriate techniques to gather information 3.25 Understand how localities are affected by natural features and processes

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Research activity Study lots of pictures of rivers from different stages of their journey to the sea. Look at photographs in reference books and on the internet. You could type ‘Rivers’ into the Google Images search box and follow the link to ‘Rivers of the World’. Or, follow the course of one of the world’s major rivers using Google Earth. Discuss the differences in the shapes of the different rivers and of the land surrounding the rivers. Ask the children: what is the surrounding land used for? Is it used for farming or industry? How could they explain the differences in the rivers and the use of the surrounding land? To demonstrate the path of water through a river, you will need: Tray Thick card Some bricks Water Food colouring Sand 1. Place the card so that one end is on the tray and the other end is propped up against the bricks to make a steep slope. 2. Steadily pour the coloured water down the slope. Ask the children: what route does the water take? 3. Fill the tray with sand and smooth it with a ruler to make sure the surface is level. 4. Reduce the height of the bricks so that the slope is shallow. 5. Steadily pour the water down the tray. What happens this time?

Recording activity The children should now draw and annotate step-by-step diagrams of their investigations into the shapes of rivers, before writing an explanation of what they have discovered, using the appropriate geographical vocabulary. Ask the children to use a range of different presentational formats to record their work, both on paper (using Microsoft Publisher or other software) and on screen (using Microsoft PowerPoint or similar).

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Geography Task 5

Learning Goals 3.01 Know that the study of geography is concerned with places and environments in the world around them 3.02 Know about the main physical and human features and environmental issues in particular localities 3.03 Know about similarities and differences between particular localities 3.04 Know how the features of particular localities influence the nature of human activities within them 3.12 Be able to enquire into geographical factors and their effects on people's lives 3.15 Be able to identify geographical patterns and to use their knowledge and understanding to explain them 3.25 Understand how localities are affected by natural features and processes

Research activity In small groups, the children should use reference books, maps and the internet to find out what human activities are carried out in the different parts of a river of your choice – upper, middle and lower. Ask the children to research the following questions: Why is the upper river with its fast-flowing steep valley sides suitable for animal grazing but not for growing crops? Why is the flat valley floor of the middle river a good place for settlements? Why is the fertile floodplain of the lower river good for farming? Get the children to collect photographs that show rivers ending their journeys by flowing into a sea or lake. As a class, talk about how the river slows down and deposits the rocks, gravel and soil it is carrying (sediment). The sediment forms new land called a delta. Look at maps of deltas, e.g. the deltas of Bangladesh where the major rivers Brahmaputra, Ganges and Meghnar meet.

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Recording activity Can the children explain why different parts of the river are more suited to different activities? Tell the children to work with a partner and choose one important river. They should record what they find out and then share it with the rest of the class. As a class, discuss the features of deltas. You could use Bangladesh as a case study and discuss the implications of living there – how is farming affected, what crops are grown, how do people live, how do they protect their homes from floods, and so on. For example, in the Bangladesh delta, flooding is accepted as a way of life for the local people. They have learned to live with a yearly monsoon and five or six big cyclones each year. The following website provides a useful starting point: rgs.org/NR/rdonlyres/32634944-D055-4B94-9C89- 1686645C794D/0/Bangladeshfloods.pdf – the Royal Geographical Society website has this useful PDF for teachers, providing information and photos on the Bangladesh delta, the monsoon, cyclones, and storm shelters.

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Geography Task 6

Learning Goals 3.11 Know how people affect the environment 3.12 Be able to enquire into geographical factors and their effects on people's lives 3.22 Be able to explain how physical and human processes lead to similarities and differences between places 3.25 Understand how localities are affected by natural features and processes 3.26 Understand how and why people seek to manage and sustain their environment 3.27 Understand how the geographical features of the host country affect the lives of the people who live there

Research activity High tides, heavy rainfall or melting snow can cause the water in rivers to rise so that the river banks cannot contain it and flooding of the surrounding land can occur. Human activity, such as cutting down trees and building on flood plains, can also cause flooding. Show the children pictures of flood defences. In small groups, ask them to research the different types of flood defences and the materials they are made of, as well as which countries they are used in. For example, the Thames Flood Barrier in London has gates that can be closed if needed to stop the river flooding the city. The following website provides a useful starting point: en.wikipedia.org/wiki/Thames_Barrier – wikipedia has facts, figures and photographs of the Thames Flood Barrier.

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Recording activity Go to a local stream or small river. If this is not possible you can make a ‘driver’ using a plastic tube that has been cut in half lengthways, or something similar. Challenge the children to dam the river. They should choose which materials to use, where to construct the dam, and how strong it needs to be. Give them little guidance during this activity – they should decide amongst themselves which approach to take and should solve any problems they have as they arise. Language Arts link: ask the children about the advantages and disadvantages of different types of flood defence in economically richer and poorer parts of the world. They should think about cost, accessibility to the materials used, river size, population, and so on. Demonstrate to the children how to present their findings in a written report.

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Geography Task 7

Research activity Ask the children to look at a map of the River Nile from its beginning to itsend. Draw a map of the river valley, showing the important landmarks, e.g. fertile land, towns, pyramids, mountains and desert. Explain that this kind of map is called a linear map. Although it shows all the features, there is no scale so it does not show true distances.

Recording activity The linear map can then be used as a basis for making a model of the Nile valley, using card, sand, paint, papier-mâché, etc. On thick card, draw the shape of the Nile. Ask small groups of children to work on a section each. They can paint the river, then paint the fertile land around it and make models of the different features of the river’s landscape. The children could find out what colours the River Nile and surrounding land are and use the same colours in their models. ICT link: take digital photographs of the Nile models at each stage of their making. Ask the children to link the photographs together (using photo-gallery software) in a seamless sequence to create a movie or animation.

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Geography Extension Task

Learning Goals 3.01 Know that the study of geography is concerned with places and environments in the world around them 3.02 Know about the main physical and human features and environmental issues in particular localities 3.12 Be able to enquire into geographical factors and their effects on people's lives 3.14 Be able to collect and record evidence to answer geographical questions

Extension activity In August 2010, after a period of heavy monsoon rainfall, devastating floods covered huge areas of Pakistan along the banks of the River Indus. Approximately 20 million people were affected in the worst flooding the region had experienced for 80 years. Afterwards, many regions struggled to cope, with no proper housing or access to clean water and sanitation. In September 2014, another serious flood swept areas of Pakistan and India. This recent flooding killed 367 people and affected more than 2.5 million people. 129,880 houses were damaged or destroyed and over 1 million acres of cropland were affected. A number of international organisations continue to offer aid. Ask the children to research and gather statistics from the internet on the 2010 and/or 2014 Pakistan flooding, to find out the following information: Amount of rainfall per day/per week Areas of the region affected by the flooding Number of people affected Number of homes destroyed Amount and type of aid given Use Google Earth to follow the path of the River Indus from its source in the glacial waters of the Tibetan Plateau down to the Arabian Sea, near the city port of Karachi. Encourage the children to work in groups to write a news report or documentary using the information gathered from their research. Pose the question – was there anything that could have been done to prevent either tragedy? The children should think about the most effective ways of presenting their findings, e.g. by combining the statistical information with photographs, maps and videos. 34 Downloaded for use by Surabaya European School on 16 December 2017. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. Go With The Flow

The following websites provide useful information about the River Indus and the Pakistan floods: en.wikipedia.org/wiki/Indus_River – Wikipedia features facts, figures and maps about the River Indus. bbc.co.uk/news/world-south-asia-10898817 – BBC News features excerpts from an aid worker’s diary, recounting the early days of the 2010 flooding and its impact on communities and water supplies. guardian.co.uk/world/video/2010/oct/30/pakistan-flooding-action-aid – The Guardian features a stunning short film exploring the Sindh province six weeks after the 2010 flooding. (Note: an advert runs before the start of the film.) dailymotion.com/video/x25g6x6_pakistan-flood-and-rescue-work-08-sept-2014_news – Daily Motion features footage of the 2014 flooding in Pakistan. Links are also provided to other similar news stories reporting on flooding and aid work around the world. bbc.co.uk/news/world-asia-india-29137789 – BBC News story from September 2014, reporting on the most recent flooding in India and Pakistan. tinyurl.com/kgw8g3n – the International Business Times features a gallery of images showing the damage caused by the 2014 floods and mudslides in Pakistan. (Note: this site does feature advertising.) youtube.com/watch?v=SXuAetOmm_Q – YouTube video reporting on the work of the U.S. Marines and Navy to deliver aid to flood-hit areas of Pakistan in 2014.

(To watch a YouTube video in safe mode, scroll to the bottom of the page and click on the ‘safety’ tab which brings up the ‘Safety mode’ information. Under this section, select the ‘on’ option, then click ‘save’) Mathematics link: ask the children to explore the different ways in which the data they have collected can be made more visually appealing and more easily understood by others – by using comparative bar graphs, line graphs and pie charts, for example.

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Science Learning Goals

Children will: 3.01 Know that the study of science is concerned with investigating and understanding the animate and inanimate world around them 3.02a Be able to conduct scientific investigations posing scientific questions 3.02b Be able to choose an appropriate way to investigate a scientific issue 3.02c Be able to make systematic and accurate measurements from their observations 3.02d Be able to explain and justify their predictions, investigations, findings and conclusions 3.02e Be able to record and communicate their findings accurately using the most appropriate medium and the appropriate scientific vocabulary and conventions 3.03 Be able to gather evidence from a variety of sources 3.04 Be able to discriminate between evidence and opinion 3.05 Understand the importance of using evidence to test scientific ideas 3.06 Understand some of the effects of what they learn on people's lives 3.07 Know about the major classifications of living things 3.08 Know about the effects of food chains in a variety of environments 3.14 Understand the relationship between living things and the environment in which they live 3.34 Know about the principles of condensation and evaporation 3.65 Know about the major sources of energy 3.66 Know how energy sources occur 3.67 Know how energy sources are obtained 3.68 Know how energy sources are used 3.69 Know the basic principles of renewable and sustainable energy

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Science Task 1

Learning Goals 3.02a Be able to conduct scientific investigations posing scientific questions 3.02b Be able to choose an appropriate way to investigate a scientific issue 3.02c Be able to make systematic and accurate measurements from their observations 3.02d Be able to explain and justify their predictions, investigations, findings and conclusions 3.02e Be able to record and communicate their findings accurately using the most appropriate medium and the appropriate scientific vocabulary and conventions 3.03 Be able to gather evidence from a variety of sources 3.05 Understand the importance of using evidence to test scientific ideas 3.34 Know about the principles of condensation and evaporation

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Research activity Ask the children if they know why it rains, where the rainwater comes from, and what happens to the rainwater (puddles) when the rain stops.This should just be a brainstorming activity at the moment and you should not tell them if they are correct or not – they will watch your experiment to confirm or disprove their theories and attempt to name the different stages of the water cycle. Teacher activity (boiling water needed) To make a water cycle, you will need: Some bricks Sheet of glass Plastic tray Boiling water Food colouring Thick white card 1. Arrange the glass so that one end is supported on a pile of bricks and the other end slopes down above the tray. 2. Place the card between the tray and the pile of bricks. The bricks represent mountains, the tray is the sea, the glass is the atmosphere and the card is land. 3. Pour the coloured boiling water into the tray and observe what happens. Vapour from the water should condense on to the glass and fall back on to the card.

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Recording activity Hand out to small groups of children, pictures of the elements that represent each stage of the water cycle: clouds, sea, sun, rain, etc. The following websites will provide a useful reference point: enchantedlearning.com/subjects/astronomy/planets/earth/Watercycle.shtml – Enchanted Learning has information and a comprehensive diagram of the water cycle. water.usgs.gov/edu/watercycle-kids.html – the U.S Geological Survey website features a more detailed diagram of the water cycle. There is also an interactive version available. In their groups, the children should sort the images into the correct order, justifying their choices as they go. Ask them to find out the names of each process of the water cycle (e.g. transpiration, evaporation and condensation) and describe what is happening at each stage. ICT link: ask the children to draw their own pictures to represent the different stages of the water cycle. They could use a drawing tablet or work on paper first and then scan the images into the computer to create an annotated storyboard or cartoon. Encourage the children to source suitable sound effects and add these to their water cycle – for example, the sound of the rain, wind and waves.

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Science Task 2

Learning Goals 3.01 Know that the study of science is concerned with investigating and understanding the animate and inanimate world around them 3.02a Be able to conduct scientific investigations posing scientific questions 3.02b Be able to choose an appropriate way to investigate a scientific issue 3.02c Be able to make systematic and accurate measurements from their observations 3.02d Be able to explain and justify their predictions, investigations, findings and conclusions 3.02e Be able to record and communicate their findings accurately using the most appropriate medium and the appropriate scientific vocabulary and conventions

Research activity The children should find out about stalactites and stalagmites using books and the internet. They can compile a spreadsheet sorting the characteristics of each, as well as where they can be found. The following website will provide a useful starting point: goodearthgraphics.com/virtcave/virtmap.html – the Virtual Cave website has an interactive diagram that children can explore, to access further information about the natural features of a cave network – including stalagmites and stalactites.

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Recording activity Tell the children they are going to grow their own stalactites. You will need: Wool Paperclips 2 jars Dish Washing soda crystals 1. Fill both jars with warm water. Stir in soda crystals. Keep adding soda until no more can be dissolved. This is called a saturated solution. 2. Place the jars slightly apart in a very warm place with the dish between them. 3. Fasten a paperclip to each end of the wool and lower one paperclip into each jar so that the wool hangs over the dish. 4. The stalactite will grow in the centre of the wool. Each day, measure how much it grows. Keep a record of your measurements. Why is the stalactite growing? Remind the children what they learned about evaporation in Science Task 1.

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Science Task 3

Learning Goals 3.01 Know that the study of science is concerned with investigating and understanding the animate and inanimate world around them 3.04 Be able to discriminate between evidence and opinion 3.05 Understand the importance of using evidence to test scientific ideas

Research activity Give the children one permeable and one impermeable rock. If you don’t have access to a variety of rocks you could use chalk and marble. The children should discuss which rocks they think are permeable and which they think are impermeable – don’t tell them yet if their guesses are correct. Experiment with water to discover which rocks are permeable and which are impermeable. The children should then discuss the characteristics of each type of rock. Can the children think of things that are made using these materials? Make a list. In small groups, ask the children to investigate how waterfalls are formed – by erosion at places along the river’s course where soft rock meets hard rock. Ask them to collect information about the Grand Canyon in North America from reference books and the internet. How was the Grand Canyon formed? What can they find out about the different rocks that make up the Grand Canyon? Are they permeable or impermeable? The following website provides a useful starting point: bobspixels.com/kaibab.org/geology/gc_geol.htm – Grand Canyon Explorer has detailed information, diagrams and photographs about the geology of the Grand Canyon.

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Recording activity Ask the children to write up a science report and evaluation detailing their scientific investigations into permeable and impermeable rock. Provide them with a list of headings that will help them structure their report. For example: The purpose of our investigation What we measured How we made our test fair Problems we had and how we solved them Our predictions and our results What we learned from our investigation Tell the children they might also want to include detailed and labelled diagrams to support their work. Geography link: study photographs of the world’s famous waterfalls and of the Grand Canyon from reference books and the internet. Ask the children to identify the main geographical features they have learned about in the earlier geography tasks. Language Arts link: ask the children to act as travel agents and plan a tourist trip to the Grand Canyon. In small groups, they can create a travel brochure with a detailed itinerary of the tour, including a hike across the Canyon and a trip on the Colorado River. The following website provides a useful starting point: nps.gov/grca/planyourvisit/index.htm – the National Parks Service website provides useful information and a short 3-minute video that ‘flies’ you over the Canyon.

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Science Task 4

Research activity Explain to the children how rivers at their source contain clean water but as they make their journey to the sea, the water becomes polluted by human activity, for example, from farming and industry. Polluted rivers contain less oxygen so are a threat to the wildlife living in the river. The following websites provide a useful starting point: video.nationalgeographic.com/video/uk_thamesriver – the National Geographic website has this 2-minute video about the history of pollution control on the River Thames, London. (Note: a short advert will run before the start of the video.) resources.woodlands-junior.kent.sch.uk/riverthames/pollution.htm – Woodlands Junior School website provides an overview of how pollution was tackled in the River Thames. Other useful websites about water, the water cycle and the effects of pollution are: water.usgs.gov/edu/watercycle-kids.html – the U.S Geological Survey website features a detailed diagram of the water cycle. There is also an interactive version available. water-pollution.org.uk – the Water Pollution Organisation outlines sources of pollution and how they can be treated. watereducation.org – the Water Education Foundation has information about water resource issues in the USA. 44 Downloaded for use by Surabaya European School on 16 December 2017. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. Go With The Flow

Discuss with the children the ways in which water can become polluted, e.g. chemicals from pesticides, rubbish, waste from factories, etc. Our drinking water comes from the water cycle. Water must be filtered and purified before we use it. Ask the children to work in small groups to make a simple water filter. You will need: Sand Water Filter paper Jug Small stones Sieve Funnel 2 containers 1. Mix the sand, stones and water together. 2. Pass the mixture through a sieve. See what is left in the sieve and what has passed through into the container. 3. Put filter paper in the funnel and pour the sandy water from the container through it. 4. The water in the container may look clean but it is not fit to drink. Compare this water with tap water. Remind the children that many people in the world do not have access to clean water. ICT link: Google Earth (earth.google.com) has a map layer that can be switched on to highlight ongoing projects by the international charity, WaterAid. This can be accessed from the left-hand menu. Scroll down the list and expand the layers option entitled ‘Global Awareness’. This will give you the option to activate the Water Aid information markers. These appear on the map as water symbols and can be clicked on for further information and images.

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Recording activity Discuss with the children what the effects of having to use polluted water can be. Can they think of ways to save water in their everyday lives? Some ideas include having showers instead of baths, turning off the tap whilst cleaning your teeth, etc. Language Arts link: ask the children to design a ‘Save Water’ information leaflet aimed at households in your home and/or host country. They should use persuasive language to talk directly to their audience in a personal and informal way. Ask them to combine the text with coloured graphics to boost their message and create maximum impact.

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Science Task 5

Learning Goals 3.65 Know about the major sources of energy 3.66 Know how energy sources occur 3.67 Know how energy sources are obtained 3.68 Know how energy sources are used 3.69 Know the basic principles of renewable and sustainable energy

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Research activity Ask the children to work in groups to make a simple water wheel. Explain that in the past, water wheels were often used in mills to grind grain into flour, to turn textile looms, or to drive mechanical hammers and bellows. The following instructions explain one way of constructing a water wheel. However, you should challenge the children to design and produce the most effective water wheel that they can by themselves. You will need: Small plastic cylinder Lollipop sticks Glue Stiff card Plastic bottle Piece of dowelling Tray Drawing pin Drawing compass 1. Glue lollipop sticks around the cylinder to make paddles. 2. Cut a strip of card so that it is long enough to reach underneath the tray and stand up on either side, allowing your paddle wheel to turn. Cut a ‘V’ shape in the card at either end. 3. Push the dowelling through the paddle wheel so that one end sticks out further than the other. 4. Using the compass, draw a circle on a piece of card. Cut it out and fasten it to the long end of the dowelling with a drawing pin. This is called the flywheel. 5. Use the bottle to carefully pour water on to the paddle wheel. What happens if you alter the height from which you are pouring water? The energy of the falling water turns the paddle wheel which spins the flywheel. The flywheel represents a turbine which drives a generator. Afterwards, ask the children in their groups to use reference books and the internet to research how dams produce energy.

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Recording activity Get the children to take a series of photographs of their finished water wheels in action, or to make videos using a digital camera. Discuss why water wheels are environmentally friendly – making little impact on the river and the surrounding landscape.

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Science Task 6

Research activity Ask the children to use reference books and the internet to research how hydro-electric dams produce energy (refer back to the big picture section). Find out if there is a dam in your home or host country that you can visit or research. Ask the children: can you find out how much power it generates? What are the benefits? What has been the impact on the local environment? Does the site provide for recreation and encourage wildlife?

Recording activity Water is a ‘clean, renewable source of energy’. Ask the children to discuss what is meant by ‘clean’ and ‘renewable’ in this context. They should compare it with fossil fuels such as coal and oil that have a limited supply and create pollution. Working in pairs, ask the children to design and produce a poster or interactive exhibit explaining how water power works and what the advantages of water power are as a clean, renewable source of energy.

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Science Task 7

Learning Goals 3.07 Know about the major classifications of living things 3.08 Know about the effects of food chains in a variety of environments 3.14 Understand the relationship between living things and the environment in which they live

Research activity In pairs, ask the children to search for information about fresh water rivers as important habitats for wildlife. They should research in books and on the internet. They can research river animals, such as: Fish, e.g. salmon, sticklebacks, eels, roach and pike Amphibians, e.g. frogs and toads Mammals , e.g. beavers, otters, water voles, water shrews and mink Birds, e.g. herons, kingfishers and ducks They can find out about animals living in tropical rivers, such as: Reptiles, e.g. crocodiles, alligators and water snakes Fish, e.g. piranhas Mammals, e.g. river dolphins, manatees and hippos They can research animals found in river estuaries, such as: Fish, e.g. crayfish and crabs Birds, e.g. oystercatchers and avocets Ask the children to select an animal and to research its life cycle, its place in the food chain, and how it is adapted to life in the river.

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Recording activity Still in their pairs, ask the children to make lists and study photographs of the different fish, amphibians, birds, mammals and plants that live in and around rivers. Discuss the different ways in which the animals can be classified, e.g. those with webbed feet and those without webbed feet. Ask the children to draw up a classification key to include all the animals. Ask them also to draw up food chains to show the relationship between the different river animals – which are predators and which are prey? The following website provides a useful starting point: ypte.org.uk/factsheets/rivers/life-in-a-lowland-river#section – the Young People’s Trust for the Environment has this factsheet about rivers and an example of a river food chain. Encourage the children to make useful notes from their research and to share and discuss their findings with other groups in the class. At the end of the task, the children could create one class database to combine and store all the information they have gathered. ICT link: you could also use a collaborative website such as Google Docs (docs.google.com), VoiceThread (voicethread.com) or Concept Share (conceptshare.com) to allow groups to share and comment on each other’s work.

Personal Goals Communication Cooperation Enquiry Thoughtfulness

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Science Extension Task

Learning Goals 3.69 Know the basic principles of renewable and sustainable energy

Extension activity Ask the children to use reference books and the internet to find out about forms of renewable and sustainable energy other than water power, e.g. solar energy and wind power. What are the advantages and disadvantages of each one? Ask the children, in groups, to make short presentations of their findings to the class. If you wish, they could also add the information to their posters or interactive exhibits from Science Task 6.

Personal Goals Communication Cooperation Enquiry Morality Respect Thoughtfulness

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Technology Learning Goals

Children will: 3.01 Know that technology affects people's lives 3.02 Know how the lives of people in the host country are affected by the extent of technological advance 3.03 Know how the lives of people in their home country are affected by the extent of technological advance 3.04 Be able to respond to identified needs, wants and opportunities with informed designs and products 3.05 Be able to gather and use information to suggest solutions to problems 3.06 Be able to devise and use step-by-step plans 3.07 Be able to consider the needs of users when designing and making 3.08 Be able to select the most appropriate available tools and materials for a task 3.09 Be able to work with a variety of tools and materials with some accuracy 3.10 Be able to test and evaluate their own work and improve on it 3.11 Be able to investigate the way in which simple products in everyday use are designed and made and how they work 3.12 Be able to evaluate the effectiveness of simple products in everyday use 3.13 Understand the need for accurate design and working 3.14 Understand the ways in which technology can be used to meet needs, wants and opportunities 3.15 Understand that different techniques, tools and materials are needed for different tasks 3.16 Understand that the quality of a product depends on how well it is made and how well it meets its intended purpose

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Technology Task 1

Learning Goals 3.01 Know that technology affects people's lives 3.02 Know how the lives of people in the host country are affected by the extent of technological advance 3.03 Know how the lives of people in their home country are affected by the extent of technological advance 3.04 Be able to respond to identified needs, wants and opportunities with informed designs and products 3.05 Be able to gather and use information to suggest solutions to problems 3.06 Be able to devise and use step-by-step plans 3.07 Be able to consider the needs of users when designing and making 3.08 Be able to select the most appropriate available tools and materials for a task 3.09 Be able to work with a variety of tools and materials with some accuracy 3.10 Be able to test and evaluate their own work and improve on it 3.11 Be able to investigate the way in which simple products in everyday use are designed and made and how they work 3.12 Be able to evaluate the effectiveness of simple products in everyday use 3.13 Understand the need for accurate design and working 3.14 Understand the ways in which technology can be used to meet needs, wants and opportunities 3.15 Understand that different techniques, tools and materials are needed for different tasks 3.16 Understand that the quality of a product depends on how well it is made and how well it meets its intended purpose

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Research activity Tell the children that people have always settled on the banks of rivers and have, therefore, needed to find ways of crossing rivers. Collect a selection of pictures of different bridges from the most simple to the very complicated. The following website provides a useful starting point: pghbridges.com/basics.htm – PGH bridges provides a handy spotter’s guide to different bridge types, with helpful illustrations. Discuss the specific purpose of each bridge, e.g. for people only, for heavy-goods, for vehicles? Think about how it was built and what things the builders had to consider, e.g. the width of the river and the weight the bridge had to carry. Ask the children: why are certain places on the river bank more suitable for bridge-building than others?

Recording activity Ask children to work in pairs to build a small-scale bridge model. Give them basic specifications, such as the width of the river and the weight the bridge must hold, as well as the purpose of the bridge (this will help with planning the width of the bridge). The children must produce a working portfolio as they proceed showing the following: An artist’s impression of their bridge A plan of the bridge with measurements, i.e. the width, distance from each bank, number of supports, etc. A list of materials to be used for each part of the bridge The equipment required for each part of the bridge A list of the activities in order showing how they will construct the bridge After they have built the model bridges, put them all on show and test the bridges with the agreed weights. The children should then discuss solutions for bridges that do not match the specification, i.e. don’t hold the weight. The children can vote for the most successful bridge and the most pleasing design. Ask them to finish their portfolios by deciding what worked well and what they would change if they did this exercise again. Show the portfolios to the rest of the class.

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Personal Goals Communication Cooperation Enquiry Resilience Thoughtfulness

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Technology Task 2

Learning Goals 3.14 Understand the ways in which technology can be used to meet needs, wants and opportunities

Research activity Ask the children to think about all the different ways in which rivers might be crossed or navigated in their host or home countries. They can use reference materials, books and the internet. They should think about: rafts, rowing boats, steam boats, barges, yachts, canoes, speedboats, ferries, hovercraft, aircraft, etc.

Recording activity In small groups, ask the children to draw up a list of points in favour or against each different way of crossing or navigating a river. Which methods of navigation are more suited to recreational use? Which are suited to industrial use? Which can be used for either use? Ask the children to produce their results in the form of a table, a Venn diagram or a short presentation to the class.

Personal Goals Communication Cooperation Enquiry Thoughtfulness

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Technology Extension Task

Learning Goals 3.02 Know how the lives of people in the host country are affected by the extent of technological advance 3.03 Know how the lives of people in their home country are affected by the extent of technological advance 3.14 Understand the ways in which technology can be used to meet needs, wants and opportunities 3.15 Understand that different techniques, tools and materials are needed for different tasks

Extension activity Using Google Earth, take the children on a ‘Bridges 3D Tour’. With Google Earth open, download and/or click on the following file: earth.google.com/gallery/kmz/bridges-3d-tour.kmz – Google Earth hosts this downloadable file, which will add the Bridges 3D tour to your version of Google Earth. This will add the Bridges 3D tour to the left-hand ‘Places’ window. You can then click on the links to zoom into the 3D globe to view each bridge. (Ensure that you have the 3D Buildings option checked.) You can then view the ten 3D-modelled bridges on the tour, including the stone arch Ponte Vecchio Bridge in Florence, Italy; the Triborough (suspension) Bridge and the Henry Hudson steel arch bridge in New York City, USA. Ask the children to identify the different types of bridges on the tour. They can then carry out some independent research, using books or the internet, into the design and building of one of the bridges. Ask them to try to find out: For what main purpose the bridge was designed What materials were used in making the bridge How long it took to construct and much it cost to make What was the impact of building the bridge (consider travel, transport of goods, accessibility, jobs, the surrounding environment, tourism, etc.) The children could then work together to create their own ‘bridges tour’ exhibition or interactive presentation using software such as such as PowerPoint (products.office.com), Prezi (prezi.com) or PhotoStory (microsoft-photo-story.en.softonic.com). 60 Downloaded for use by Surabaya European School on 16 December 2017. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. Go With The Flow

Personal Goals Communication Cooperation Enquiry Resilience Thoughtfulness

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History Learning Goals

Children will: 3.02 Know about the characteristic features of particular periods and societies 3.06 Know about the ideas, beliefs, attitudes and experiences of people in the past 3.09 Be able to enquire into historical issues and their effects on people's lives 3.10 Be able to find out about aspects of the past from a range of sources 3.16 Be able to select and record information relevant to an historical topic 3.19 Be able to communicate their knowledge and understanding of history in a variety of ways, making appropriate use of dates and historical terms

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History Task

Learning Goals 3.02 Know about the characteristic features of particular periods and societies 3.06 Know about the ideas, beliefs, attitudes and experiences of people in the past 3.09 Be able to enquire into historical issues and their effects on people's lives 3.10 Be able to find out about aspects of the past from a range of sources 3.16 Be able to select and record information relevant to an historical topic 3.19 Be able to communicate their knowledge and understanding of history in a variety of ways, making appropriate use of dates and historical terms

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Research activity The country of Egypt owes its existence to the River Nile. In ancient times, the annual river flood was extremely important for the prosperity of the country. Remind children of the geography activity when they made a linear map of the Nile. Some of the features on their maps come from the period in history when Egypt was a great empire. Ask the children to work in pairs to find out about the importance of the river and its place in the life of ancient Egypt. Ask the children a number of key questions to which they need to find answers, for example: How was the Nile flood measured? What ceremonies were carried out to ensure the successful flooding of the Nile? What role did the Pharaoh play? How was the water diverted into the fields? How was the Nile used for transport of people and goods? What other activities took place on the river, e.g. fishing? Some useful online resources include: resources.woodlands-junior.kent.sch.uk/homework/egypt/nile.htm – the Woodlands Junior School website is an award-winning resource, providing excellent information on a number of historical periods, including Ancient Egypt. ducksters.com/history/ancient_egypt.php – Ducksters is a web resource for children, offering facts and images tosupport a study of Ancient Egypt. bbc.co.uk/education/clips/z3rwmp – BBC Learning Zone documentary focusing on the importance of the Nile to the Ancient Egyptians. kidspast.com/world-history/0029-nile-river-valley.php – the Kidspast website provides photographs and information about the history of the River Nile. (Note: this site does feature advertising.)

Recording activity Ask the children, working in pairs, to present their findings in the form of a newspaper article with accounts and pictures of what they have found out. They should include a timeline as part of their article, detailing at what time each of these things happened. How have things changed over the years? What else was going on at these times? Were there any conflicts that might have affected the role the river played in Egyptian life? How have the crops grown over the years changed? 64 Downloaded for use by Surabaya European School on 16 December 2017. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. Go With The Flow

Personal Goals Communication Cooperation Enquiry Thoughtfulness

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History Extension Task

Learning Goals 3.10 Be able to find out about aspects of the past from a range of sources 3.16 Be able to select and record information relevant to an historical topic

Extension activity Look at a map of North America and find the course of the Mississippi river. In small groups, ask the children to find out all they can about the part the Mississippi played in the development of the southern states of America. The following websites are a useful starting point: en.wikipedia.org/wiki/Mississippi_River – Wikipedia provides facts and figures about the Mississippi River. oddizzi.com/teachers/explore-the-world/physical-features/rivers/world- rivers/mississippi – Oddizzi provides a fact sheet and overview of the history and features of the Mississippi River. Ask them to consider the following: What goods were transported along the Mississippi? What major ports grew up along the river? They can give a short talk or presentation to the class about what they have found out.

Personal Goals Communication Enquiry Thoughtfulness

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Society Learning Goals

Children will: 3.01 Know that the study of society is concerned with learning about living as members of groups 3.04 Know about the major traditions, celebrations and ways of living in the host country and their home country 3.05 Understand their own responsibilities in the groups to which they belong 3.06 Understand the responsibilities of others in those groups and in the wider community 3.07 Understand that the way in which people fulfil their responsibilities affects the lives of others 3.08 Understand that the behaviour of individuals has an effect on the lives of others 3.09 Be able to enquire into the nature of groups and social institutions and their effects on people's lives

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Society Task

Learning Goals 3.05 Understand their own responsibilities in the groups to which they belong 3.06 Understand the responsibilities of others in those groups and in the wider community 3.07 Understand that the way in which people fulfil their responsibilities affects the lives of others 3.08 Understand that the behaviour of individuals has an effect on the lives of others 3.09 Be able to enquire into the nature of groups and social institutions and their effects on people's lives

Research activity Working in groups, tell the children that a river is to be dammed. Give each group a role, e.g. villagers who live in the river valley; city people who want a cheaper, more reliable electricity supply; government officials who have decided to build the dam; conservationists who are concerned for the environment. They should research the advantages and disadvantages of damming the river for their particular group of people. The following website will provide a useful starting point: internationalrivers.org – International Rivers is an organisation that seeks to protect rivers and the local communities who depend on them. You could base the children’s studies in a real context by asking them to research the building of the controversial Three Gorges Dam in China, on the River Yangtze, one of the longest rivers in the world. Find out about the effects on the surrounding areas, including the town of Yichang, on businesses, industry, archaeology, wildlife and local people (1.4 million people needed new homes). Ask the children to find out why the Chinese government decided to build the dam. What were the intended long-term benefits?

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Recording activity Ask the children to prepare their arguments either for or against the building of the dam depending on which group they have been allocated, considering both the advantages and disadvantages. Then set up a debate with short speeches and question sessions. Language Arts link: show the children how to compile a for-and-against grid using the discussion points from their debate about the building of the dam (above). This will help the children to understand and express the arguments from both sides more clearly.

Personal Goals Adaptability Communication Cooperation Enquiry Morality Respect Thoughtfulness

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Society Extension Task

Learning Goals 3.01 Know that the study of society is concerned with learning about living as members of groups 3.04 Know about the major traditions, celebrations and ways of living in the host country and their home country

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Extension activity Ask the children to find out about the religious significance of rivers to people of Hindu faith. The most famous holy river is the Ganges, in India. For Hindus, the act of bathing in the river helps to wash away sins and cleans the spirit as well as the body. Study photographs of people bathing in the River Ganges in books and on the internet. The search engine, Google Images and the Flickr website provide useful starting points for photo research: flickr.com – the Flickr website has millions of fully searchable images, across a vast number of topics. Key ‘Holy River Ganges’ into the Flickr or Google Images search box. A history of the Ganges can be found on the following website: buzzle.com/articles/ganges-river-facts.html – Buzzle.com features facts, figures and a history of the Ganges. Ask the children to describe or annotate what they can see in the images they find from their research activity. Ask them: What is happening in the photograph? When and where was it taken? What can you see in the background? What does the photograph tell us? Who do you think took the photograph? Language Arts link: read aloud the following quotation to the class. It is by Jawaharlal Nehru, the first Prime Minister of India. ‘The Ganga, especially, is the river of India, beloved of her people, round which are intertwined her memories, her hopes and fears, her songs of triumph, her victories and her defeats. She has been a symbol of India’s age-long culture and civilization, ever changing, ever flowing, and yet ever the same Ganga.’ In groups, ask the children to discuss the meaning of the words. They can then add the quotation to the mind maps they created in the knowledge harvest. Children could even go on to compose their own rousing speech about a river or even one of the bridges that they have researched over the course of the unit.

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Personal Goals Adaptability Communication Enquiry Thoughtfulness

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International Learning Goals

Children will: 3.04 Know about similarities and differences between the lives of people in different countries 3.05 Be able to explain how the lives of people in one country or group are affected by the activities of other countries or groups 3.06 Be able to identify ways in which people work together for mutual benefit 3.07 Understand that there is value both in the similarities and the differences between different countries

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International Task

Learning Goals 3.04 Know about similarities and differences between the lives of people in different countries 3.05 Be able to explain how the lives of people in one country or group are affected by the activities of other countries or groups 3.06 Be able to identify ways in which people work together for mutual benefit 3.07 Understand that there is value both in the similarities and the differences between different countries

Research activity The children should research the effects river management in one country might have on the water supply of another country through which the river flows. Use examples such as the damming of the River Nile at Aswan. They should consider the following areas: Water pollution and filtering systems Hydro-electric power How many countries the river passes through and at which point on the river the management occurs. What are the implications for countries up-river and down-river? Flooding

Recording activity The children should discuss their findings as a class and compare the information to what they know about the home and host countries.

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Personal Goals Communication Cooperation Enquiry Morality Thoughtfulness

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International Extension Task

Learning Goals 3.04 Know about similarities and differences between the lives of people in different countries 3.06 Be able to identify ways in which people work together for mutual benefit

Extension activity Ask the children to find out about the work of the international charity, WaterAid. Guide their research with leading questions, for example: What does Water Aid do? Where does it work? Can we (our school or our community) help? The WaterAid website provides an ideal starting point: wateraid.org/uk/audience/schools – WaterAid is an international organisation that aims to improve water access, sanitation and hygiene for the poorest people. The schools section offers lesson plans, resources, fact files and videos. (You may also want to view the WaterAid sponsored IPC Unit, Water for Everyone, for additional links and information.) Ask the children, in small groups or pairs, to use the information they have collected through their research to write a non-chronological report and/or a persuasive poster supporting the work of the charity, Water Aid. Language Arts link: discuss with the children the best way of structuring their report writing, for example, through the use of clear layout, formal language and section headings. Persuasive text, on the other hand, might be better presented through bullet points, personal language (using the pronoun ‘you’), coloured graphics illustrations and visuals.

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Personal Goals Communication Enquiry Respect Thoughtfulness

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The Exit Point

Tell the children that you are going to have a boat race down a river. A regatta! And the children are (individually, in pairs or in groups) going to enter a boat to enter in the race! Together with the class, look at a large-scale local map and, using your local knowledge, find a suitable stream or shallow river on which you plan to race your boats. Note: It is vital that you consult your school’s health and safety policy and ensure that a detailed and sufficient risk assessment is carried out. Think about the conditions on the river and how this will affect the performance of the boats. What stage is the river at? Is the water fast- or slow-flowing? Is the bed of the river rocky or smooth? Do the boats need to be sturdy and robust? Ask the children to look at the boats they made at the entry point and make adjustments to their designs based on what they have learned about rivers from this unit. When the children are satisfied with their completed boats, publicise the event with eye-catching posters, banners and invitations to the regatta. Invite all parents who are interested to help out on the day. You could encourage everyone to dress up for the event by wearing straw boaters or sou’westers, sailors’ or pirates’ fancy dress. Don’t underestimate the amount of planning and help that will be required. Let the children get involved in the detail and decision-making as much as possible. They should be encouraged to appoint a class regatta committee to ensure that: Health and safety procedures are followed on the day Suitable waterproof clothing and footwear is worn Children are supervised by adults at all times Litter is not left in the river after the event They should make lists of ‘things to do’ and ‘useful things to take’, e.g. long-handled nets for scooping up river-wrecked and capsized boats. On the day of the regatta, get the children to video the proceedings and add a spoken commentary, with some of them acting as news reporters. Have a riverside award ceremony and interview the winner. Don’t forget to take close-up shots of the winning boat for the school website or newsletter. Finally, when you return to the classroom at the end of the race, make sure you toast the end of this unit with a celebratory glass of refreshing drinking water - don’t miss the opportunity to remind the children that they are drinking what was once river water. While enjoying your glass of water, take time to reflect on what you have learned about rivers during the course of this unit – encourage the children to share their knowledge and understanding about rivers with a partner and with others in the class. You are all bound to agree on one thing about rivers … we need to go with the flow! 78 Downloaded for use by Surabaya European School on 16 December 2017. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. Go With The Flow

The IPC community would love to see examples of your learning, in any subject, at any stage of the learning process. If you have any pictures or stories you would like to share please visit our Facebook page at facebook.com/InternationalPrimaryCurriculum, tweet @The_IPC or email [email protected].

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Resources

For this unit, you will need some, but not necessarily all, of the following: Equipment Card Scissors Rulers Graph paper Plasticine Stickers Tray Bricks Sand Food colouring Paint Sheet of glass Kettle String Paperclips Jars Washing soda Filter paper Jug Small stones Sieve Funnel Containers

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Lollipop sticks Plastic bottles Plastic tubs and pots Plastic bags Foil food trays Rubber bands Inflatable paddling pool Waterproof tape Dowelling Drawing pins Compasses Simple tools Wood Wool Maps – blank world maps, contour maps, Google Earth Version 5 Software – Microsoft Excel, PowerPoint, or other similar software; website design software Digital camera Camcorder or video camera Google Earth software (earth.google.com)

Links http://www.bbc.co.uk/education/clips/z3rwmp3 A BBC Learning Zone documentary focusing on the importance of the Nile to the Ancient Egyptians. http://www.bbc.co.uk/news/world-south-asia-10898817 BBC News features excerpts from an aid worker’s diary, recounting the early days of the 2010 flooding and its impact on communities and water supplies http://www.bbc.co.uk/news/world-asia-india-29137789 BBC News story from September 2014, reporting on the most recent flooding in India and 81 Downloaded for use by Surabaya European School on 16 December 2017. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. Go With The Flow

Pakistan. http://www.buzzle.com/articles/ganges-river-facts.html Buzzle.com features facts, figures and a history of the Ganges http://www.dailymotion.com/video/x25g6x6_pakistan-flood-and-rescue-work-08-sept- 2014_news Daily Motion features footage of the 2014 flooding in Pakistan. Links are also provided to other similar news stories reporting on flooding and aid work around the world. http://www.ducksters.com/history/ancient_egypt.php Ducksters is a web resource for children, offering facts and images to support a study of Ancient Egypt. http://www.enchantedlearning.com/subjects/astronomy/planets/earth/ Watercycle.shtml Enchanted Learning has information and a comprehensive diagram of the water cycle. http://www.bobspixels.com/kaibab.org/geology/gc_geol.htm Grand Canyon Explorer has detailed information, diagrams and photos about the geology of the Grand Canyon. http://internationalrivers.org International Rivers is an organisation that seeks to protect rivers and the local communities who depend on them. http://www.kidspast.com/world-history/0029-nile-river-valley.php Kidspast website provides photographs and information about the history of the River Nile. (Note: this site does feature advertising.) http://www.nps.gov/grca/planyourvisit/index.htm National Parks Service website provides useful information and a short 3-minute video that ‘flies’ you over the Canyon. http://www.oddizzi.com/teachers/explore-the-world/physical-features/rivers/world- rivers/mississippi/ Oddizzi provides a fact sheet and overview of the history and features of the Mississippi River. http://pghbridges.com/basics.htm Pghbridges provides a handy spotter’s guide to different bridge types, with helpful illustrations. http://resources.woodlands-junior.kent.sch.uk/homework/Grivers.html Rivers Homework Help gives information on the location, length, drainage area, tributaries, etc. of rivers including the Nile, Amazon, Yangtze, and the Mississippi. http://www.schoolsworld.tv/node/818 Schools World TV has this video about the upper, middle and lower courses of the River Severn, Britain’s longest river and the individuals influenced by it. http://www.cgee.hamline.edu/rivers/Resources/river_profiles/index.html The Center for Global Environmental Education provides profiles of rivers, including the Amazon, Volga, Thames and the Mississippi. http://www.flickr.com 82 Downloaded for use by Surabaya European School on 16 December 2017. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. Go With The Flow

The Flickr website has millions of fully searchable images, across a vast number of topics. http://www.guardian.co.uk/world/video/2010/oct/30/pakistan-flooding-action-aid The Guardian website features a stunning short film exploring the Sindh province six weeks after the 2010 flooding (Note: an advert runs before the start of the film.) http://tinyurl.com/kgw8g3n The International Business Times features a gallery of images showing the damage caused by the 2014 floods and mudslides in Pakistan. (Note: this site does feature advertising.) http://environment.nationalgeographic.com/environment/habitats/ freshwater-profile/ The National Geographic explains the importance of the conservation of freshwater habitats - vital to the lives of humans and all kinds of living things. http://environment.nationalgeographic.com/environment/photos/floods- general/#utah- flood-road_419_600x450.jpg The National Geographic website has a photos section that you can search for photographs of floods. http://video.nationalgeographic.com/video/uk_thamesriver The National Geographic website has this 2-minute video about the history of pollution control on the River Thames, London. http://www.rgs.org The Royal Geographical Society homepage is a useful starting point for information, case studies and classroom resources on a variety of geographical topics. http://www.unlockingthearchives.rgs.org/resources/documents/Zambezi%20 expedtion.pdf The Royal Geographical Society website has this illustrated, historical account of David Livingstone’s Zambezi Expedition (1858-64). http://www.rgs.org/NR/rdonlyres/32634944-D055-4B94-9C89- 1686645C794D/0/Bangladeshfloods.pdf The Royal Geographical Society website has this useful PDF for teachers, providing information and photos on the Bangladesh delta, the monsoon, cyclones, and storm shelters. http://water.usgs.gov/edu/watercycle-kids.htm The U.S Geological Survey website features a detailed diagram of the water cycle. There is also an interactive version available. http://ga.water.usgs.gov/edu/earthrivers.html The US Geological Survey’s (USGS) Water Science for Schools website has information on all aspects of water. http://www.goodearthgraphics.com/virtcave/virtmap.html The Virtual Cave website has an interactive diagram that children can explore, to access further information about the natural features of a cave network - including stalagmites and stalactites. http://www.watereducation.org The Water Education Foundation has information about water resource issues in the USA. http://www.water-pollution.org.uk/index.html The Water Pollution Organisation outlines sources of pollution and how they can be treated. 83 Downloaded for use by Surabaya European School on 16 December 2017. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. Go With The Flow

http://http://resources.woodlands-junior.kent.sch.uk/homework/egypt/nile.htm The Woodlands Junior School website is an award-winning resource, providing excellent information on a number of historical periods, including Ancient Egypt. http://ypte.org.uk/factsheets/rivers/life-in-a-lowland-river#section The Young People’s Trust for the Environment has this factsheet about rivers and an example of a river food chain. http://www.wateraid.org/splash_out/fundraising/default.asp This Water Aid fundraising site contains lots of ideas about how you can support the work of Water Aid. http://www.wateraid.org/uk/audience/schools WaterAid is an international organisation that aims to improve water access, sanitation and hygiene for the poorest people. The schools section offers lesson plans, resources, fact files and videos. http://en.wikipedia.org/wiki/Indus_River Wikipedia features facts, figures and maps about the River Indus http://en.wikipedia.org/wiki/Thames_Barrier Wikipedia has facts, figures and photographs of the Thames Flood Barrier. http://en.wikipedia.org/wiki/Mississippi_River Wikipedia provides facts and figures about the Mississippi River. http://www.youtube.com/results?search_query=floods+in+pakistan&aq=f YouTube has several videos on the floods in Pakistan in 2010.

Books Rivers Around the World series, by Molly Aloian, Crabtree Publishing, 2010 Titles in the series: The Amazon, The Ganges, The Nile, The Mississippi, The Yangtze Journey Along a River series, by Jen Green, Wayland. Titles in the series: The Amazon, The Ganges, The Nile, The Rhine, The Yangtze Running Water, by Louise Spilsbury, Raintree, 2006 Mighty Rivers, by Jinny Johnson, Franklin Watts, 2009 Let’s Drink Some Water, by Ruth Walton, Franklin Watts, 2010 Horrible Geography: Raging Rivers, by Anita Ganeri, Scholastic, 2015

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