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Riversin the BALTIC REGION

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Riversin the BALTIC REGION WORKING FOR BETTER RiversIN THE BALTIC REGION The Baltic Sea Project Learners' Guide No. 4 WORKING FOR BETTER RiversIN THE BALTIC REGION RIVERS AS AN EDUCATIONAL CHALLENGE IN ART, SOCIAL STUDIES AND SCIENCE ¥ The Baltic Sea Project Learners* Guide No. 4 THIS BOOK HAS BEEN PRODUCED WITHIN THE FRAMEWORK OF THE BALTIC SEA PROJECT AS PART OF THE UNESCO ASSOCIATED SCHOOLS PROJECT Key words: The Baltic Sea drainage area; environmental education; interdisciplinary approach Abstract: The book deals with rivers as an educationai challenge in environmental education in art, social studies and science looking for experiences with rivers and nature and for solutions to the environmental impact caused by human activities. International teacher training within the Baltic Sea Project, supported by UNESCOs Participation Programme 1998-1999, took place in Finland (1998), Lithuania (1999) and in Latvia (1999). The meetings served as forum for discussi- ons among specialists, students and teachers who contributed with their experiences and ideas. © The Danish Ministry of education in co-operation with UNESCO Financial support from the European Commission First edition, 2000 ISBN 87-987489-1-2 Editor: Birthe Zimmermann, General co-ordinator of the Baltic Sea Project, Denmark, in co-operation with an Editorial group consisting of: Per Werge, Denmark Risto Hamari, Leena-Riitta Salminen & Jarkko Suvikas, Finland Velga Kakse, Loreta Urtane & Andris Urtans, Latvia Ingvar Lennerstedt & Jan-Erik Wallden, Sweden Language corrections: Robert Quick, GB Main illustrator: Zane Darzina, Latvia Cover photo: Student Rickard Nielsson, Polhemskolan, Lund, Sweden in “Kick method” action. Photo by Ingvar Lennerstedt, Lund, Sweden Production, design & print by: Toptryk, Graasten, Denmark on Multiart Silk paper carrying the Nordic Environmental Swan logo. Colours are 100% vegetable colours. The book can be ordered from: The Ministry of Education in Denmark, Undervisningsministeriets forlag Strandgade 100 D DK-1401 Copenhagen K Phone: +45-3392 5220 Fax: +45-3392 5219 e-mail: [email protected] Order no: UVM-1-027 WHEN PHOTOCOPYING, PLEASE ACKNOWLEDGE THE SOURCE Preface ”01d man river.. .he just keeps rolling...” Thanks to the Baltic Sea Project, students Do we take our streams and rivers for granted? throughout the region have been very much We just have to take a closer look at them in involved in taking a new look at nearby rivers, order to find the answer! And that is what the the quality of the water, aquatic life, the state teachers and students participating in the of the surrounding environment, threats of Baltic Sea Project have been doing for the last contamination and pollution facing rivers, and few years. conservation action. By leaming more about the many different species e.g. organisms, in- As we know rivers are much more than ”a na­ sects, plants, fish, birds, animals which depend tural stream of water of considerable volume” on river quality for their existence and survi- (Webster’s New Collegiate Dictionary). They val, students see beyond the flow of the river are a source of life, not only to the marine en- but become very conscious of the wealth of vironment which they encompass but to the life it generates. flora and fauna found along their banks and to nearby local inhabitants. ”Rivers are the most The Baltic Sea catchment area is richly end- important freshwater resource for man.” owed with streams and rivers, a large variety Healthy rivers often signify healthy life and of marine life, and surrounding flora and fau­ well-being. Hence, they need our constant care na. As revealed in this book, each river has and protection and measures to preserve them. common elements but each one is unique. By leaming more about our local rivers and stre­ As the Director-General of UNESCO, Mr. ams and their vital bio-diversity, through dee- Koichiro Matsuura, recently stated ”The natu­ pening our appreciation of them and taking ral riches we daily deplete may never be reple- appropriate action to preserve them, significant nished again, and the vast bodies of water we contributions are made at the same time to soil, while killing off countless varieties of protecting the Baltic Sea and the natural and marine life, might never more be cleansed. cultural life surrounding it which is the main One of our most pressing tasks is to preserve objective of the Baltic Sea Project. River life what is most precious today while addressing also depicts and reflects local culture, customs the human needs of tomorrow.” and traditions. By leaming more about rivers, 1 Water Quality Assessment, Edited by Deborah Chapman, published on behalf of UNESCO, WHO and UNEP, 1992, page 239 one can also leam very much about the towns, located throughout the Baltic Catchment Area, villages and inhabitants along their banks. and it will surely be a source of inspiration The Baltic Sea Projects aims also to promote and of practical use to many more. intercultural leaming and by studying river life one can understand much about the way of life The long preparation of such a Guide calls for of the people. much debate, concrete classroom and extra- curricular activities, a systematic exchange of As we know, rivers have often served as sour- ideas and results and sound co-ordination. ces of inspirations for composers, artists and Birthe Zimmermann (Denmark), the BSP writers and continue to do so. Portrayed General Co-ordinator for the past three years through songs, music (Danube Walz by has played an instrumental role in ensuring the Strauss, The Rheingold Opera (Rhine) by high qualitative development of the Baltic Sea Wagner, Moldau (Moldova River) by Czech Project. She is to be highly commended for composer Smetana, etc.), literature (e.g.Tom steering the BSP in the right direction, for Sawyer by Mark Twain), paintings (Le keeping it on course so that it can result in Déjeuner ("Luncheon” on the banks of the such commendable educational resource mate- Seine by Renoir, etc. The Thames (London) by rial and for ensuring the constant interaction of Monet, etc.), as well as poetry as included in the unique natural and cultural dimensions of this book. By becoming more aware of the the Baltic Sea and its peoples. Like you, I am importance of their local rivers and streams, also a ”river person”. I grew up near the young people can express their appreciation banks of one of the world’s largest rivers - the through the Creative arts. Mississippi (USA) and now I live about one hundred meters from another well known Since rivers and streams are related to so many river, the Seine in Paris. As I cross the bridges facets of daily life and to our future wellbeing, every day, I never cease to wonder at the the study of them calls for a holistic approach. river’s flow, its force, its ’Tifeline”, its beauty This book emphasizes the contributions of and its fragility. Let us all commit to preserv- subjects across the curriculum such as science, ing our streams and rivers, however big, how- geography, mathematics, art, etc. so that young ever small, for present and future generations. people can become more aware of the need to protect our rivers and streams, develop new Elizabeth Khawajkie, International Co-ordinator skills to contribute concretely to their preser- UNESCO Associated Schools Project NetWork (ASPnet) vation, and reinforce their Creative capacity to express their ideas and feelings. This is the fourth book published in the series of the Baltic Sea Project (BSP) Leamer’s Guides. It reflects the serious and innovative work and activities underway in the many BSP schools Contents: PREFACE 3 TO THE READER 6 SECTION 1. RIVERS AS AN EDUCATIONAL CHALLENGE IN ART 7 1 ENVIRONMENT AS AN EDUCATIONAL CHALLENGE IN ART 8 2 A HOLISTIC APPROACH 14 3 AESTHETICS AND ENVIRONMENT 26 4 VISUAL AND ENVI RON MENTAL ART 36 5 THE URBAN USE OF RIVERS 44 6 ART AND DESIGN IN ENVIRONMENTAL EDUCATION 50 QUESTIONS ON SECTION 1 57 SECTION II. RIVERS AS AN EDUCATIONAL CHALLENGE IN SOCIAL STUDIES 59 7 INTRODUCTION TO BALTIC RIVERS 60 8 IT ALL STARTS WITH THE RAIN 64 9 GEOGRAPHICAL MAPPING 70 10 HISTORICAL MAPPING 86 n CASES ON BALTIC RIVERS 92 QUESTIONS ON SECTION II 117 SECTION III. RIVERS AS AN EDUCATIONAL CHALLENGE IN SCIENCE 119 12 INTRODUCTION TO SPRINGS, BROOKS AND STREAMS 120 13 RIVERS AND ORGANISMS ADAPTED TO RIVERS 122 14 METHODS USED FOR ESTIMATING THE WATER QUALITY OF RIVERS 150 QUESTIONS ON SECTION III 175 SECTION IV, SOLUTIONS - WORKING FOR BETTER QUALITY OF RIVERS 177 15 RIVER CHANNELISATION AND RESTORATION 178 16 STUDENTS" EXAMPLES 184 APPENDIX PROTOCOL TO BE USED IN THE BSP PROGRAMME "RIVERS" 192 INDEX 201 To the Reader This Leamers' Guide is the fourth in a series of dies, historical and scientific aspects have been jointly elaborated educational materials. Leamers made due to numerous suggestions from students Guide 1 "Working for Better Water Quality in the and teachers participating in parallel teacher trai- Baltic Sea" was first published in 1994, the second ning courses in Kotka, Finland, in November 1998, edition in 1998. Leamers' Guide 1 focuses on in Klaipeda, Lithuania, in April 1999 and in methodology, indicators, and on education with a Ligatne, Latvia in August 1999. Through a perso­ specific chapter on disciplinary, interdisciplinary nal relationship with nature the student reaches a and problem-based leaming. Baclcground informa­ level of personal appreciation that leads to engage­ tion on the vulnerable Baltic Sea provides useful ment with nature e.g. the local river, and with information also for readers of this Leamers' Guide increased knowledge and understanding the stu­ 4 "Working for Better Rivers in the Baltic Region". dent may influence authorities and decision makers Leamers' Guide 2 "Working for Better Air Quality and thus help solve environmental problems, caus- in the Baltic Region" was published in 1998.
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