NOTE: Comments and suggestions for the teacher are included with the italicized copy from the student page.
At each step you may be able to illustrate a term or application using rivers and features familiar to your students. Each lesson is designed as a set of pages and each page includes a sequence of steps. You will probably want to have them complete each page independently and then discuss their responses before proceeding to the next page. The final page (fourth) provides for assessment.
SUPPLIES NEEDED: Each student should have a copy of each lesson page (four in total), an expendable map showing major rivers, state outlines, and cities, and blue, green and red pens or markers. A suitable map master is included in the Our Land of Liberty Comprehensive Teacher's Manual or will be sent on request. Be sure to include your mailing address.
Teacher notes: You may need to illustrate the Mississippi "delta" with a large map of Louisiana and an illustration of the Greek alphabet. Deltas form where rivers emerge into a shallow basin with such sluggish current and so much silt that the flow does not carry the silt far enough to sea. Deeper, faster rivers seldom develop deltas. |
Teacher notes: Student answers simply reflect their present understanding of river function. We're going to develop awareness that rivers have multiple "sources" including other rivers, watersheds, drainage basins, lakes, and springs. We want rivers to be seen as collectors of water and connecters of places. |
Teacher notes: To begin associating river sources, we introduce tributaries. The river selected as the first above the Mississippi's mouth will depend on their map. It will probably be the Red or the Arkansas. They are going to trace these rivers in blue on their work maps later, but they could begin doing this now. |
Teacher notes: It seems obvious, but let's be sure they understand rivers flow downward from higher levels and the ultimate source will be the highest. There is another confusing point emerging: river names do not always reflect the most distant point or largest channel. For example, the Missouri is a tributary of the Mississippi, but is actually longer! We commonly regard the "source" of a river to be the point at which it's name first appears. On the next lesson page, we will see that the source of the Ohio River is the conjunction of two others. The source of the Arkansas is in Colorado. |
Teacher notes: We may also see the "mouth" of a river as the point where the name ceases. The mouth of the Ohio will be at the Mississippi. Tributaries seldom feed into other rivers through deltas, but may if the conditions permit (low gradient, shallow water, slow current, silt). |
Teacher notes: As we go up a river, the name usually follows it's main channel. Of course the flow of water down the river is always increased where another river flows into it. |
Teacher notes: Students should recognize that the "drainage basin" of the Mississippi is not limited to the land surrounding that river. This is key. This basin extends far to the west, all the way to the Rockies and the states of Montana and Wyoming. You may identify the three forks of the Missouri in Montana. On our next page we will expand the Mississippi drainage basin east along the Ohio River. |
Teacher notes: If they are properly distinguishing river courses they will recognize Minnesota as containing the headwaters of the Mississippi. By now they are using a number of terms to reflect the origins of rivers: source, tributaries, forks, drainage basin, and headwaters. Other origins will be presented on the next page. |
Teacher notes: Depending on the detail of the map the source of the Missouri may appear in Wyoming or Montana. As stated in #7, it is really at "Three Forks," Montana. A regional map of the northwest or state map may be used to reveal the exact source, (or sources) noting the forks that form it. |
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Links: Student text for this part - Part 2 - Part 3 - Part 4 - Return to lesson introduction - Home