Floods and press

Objective: 

  • Learning about the hydrological risks associated to heavy rains and urban development
  • Learning how to search and download data from digitized newspapers repositories

This learning unit includes activities that stimulate critical thinking, link textual information and  geographical information systems.

School subjects: science, informatics.

Total time estimated: 3 hours.

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The risk of flood hazards: the hydraulic aspects of rivers

Objective: 

  • Giving students the knowledge on how to investigate on landscape using Math and Physics
  • Knowing about hydraulic risk meaning and management, risk and hazard and covered rivers 

This learning unit includes activities on hydrogeological risks area mapping and it may include GIS.

School subjects: science, informatics.

Total time estimated: 4 hours.

Age of the students: 16-18 

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Eutrophication

Objective: 

  • Learning about the relationship between chemical nutrients (nitrates and phosphates) in water and algal mass
  • Understanding the organoleptic, physical, chemical and microbiological parameters and water properties

This learning unit includes outdoor activities for water and algae sampling and laboratory analysis.

School subjects: science, biology, chemistry.

Total time estimated: 3 hours.

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Effects of urbanization on soil loss and water cycle

Objective: 

  • Giving students the knowledge on how to investigate the changes in soil use and quantifying the soil loss in a specific region;
  • Understanding the effects of soil sealing on the water cycle in connection to environmental and social-economic issues. 

This learning unit includes activities on soil permeability and a study on GIS.

School subjects: science, informatics.

Total time estimated: 5 hours.

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The ecosystem of the estuary of the river and the eutrophication

Objective: 

  • Learning the relationship between chemical nutrients (nitrates and phosphates) in algal development 
  • Carrying out chemical analysis and species identification

This learning unit includes activities on water sampling and analysis but also species identification. 

School subjects: science, biology, chemistry.

Total time estimated: 7 hours.

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River ecosystems: plant biodiversity

Objective: 

  • Plan and carry out a research project following the steps of the scientific method
  • Learn about plant diversity on the studied ecosystems and water quality

This learning unit includes outdoor activities for the identification of plant species in the river.

School subjects: science, biology, chemistry.

Total time estimated: 9 hours.

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River ecosystems: animal biodiversity

Objective: 

  • Plan and carry out a research project following the steps of the scientific method
  • Learn about animal diversity on the studied ecosystems and water quality

This learning unit includes outdoor activities for the identification of animal species in the river.

School subjects: science, biology, chemistry.

Total time estimated: 9 hours.

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Biodiversity of the river ecosystem

Objective: 

  • Plan and carry out a research project following the steps of the scientific method
  • Learn about the relationships between abiotic components and the organisms
  • Learn about the various species and genus of different categories of organisms (plants, insects, birds, reptiles, frogs, fishes)

This learning unit includes outdoor activities for collection and identification of different categories of organisms (plants, insects, birds, reptiles, frogs, fishes) in the river.

School subjects: science, biology, botany, chemistry.

Total time estimated: more than 18 hours.

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Investigation of little meander – case study of Küçük Menderes (Turkey)

Objective: 

  • Learning carry out water quality management study at the river basin scale
  • Discuss the importance of water quality management, its role in river basin management, regulations related to the management of water resources in the country and European Union 
  • Evaluating the water masses in terms of water quality of the entire river basin, pollutant loads, structure of water masses.

This learning unit includes outdoor activities for sampling data and the use of GIS software.

School subjects: science, biology, pedology, chemistry, informatics.

Total time estimated: 5 hours.

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Influence of soil texture and structure on overland flows (hydrogeological risk) – case study in the Agro Sarnese Nocerino.

Objectives:

  • Identifying the factors that regulate the water infiltration in soils and the influence of the agricultural practices;
  • Knowing the land use and the morphology of the territory, identifying the risks components for river overflows. 

This learning unit includes activities such as field observations and soil sampling, chemical analysis in laboratory, activity on GIS in the classroom. 

School subjects: science, chemistry, informatics.

Total time estimated: 6 hours.

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