Students Worksheets

RIVERS
Student's worksheets
Xon Vilahur i Godoy
NILE Norwich
Febrer-Abril 2011
STUDENT’S WORKSHEETS UNIT 1 WEATHER AND LANDSCAPES RIVERS
INDEX
UNIT 1. WEATHER AND LANDSCAPES
1.0. Why rocks, landscapes and rivers? 3
1.1. A. Betting game 4
1.1. B. Homework 5
1.2. Missing words 6
1.3. Changing earth 7
1.4. Fill in the gaps 8
1.5. A. Loop game: erosion and transportation 9
1.5. B. Homework: erosion and transportation 10
1.5. C. Revision: weathering, erosion and transportation 11
1.6. A. Order the pieces of the text 13
1.6. B. Homework: deposition 14
1.7. Be a godmother or a godfather 15
1.8. Reading the landscape 16
1.9. Self assessment 17
UNIT 2. RIVER PROCESSES
2.1. Listen to a song 18
2.2. Running dictation 20
2.2. A. Homework 21
2.3. Let’s draw a hydrograph 22
2.4. Discovering a river 24
2.5. Valley cross-profiles 25
2.6. Let’s play: airline aisles 27
2.7. Be a godfather or a godmother 28
1 Xon Vilahur Godoy IES LLAGOSTERA

2.8. River processes. Self assessment 29
UNIT 3. RIVER LANDFORMS
3.1. River basin 30
3.2. Waterfalls and rapids 31
3.3. Middle course: floodplains 34
3.3.A. Middle course: floodplains. Table 36
3.3.B. Homework: middle course: floodplains. 37
3.4. Where the river ends, the beach begins 38
3.4.B. Where can we find...? 39
3.5. Flooding 40
3.6. River uses 42
3.6.B. River uses. Homework 43
3.7. Amazing world water records 45
3.7.B. Amazing world water records. Homework 48
UNIT 4. PRACTICAL ACTIVITIES
4.0. Carrying out a scientific experiment 49
4.1. Sand. Not just the river load. 50
4.2. What happens to the rain water? 52
4.3. Let’s go to the river! 53
5. SUMMARISING
5. 1. Final presentation 55

1.0. WHY ROCKS, LANDSCAPES AND RIVERS?

Look at them: Lluís, Gemma, Marc and Alba and their teacher are going to discover a river!
1. Look at this comic. Read the text in the bubbles.
2. Talk with a partner and find out one word in each bubble related to rocks and rivers.
3. Write the 5 words down.
4. Guess the meaning of the words from the pictures.
5. Are you interested in rocks and rivers? Why or why not?

1.1.A. BETTING GAME: WATER AND LANDSCAPES
Instructions
1. Read the following sentences. Some of them are right and some are wrong. If you think the sentence is
right, put a tick in the right column, if you think it is wrong, put a tick the wrong column.
2. Compare your answers with your partner; agree which can be the right one. Bet for your decision (10 / 20 /
30 ....100) and write the number in the bet column.
3. If you are right, you get the number of points you have bet. If you are wrong, you lose the number of points
you have bet.
4. Add the total losses and gains to reach a total. (gains minus losses). Who has the most points?
RIGHT WRONG BET LOSS GAIN
Weathering is the effect of weather on rocks

Erosion is the action of the water only
Waterfalls are in the upper part of the river
All the rivers end in the sea
Estuaries and deltas are the same
Cold and heat can break down the rocks
Granite is harder than limestone
The vegetation protects the soil
Artificial lakes don’t damage ecosystems
Rivers are not useful for people
TOTAL
GRAND TOTAL:
HELP!!!
Look around, can you see some pictures with
names on the walls? Can you understand every word now?
Use the words on the whiteboard to report and discuss your results with the rest of the class.

1.1 B. HOMEWORK: WATER AND LANDSCAPES
1. Fill in the gaps with the words provided below:
Weathering is the effect of ......................... on rocks
.................... is the action of the water and wind on the surfaces
Waterfalls are in the ................................. of the river
Not all the rivers end in the........
Estuaries and............ are not the same
................................ can break down the rocks
------------------------ is harder than limestone
The vegetation protects the.........
...................................... can damage ecosystems
.............................. are useful for people
WORD BANK:
Rivers, Granite, Sea, artificial lakes, Weather, deltas, soil, upper part, erosion, cold and heat,
2. Draw lines to match each word with its opposite:
cold useful
hard natural
to start hot
useless soft
artificial to finish

1.2. MISSING WORDS
1. Read the text.

2. Complete the missing words by looking at the keys.
1.1. R………… LANDSCAPES
Different rocks are weathered in d............... ways, so each rock produces its own landscape:
o............. skin weathering.

Granite landscape: tors, spheroid granite boulders, o.............-
Sandstone landscape: angular forms, cliffs, d.................. .
Basalt landscape: flows of lava, h............... pillars.
Chalk and limestone landscapes (karsts): dolines, c........... caverns, holes, stalactites,
swallow-holes...
3. Correct the mistakes.

4. Read the text again
5. Memorize form in each.
emorize the four types of landscapes and one or two particular forms

1. 3. CHANGING EARTH
Instructions:
Watch the video carefully.

Make sure you know the meaning of weathering, erosion,
transportation and deposition.
In pairs, discuss the meaning of any difficult or new words.
In pairs, fill in the table with the words in the bank
Ask your teacher the words you cannot understand.
GEOLOGICAL ADJECTIVES GEOLOGICAL ACTIONS

TIME AGENTS
To break apart, powerful, wind, large period, tremendous,

gravity, shaping, millions of years, water,
slow process, majestic, freezing.
HELP!!!
I think this means…………….. What does it mean……………?

I don’ know what this means What’s the meaning of…….?
Do you know what this means I cannot understand the word………
How do you spell………?

1.4. FILL IN THE GAPS
1.2. WHAT IS WEATHERING?
R.....s are solid. However, wind, gases from the atmosphere, water, ice or living beings can
break them down. W............... is the breaking down of rocks into small particles such as sand
and p............... It may be:
M................ weathering is the breaking down of rocks in s........r pieces by physical processes.
Freeze-thaw is the fracture of rock by repeated frosts: water during the d.... and ice during the
n......., so the crack is enlarged. Exfoliation is due the expansion in hot t.................... during the
day, and contraction in cold nights. Abrasion rocks are broken down by particles such as sand
carried by w....... or water.
C............... weathering is the breaking down of rocks by chemical r................. Some rocks can
react with water (hydrolysis), o............ (oxidation) and with carbonic acid from the acidic r........
(carbonation).
B................. weathering is the breaking down of rocks by living o..................., for example
damage from t........ roots, from a................... walking or from machinery.
WORD BANK
Rocks day smaller Weathering night temperatures rain wind
Mechanical tree Biological organisms pebbles animals oxygen
Chemical reactions
CONCLUSION. To break down a rock it’s necessary to have one of these 2 factors, contrast of temperatures and
water, or both.
a) Put the following types of weathering inside the cells according to the temperature and disposal of
water.
b) Work with your partner and compare your results.

1.5. A. LOOP GAME: EROSION AND TRANSPORTATION
1. Instructions:
• Look at your card

• Be prepared to read the words if they are the answer to “Who knows…”
• Then read to the class the unfinished sentence on your card.
• The game finishes when all the cards have been read.

1.5. B. HOMEWORK: EROSION AND TRANSPORTATION
Fill in the gaps according to the Loop game cards.
1.3. WHAT IS EROSION?
E............. is the process of carrying away the small rock particles such as s....... and pebbles.
The main a...........of erosion are: Water (in rivers, o.......... waves and glaciers), wind ,
g......................... and animals and machinery.
Rivers erode in four ways: H............... action, the force of the flowing water on the bed and
banks. Abrasion, s.......... carries by the river wear away the c............... (sandpaper effect).
Attrition, stones collide becoming smaller and r................... Corrosion, acidic waters dissolve
rocks made of c..................... carbonate.
1.4. WHAT IS TRANSPORTATION?
The m....................... carried by a river is called its load, depending on the size of the flood, the
river can carry more or fewer materials, the maximum weight of load a river can carry is the
C.................
The load is transported in four ways: Traction, s.....................s are rolled along the river bed,
saltation, stones bounce along the river bed, suspension, particles of silt and clay f........... in the
water, solution, m..................... dissolve in the river water.

1.5. C.. REVISION WEATHERING, EROSION AND TRANSPORTATION
A. Find 10 words related with weathering and erosion
L A N D S C A P E G C S N S L
K W E N F N I W N A O A O E Y
N O I S O R E I P S R A I N V
V S O J S M R A B N R Y T O Q
J O A X O E C L D C O N A T Y
L W J L H I L D E E S C I S I
M U C T T E W B B E I P L W O
H J A Y D A M K B F O T O D G
N E N N V D T Y E E N P F G U
W F A X Z T D I W E P Z X C E
X S H I N B O M O H P U E H I
W W T I C W A Y G N R B P D R
I I S U Q X S R L H K J H E S
Y M Z L P B W C W Z I L D P O
T L I P A M R J S X I Z J S S
CAPACITY, CORROSION, EROSION, EXFOLIATION, LANDSCAPE,

PEBBLES, SALTATION, SAND, STONES, WEATHERING
B. Complete the diagram by adding the words:

C. MATCH THE WORDS WITH THE DEFINITIONS
1. WEATHERING a) the process of carrying away the small rock particles

such as sand and pebbles
2. FREEZE-THAW b) the expansion in hot temperatures during the day,
and contraction in cold nights
3. EXFOLIATION c) stones collide becoming smaller and rounder
4. ABRASION d) acidic waters dissolve rocks made of c.....................

carbonate.
5. EROSION e) the breaking down of rocks into small particles
6. ATTRITION f) Some rocks can react with water
7. CORROSION g) particles of silt and clay float in the water
8. HYDROLISIS h) sandpaper effect
9. BIOLOGICAL i) Minerals dissolve in the river water.

WEATHERING
10. SOLUTION j) the fracture of rock by repeated frosts

1.6. A. ORDER THE PIECES OF THE TEXT
Instructions:
1. Read the piece of paper with part of one text

2. Some students have the same part as you.
3. Walk around and find 5 students with different parts of the text
4. Are you in a group of 5? Everyone has a different part of the text? Now order the
text!
5. Read the text aloud and compare with other groups. Do you have the same result?
HELP!
I have got one paragraph that ends with
Have you got one part that finishes with
I think that this comes before

In my opinion after
I believe that
you are right

you are wrong

1.6.B. HOMEWORK: DEPOSITION
• Read the text and answer the questions:
1.2. WHAT IS DEPOSITION?
In places where the river slows down, it loses energy and deposits some
of the material it is transporting inside bends of meanders, and middle
and lower course or the river. Heaviest materials are deposited first and
sand and clay are deposited last. Minerals in solution become salt in
the sea. Depending on their size, the particles can be classified as:
Boulders, Cobbles, pebbles, sand, silt and clay.
1. What happens when the river slows down?
2. Where are the materials deposited?
3. Which material is deposited first and which material last?
4. How are the particles classified?
5. What are the six types of particles?

1.7. BE A GODFATHER OR A GODMOTHER!

Now, you are going to be the GODFATHER or GODMOTHER of one word. You have to protect the word against the
wrong uses, spellings, etc, you have to make sure that your peers understand YOUR word and that they use and spell it
properly.
Choose a word from the list below. Write your word on a card (with a drawing if you like) and on the other side write
the definition, according to the text. Be a good godfather or godmother!
Listen to a partner read his/her definition to you, then write the word which describes their performance. Tick the
table below:
Excellent: You don’t hesitate

Good: you need some help
Well: you answer, but you need be helped, with clues
Need more work: you can’t find the word
NAME………………………………………… DATE…………………………………………
Good, but Good, but you Need more
WORD EXCELLENT!
keep trying! can improve! work
1. Agents erosion
2. Basalt landsc.
3. Biological W.
4. Boulders
5. Capacity
6. Chemical w.
7. Conglomerate l.
8. Deposition
9. Erosion
10. Granite landsc.
11. Hydrolysis
12. Load
13. Mechanical W.
14. Oxidation
15. Pebbles
16. Saltation
17. Transportation
18. Weathering

1.8. READING THE LANDSCAPE
1. Instructions
• Work in your group of 5 students

• Each one in the group has an assigned role: reporter, organizer,
harmonizer, and planner and material manager.
• Look at your picture of a rock landscape.
• Discuss and fill in the table below
• Describe your landscape to the rest of the class. They guess which landscape is
described.

1.9. SELF ASSESSMENT
You should be able to distinguish between weathering and erosion and provide
examples of each.
Can you?
http://qldscienceteachers.tripod.com/junior/quizzes/geology_erosion.html
http://www.softschools.com/quizzes/science/weathering_and_erosion/quiz448.
html

STUDENT’S WORKSHEETS UNIT 2 RIVER PROCESSES RIVERS
2.1 LISTEN TO A SONG
1. Listen to the song, tick the words you can hear:
http://www.youtube.com/watch?v=2VS3s3NnNl8&feature=related
mountains night river deep faith jungle
doubt cross night desert streams wide
shore opposite side night valley fair ocean night

truth night land dreams night soul
Listen to the song again and try to fill in the gaps with the words from the box above:
"River of Dreams" Billy Joel Something I'd never lose Baptized by the fire, I wade into the
Something somebody stole river
In the middle of the …………….. I don't know why I go walking at night That is runnin' through the promised
I go walking in my sleep But now I'm tired and I don't want to ……………
from the …………………. of...... walk anymore
To the ………………. so deep I hope it doesn't take the rest of my life In the middle of the ………………..
I must be lookin' for something Until I find what it is I've been looking I go walking in my sleep
Something sacred I lost for Through the …………..of.................
But the river is ………… To the river so deep
And it's too hard to………………. In the middle of the ………………. We all end in the ………………
even though I know the river I go walking in my sleep We all start in the …………………….
is…………….. Through the ……………….. of............... We're all carried along
I walk down every evening and stand To the river so deep
I know I'm searching for something By the river of..........................
on the …………..
Something so undefined In the middle of the ……………….
I try to cross to the …………………..
So I can finally find what I've been That it can only be seen
looking for By the eyes of the blind
In the middle of the …………. In the middle of the ………………(break)
I go walking in my sleep
Through the ……………… of.......... I’m not sure about a life after this
To a river so deep
I've been searching for something God knows I've never been a spiritual
Taken out of my …………… man
2. Classify the words according to how they are related with the words below:
RIVERS LANDSCAPES ABSTRACT WORDS

3. Compare the answers to exercises 1, 2 and 3 with a partner. Try to agree.

4. Read the complete lyrics and correct your mistakes.
"River of Dreams" Billy Joel
In the middle of the night something (break)

I go walking in my sleep Taken out of my soul I’m not sure about a life after
From the mountains of faith Something I'd never lose this
To the river so deep Something somebody stole
I must be lookin' for I don't know why I go walking God knows I've never been a
something at night spiritual man Baptized by the
Something sacred I lost But now I'm tired and I don't fire,
But the river is wide want to walk anymore I wade into the river
And it's too hard to cross I hope it doesn't take the rest that is runnin' through the
even though I know the river is of my life promised land
wide Until I find what it is I've been
I walk down every evening and looking for In the middle of the night
stand on the shore (in the middle of the night I go walking in my sleep
I try to cross to the opposite I go walking in my sleep Through the desert of truth
side Through the jungle of doubt To the river so deep
To the river so deep We all end in the ocean
So I can finally find what I've We all start in the streams
I know I'm searching for
been looking for something We're all carried along
In the middle of the night Something so undefined By the river of dreams
I go walking in my sleep In the middle of the night
That it can only be seen
Through the valley of fear By the eyes of the blind
To a river so deep In the middle of the night
I've been searching for
5. Did you like this song? If yes, why? If not, why?
I like the whole song

HELP! I don’t like the lyrics
the rhythm
this kind of music
a good way to start

I think this song is too long
too spiritual
difficult to follow
nice

2.2. RUNNING DICTATION

1) First watch a short video:
http://www.youtube.com/watch?v=hJftAYYXpVw
2) Report orally to the class some things you have seen in the video
3) Now, make groups of 3 students
4) Decide who is student A, student B and student C.
a. Student A is going to read sentences 1, 4, 7
b. Student B, sentences 2, 5, 8
c. Student C, sentences 3, 6, 9.
5) If you are student A you start: walk around the class looking for sentence n. 1,
read the sentence, memorize it and dictate it to the other two students in your
group.
6) Student B, do the same with the sentence n. 2, then student C with sentence n. 3.
7) Go on until you have dictated the 9 sentences.
1. Discharge ………………………………………………………….
2. ………………………………………………………………………………. (m m3/s).
/s
3. …………………………………………………………………………………………………
tributaries …………………………………………………………………. channel
4. …………………………………………………. width ………… depth
………………………...
5. …………………………… factors ……………………………………………………:
6. …………………………………………………………. relief
relief,
…………………………………….
7. Velocity …………………………………………………………..
8. ………………………………… m/s m/s:
………………………………………………………….
9. ………….. hydrograph ……………………………………………………………………
So, you have completed the text. Congratulations!
8) Watch the video again.

9) If the teacher asks you, answer orally the questions about the text, using the key
words.
Pay attention because these are the same questions you’ll have as
homework!!!!

2.2.A. HOMEWORK-(difficult) DISCHARGE AND VELOCITY
1. What is the discharge of a river? How is it measured?
2. Which river features increase from the source to the mouth?
3. What factors affect the discharge?
4. What is velocity and how is it measured?
5. What does a Hydrograph show?
2.2. B. HOMEWORK (easy) DISCHARGE AND VELOCITY
TRUE OR FALSE?
1. The discharge of a river is its speed.
2. Discharge decreases from the source to the mouth
3. The land use is a factor that can affect the discharge of a river
4. Velocity is the speed of the river; it’s measured in m2/s.
5. A hygrometer shows the changes in river discharge over time.

2.3. LET´S DRAW A HYDROGRAPH!
1. Read the following text and listen carefully to the teacher’s explanations:
After a rainstorm, the water level in a river rises, dropping back to normal once the storm
is over. A Hydrograph is a graph showing the flow in a river after a storm. It shows two
variables: rainfall and river discharge.
Because rainwater takes time to flow overland and through the ground to the river, there
is a delay or lag time for the flow to rise to its peak.
2. Read the data at the side of the graph.

3. Draw the hydrograph using bars for the rainfall and a line for discharge.
4. Complete these sentences:

If it …………… heavily, the …………… will increase
When the ……..melts, the ………… can increase suddenly

5. Answer the following questions:
a) What information does the horizontal axis of the graph show?
b) In which units is the rainfall expressed?
c) And the Discharge?
d) Which day had the most rainfall?
e) When does the discharge peak?
f) How long is the lag time?
g) Why is the data expressed differently for rainfall and for discharge?
h) If the water level was dangerous, what could people do to prevent problems? Give three bits of advice.
i) Why are Hydrographs very useful for local people?
Use the helping table to answer questions h) and i)
HELP! I think it will rise suddenly

I don’t think it could fall steeply
I think they should peak gently
I don’t think they can help ……….
They are useful because they might indicate

STUDENT’S WORKSHEETSS UNIT 2 RIVER PROCESSES RIVERS
2.4. DISCOVERING A RIVER
Gemma is a second year student at a secondary school in Sheffield. She is

travelling with
th her class through Catalunya on an exchange, to find out about
the river Ter. She likes to take notes about everything,, but she is not very tidy
and she has mixed up the notes of the different days.
Can you help her to order her notes?
Work in groups of 6 students.

1. Each of you has 6 different explanations corresponding to 6 different parts of the trip.
2. Order the text.
3. Fill in the gaps and label the diagram below:
LONG ……..OF A RIVER
The long ……….. of a river is a cross-section

cross section from its ……. to its
i …...
The course of a river can be divided into 3 main sections: …… course, ……. course and ……..
course.
Rivers begin flowing in ……… areas and flow downwards to ……… areas
Upper, source,, middle, profile,

profile, highland, mouth, lowland, profile

STUDENT’S WORKSHEETSS UNIT 2 RIVER PROCESSES RIVERS
2.5. VALLEY CROSS-PROFILES

CROSS
The
e shape of a river valley changes between the source and the mouth.
Look
ok at the pictures below:
1 2 3
Work in pairs
1. rtner the pictures of the valleys 1,2 and 3 using the key words.
Describe to your partner
2. Write at least 3 sentences for each picture
3. Fill in the table below:
A. UPPER B. MIDDLE C. LOWER

VALLEY VALLEY VALLEY
PICTURE N.
SHAPE
SIDES
EROSION
BEDLOAD
KEY WORDS
Make sure you understand these words:

words
Erosion/deposition Narrow/wide
Angular/round V-shaped/U
shaped/U-shaped
Steep/gentle/flat Downwards/sideways
Boulders/cobbles/pebbles Sand/silt/clay

4. Now, imagine that you are a drop of rainfall water, falling in the very
source of the river. Explain your journey to your partner; explain him/her how you
move, places you pass, rocks or sediments you find.
Use words from the following lists:
TO LIST VERBS ADVERBS THINGS ADJECTIVES
First I come out Quickly Rocks V-shaped

Next I flow Slowly Pebbles Beautiful
After I run peacefully Mountains Quiet
Secondly I swirl smoothly Valley Deep
Then I fall roughly Rapid Steep
Again I foam Waterfall
finally I end canyon
I reach Meander
Sand
……
1. …………………………………………………………………………………………………………………………
2. …………………………………………………………………………………………………………………………
3. …………………………………………………………………………………………………………………………
4. …………………………………………………………………………………………………………………………
5. ………………………………………………………………………………………………………………………….
6. …………………………………………………………………………………………………………………………
7. ………………………………………………………………………………………………………………………….
8. ………………………………………………………………………………………………………………………….
9. …………………………………………………………………………………………………………………………..
10. ……………………………………………………………………………………………………………………..

2.6. LET´S PLAY: AIRLINE AISLES
1. Get into teams of 10 or 12 (the same number of words chosen)
2. Sit in the chairs in lines.
3. One of you stands at the front of the teams.
4. Say one definition for a key word.
5. You, the student in the front seat of the line for your team, try to call out the
correct answer in the time given, to get one point for your team.
6. You can ask only the student sat just behind you
7. You have a limited time to answer (30-40 s.)
8. The person in the front seat for that round then moves to the back seat.
Everyone else moves forward one seat. So the front row now has a new seat of
competitors. Return to step 3 above.

2.7. BE A GODFATHER OR A GODMOTHER!

Now, you are going to be the GODFATHER or GODMOTHER again. Do you remember how to
do it? (See activity 1.7.) Choose a word from the list below. Write your word on a card (with
a drawing if you like) and on the other side write the definition, according to the text. Be a
good godfather or godmother!
Listen to a partner read his/her definition to you, then write the word which describes their
performance. Tick the table below:
Excellent: You don’t hesitate

Good: you need some help
Well: you answer, but you need be helped, with clues
Need more work: you can’t find the word
NAME………………………………………… DATE…………………………………………
EXCELLENT Good, but Good, but you Need more
WORD
! keep trying! can improve! work
1. Bedload
2. Condensation
3. Discharge
4. Groundwater
5. Highland
6. Hydrograph
7. Infiltration
8. Lower course
9. Lowland
10. Middle course
11. Mouth
12. Precipitation
13. Rainwater
14. River long profile
15. Source
16. Upper course
17. Velocity
18. V-shaped valley

2.8. RIVER-PROCESSES. SELF-ASSESSMENT

AT THIS POINT IN YOUR LEARNING ABOUT RIVER CONCEPTS YOU SHOULD BE ABLE
TO ANSWER SOME QUESTIONS, BUT ARE YOU?
Revise the content for Running water by looking at “explore Key terms in the following website:
http://wps.prenhall.com/esm_tarbuck_escience_11/32/8320/2130030.cw/index.html
NOW, YES! YOU MIGHT KNOW EVERYTHING! DO YOU? TEST YOURSELF

I CAN IDENTIFY AND DEFINE (circle)
1. Parts of the hydrologic cycle Yes quite well not very well
2. long profile of a river Yes quite well not very well
3. Upper course Yes quite well not very well
4. Middle course Yes quite well not very well
5. Lower course Yes quite well not very well
6. V-shaped valley Yes quite well not very well
7. Steep valley Yes quite well not very well
8. Highland Yes quite well not very well
9. Lowland Yes quite well not very well
10. Discharge Yes quite well not very well
I HAVE IMPROVED:
1. my writing skills a lot quite not much

2. my listening skills a lot quite not much
3. my reading skills a lot quite not much
4. my spoken English a lot quite not much

STUDENT’S WORKSHEETS UNIT 3 RIVER LANDFORMS RIVERS
3.1. RIVER-BASIN
1. Read the text below carefully:
A river basin is an area drained by a river and its tributaries. Other river features include:
Watershed is an area of higher land separating two drainage basins.
Source is the place where a river begins.
Tributary, a smaller river joining a large river
Confluence is the place where two rivers join together.
Mouth, the place where a river enters a lake or the sea
Streams, creeks or brooks are the names given to small rivers
Drainage pattern is the way Rivers are arranged on the landscape, the most common are
dendritic, parallel or radial.
2. Look at this map; the blue shows the river-basin of the Trent River. According to the text,
identify these features in the map:
Source, mouth, one tributary, one confluence and the watershed
3. Which drainage pattern does the river Trent show?
4. Let’s calculate the surface of this huge river-basin: You’ll need: a centimeter grid paper, a
calculator
A. Draw an irregular form on one paper. How can you calculate the estimated surface?
B. Do it!
C. Explain the way you did it with a partner
D. Share your ideas to the class
E. Watch the video:
http://www.dailymotion.com/video/xeajqi_how-to-calculate-areas-of-irregular_tech
F. Now you can calculate the area of the river basin in km2.
G. Convert the results in miles2 and in Ha, by using the table provided:
METRIC IMPERIAL IMPERIAL METRIC

1 Km2 100 ha 0.3861 miles2 1 mile2 640 acres 2.59 km2
1 ha 10,000 m2 2.4711 acres 1 acre 4840 yards2 4046.9 m2

3.2. WATERFALLS AND RAPIDS

Alba and Marc are two Catalan teenagers; they are talking about their past holidays.
1. Read their conversation aloud:
Alba: Last August I visited Niagara Falls in Canada!
Marc: Lucky you! But I think they are Cataracts and they are in the USA
Alba: It’s the same! Cataracts, cascades, waterfalls...
Marc: I visited Ordesa and there was a waterfall as well, called Horsetail.
Alba: I thought that in Ordesa there were rapids...
Marc: So, do you think cascades, rapids, cataracts and horsetails are
different things?
Alba: Maybe they are a little bit different...
Marc: Let’s surf in the web!
Alba: (to the teacher) May we look for waterfall information in the internet?
Teacher: Yes, you can find good information from books and in internet:
2. Read the text in the box. The diagram can help you to understand some difficult new words:
A waterfall is a place on a river where water flows vertically. Waterfalls are a

common feature in the upper course of many large rivers. A waterfall occurs
when a layer of hard resistant rock lies over a layer of softer rock, which will
erode more easily.
Rapids are a series of small waterfalls; these can be found where a waterfall
has retreated, the hard rock layer is undercut causing the waterfall to move
upstream. They are found where there are alternative bands of hard and soft
rocks.

STUDENT’S WORKSHEETS
WORKSHEET UNIT 3 RIVER LANDFORMS RIVERS
3. Looking at the diagram order these 5 sentences:
a It leaves a steep sided gorge as it retreats

The rocks collapsed fall into the plunge pool, this causes more erosion of the
b soft rocks and a deeper plunge pool.
As water falls,, it erodes the softer rock much quicker therefore it undercuts the
c harder rock. 1
The hard, overhanging rock eventually collapses.

d
This goes on continuously and causes the waterfall to move upstream.
e
4. Go to the following website and write a description of these 4 types of waterfalls.

http://worldwaterfalls.com/waterfall_types.php
5. Work in pairs and look for famous world waterfalls in the following website:
http://www.world-waterfalls.com/
waterfalls.com/
6. Make cards for 4 waterfalls,, with the name, the country and the height in English system (feet) and in
metric system (meters).


3.3. MIDDLE COURSE: FLOODPLAINS

All the rivers in the world are different but, in their middle course there are special features that
make this part of the river very useful for agricultural purposes: these are floodplains, meanders,
ox-bow lakes and fluvial terraces.
1. Watch the video about the middle course of a river and then listen to the teacher’s
explanations.
http://www.bbc.co.uk/scotland/learning/learningzone/clips/4312/
2. Make groups of 3 students. One student is the reader, another one, the organiser and the
last one, the speaker.
3. Each group has a table with four pictures and the rest of the cells empty (for each
picture there is a name, a definition, a process of formation and a possible use of the
river).
4. You have got also four envelops with:
The 4 Key words

1,2,3,4. The 4 definitions
A,B,C,D the 4 process of formation
a,b,c,d, the 4 river uses
5. Match the 16 cards with the 4 pictures. You have 20 minutes.
The organizer: has the envelops, the empty table and the bluetag (or Velcro). Decide
how to start and watch the time
The reader: reads the cards and discusses and decides the order with the group.
The speaker: reports the results to the rest of the class, and answers possible questions
from the other groups or from the teacher.
6. Orally, compare and correct the results of the different groups.

7. Look at the completed tables.
8. Keep them for the homework!


1. A. a.
As the river enters the middle course
They are large bends in a river, which the gradient of the river becomes less They can be used for canoeing
normally occur in the middle and lower steep. Lateral erosion becomes more
meander courses where the water is moving more important and the river starts to swing
slowly. The river forms S-shaped bends. from side to side
2 b. B.
Good location for settlements
They are elongated deposits of fluvial They are due to changes in elevation because they are above the
or changes in the base level or in the flood level. Often there is
fluvial sediments that border the sides of
volume of the fluvial flow (changes in extraction of gravel and sand
terrace floodplains and fluvial valleys all over
climate). for building. Many prehistoric
the world. They lie parallel to and above sites are found here.
the river channel and its floodplain.
3. c. C.
Large reservoir of water and
It’s horseshoe-shaped and often Over time, the loop of a meander nutrients for orchards and
ox-bow temporary. It’s formed when a meander becomes tighter. If it becomes too vegetable plots
lake of a river is cut off from the main tight, the river may cut across the neck
channel. of the meander to form a straight river
channel.
4. d. D.
They are very fertile and good
They are due to a combination of for farming and agriculture,
It’s a flat area around a river that erosion and deposition on either side often highly populated, and
floodplain regularly floods. Each time a river floods, of a river farming employs many people.
silt (alluvium) is deposited here.

3.3. B. HOMEWORK. MIDDLE COURSE: FLOODPLAINS
1. Relate the following concepts with the features of the river:
meander fluvial terrace ox-bow lake Floodplain
2. Write five sentences

sentence for five key words.
3. Draw the formation of an ox-bow

ox lake in three steps:
1 2 3
The river starts swinging The loop of the meander The river takes a
becomes tighter straighter and faster
course

3.4. WHERE THE RIVER ENDS, THE BEACH STARTS
Do you remember Lluís, Gemma,

Gemma, Alba, Marc and their teacher?
When they started their journey along the river they were not very enthusiastic,
ent
but finally they reached the mouth of the river. They have been discovering
interesting places and now they are wiser than before. They are a little bit lost.
Can you place them exactly in the right place in the Ebre’s Delta?
1. Work in pairs. Cut down the images and place them to the right place on the Delta
picture.
2. From the sentences in the speech bubbles, write an explanation for the word Delta.
3. Compare with another couple of peers.
4. Report orally to the class.
5. Find a definition in a book and compare with yours.
6. Look for the definition of estuary, as well
YOUR DELTA DEFFINITION
OTHER DELTA DEFFINITION
DICTIONARY: DELTA
DICTIONARY: ESTUARY
Write down 2 similarities and 2 differences between deltas and estuaries
similarities differences

3.4. B. WHERE CAN WE FIND...?
Alba, Gemma, Marc and Lluís have finally arrived to

the mouth of the river, they are tired but happy, as well,
because now they recognise almost every feature of the river:
landscapes: valleys, rocks, sediments, meanders... And what
about you? Can you recognise the river landscapes?
1. Read all the river features carefully. Some of them are in the upper course,
others in the middle course and others in the lower course; some of them
can be found in 2 of these parts and others all along the river.
2. Sort the words into the diagram
3. Compare with a partner.

3.5. FLOODINGS
Sometimes rivers cause problems. If there is a rapid increase in discharge over a short period of time a
FLOOD may happen, then the river overflows its bank.
a) Work in pairs; think about facts (caused by people or by natural causes) that can increase river
discharge. Make a list of causes:
1. ……………………………………………………………………………………………..
2. ……………………………………………………………………………………………..
3. ……………………………………………………………………………………………..
4. ………………………………………………………………………………………………
5. ………………………………………………………………………………………………
6. ………………………………………………………………………………………………
7. ……………………………………………………………………………………………….
b) Report your ideas to the class.

c) Working in plenary, classify all these causes into actions and results (e.g. ACTION: deforestation,
RESULT: less plants absorbing water).
d) Fill in the Diagram:
e) Flood causes extensive damage. Think about the consequences of a flood and fill in the next
diagram:
Write one consequence in each bubble
Write one example in each star (you can finish this part as a homework by surfing internet)

CONSEQUENCES OF RIVER FLOODS
f) Write three sentences explaining your ideas about the causes and consequences of Floods Use
the table below. EXAMPLE: If a flood occurs people may be unable to go to work.
1. ………………………………………………………………………………………………………………………………………….
2. ………………………………………………………………………………………………………………………………………….
3. …………………………………………………………………………………………………………………………………………..
If it’s a flood crops will die

If a flood happens people could be broken
After a flood cars may be lost
If the water level increases animals be sunk
In case of floods ships drown
homes
HOT QUESTION TO DISCUSS IN PAIRS:

Could FLOODS produce benefits for people?

3.6. RIVER USES
Can you imagine life in Catalonia without the river Ebre?

Do you think your life depends on the river?
1. Watch a short video from Youtube, showing how our ancestors used the river Ebre
or tributaries to transport logs of wood tied with branches to form a “rai“(raft). The
men who did this job were called ”raiers” (raftsman)
http://www.youtube.com/watch?v=mcKFrdI_x74&feature=player_embedded
2.Work in pairs and write 5 uses of the river. Think of the river next to your house
(even if it’s a creek), then of the main river in your province, and then of the main
river in your nation.
1) ____________________________________________________
2) ____________________________________________________
3) ____________________________________________________
4) ____________________________________________________
5) ____________________________________________________
Individually, read a text about the uses of the river.
NogueraPallaresa
This area of the Catalan Pyrenees is a hot spot of Catalonia water

sports, and a mecca for European rafters.
The Rafting and Kayaking centre for the Pyrenees, and Europe, is
located in the NogueraPallaresa.
This river, which is the most powerful in the Spanish Pyrenees,

offers over 40 km of navigable water throughout the year.
A good place to get information about rafting and other Catalonia

water sports on the NogueraPallaresa is in Sort, the capital of the
county of Pallars Sobirà, or in Val d'Aran.

ON YOUR HANDS
1) In plenary think of other river uses.

2) Classify them into generic uses and examples.
3) Make groups of 5 (until 6 groups)
4) Trace one handprint on a piece of cardboard
5) Carefully cut it out.
6) In the palm write the generic name of uses (sports, heritage, agriculture, power,
wildlife).
7) Talk about possible examples for your group (canoeing, herons, educational, water
reservoir...)
8) Write one word in each finger (if
if you can’t find 5 examples ask the teacher for help).
9) Then on the back, draw a picture of one example of river uses
10) Each group explains to the class its hand and the examples.

3.6. B. RIVER USES. HOMEWORK A (difficult)
Fill in the blanks with the words provided below:
The River Ebre is.................. for:

Drinking water - Water from the River Ebre and its t...................feeds r.................... that
provide many of us with our drinking water.
Ebre provides...................... to adjacent farms and supports agriculture.
The River Ebre has played an important part in the …………….of many goods in the past.
The Ebre has been used for trade as early as the Roman…………….. With the growth of
road and rail the rivers are used …………… for transport.
There are many ………………..stations by the side of the River Ebre, and its tributaries. The
power stations use coal to heat water until it turns into steam. The steam turns
……………….that make electricity. Huge amounts of water are needed by the stations
which is why they are built (by) near big rivers.
Leisure - You can have a lot of …………..on a river. You can go rowing, canoeing, boating,
water-skiing and………………….
Construction - Gravel and ……………..from the Ebre are used in buildings.
fishing Reservoirs used less transport

period sand tributaries fun
power turbines irrigation
3.6. B. RIVER USES. HOMEWORK B (easy)
Which word is better:

The River Ebre is. (Used/good) for:
Drinking water - Water from the River Ebre and its (tributaries/sources).feeds
(reservoirs/lakes). that provide many of us with our drinking water.
Ebre provides(atering/irrigation) to adjacent farms and supports agriculture.
The River Ebre has played an important part in the transport of many (things/ goods) in
the past. The Ebre has been used for trade as early as the Roman (time/period) With the
growth of road and rail the rivers are used (less/more) for transport.
There are many electrical/power).stations by the side of the River Ebre, and its
tributaries. The power stations use coal to (heat/refresh) water until it turns into steam.
The steam turns turbines.that make electricity. Huge amounts of water are needed by
the stations which is why they are built (by) near big rivers.
Leisure - You can have a lot of (diversion/fun).on a river. You can go rowing, canoeing,
boating, water-skiing and (drinking/fishing)
Construction - Gravel and (rocks/sand).from the Ebre are used in buildings.

3.7. AMAZING WORLD WATER RECORDS
1. Work in groups of 3 (student A, B and C)
2. Read this dialog. Who is right? Who is wrong? You can find these and other amazing facts by surfing the
following webs:
http://www.worldatlas.com/geoquiz/thelist.htm http://www.world-waterfalls.com/home.php
waterfalls.com/home.php
3. Take notes about 16 famous rivers, waterfalls,

waterfalls, deserts, or lakes around the world.
RIVERS WATERFALLS LAKES DESERTS

4. According to your notes, complete your sentences:
STUDENT A:
The ………………….. Waterfall is…………………, its ……………… is ……………………… feet/ ……….. m.
The………………… lake is…………………………; its depth is……………….. feet
The …….. desert is………………….; its ……………. Is ……………………inches per year
The ………………… river is………………..; its length is…………………. Km.
STUDENT B:
………………… river is ……………………………. than…………………..
………………. Lake is……………………………… than…………………….
………………… waterfall is……………………… than ……………………
………………. Desert is ………………………….. than…………………..
STUDENT C:
For me …………………………… is ……………………………………….than……………………
I think………………………..must be……………………………..than………………………..
Probably…………………………………….. is ………………………….than………………………….
In my opinion……………………………. Is……………………………..than…………………………
WORDBANK:
STUDENT A STUDENT B STUDENT C

tallest/height Longer More beautiful
deepest/depth Deeper Less dangerous
driest/rain fall Taller More interesting
longest/length drier Less visited
5. Share your water facts with the members of your group

6. Indicate one waterfall, one river, one lake and one desert on one of these two maps:
Use these symbols: (green) waterfalls (yellow) desert (blue) river (black) lake
MAP A: THE WORLD ACCORDING TO MERCALLI MAP B: THE WORLD ACCORDING TO PETERS
http://www.heliheyn.de/Map2Web/Pictures/MercatorProjection.jpg http://www.ieslosremedios.org/~pablo/webpablo/webctma/5humanidad/Mapasdelmundo.html
7. Do the maps have the same representation of the world?

8. Which map did you choose and why?
9. Now, you can move to the next point:
RIVERS OF THE WORLD: http://www.ilike2learn.com/ilike2learn/Rivers/Longest%20Rivers.html
RIVERS EUROPE GAME . http://www.xtec.net/~ealonso/flash/eurrios1i.html

net/~ealonso/flash/eurrios1i.html and http://www.xtec.net/~ealonso/flash/eurrios2i.html

3.7.B. AMAZING WORLD WATER RECORDS HOMEWORK
1. Go to the website and label the rivers:

http://www.enchantedlearning.com/geography/rivers/labelrivers/
2. RIVER QUIZ
1) What is the longest river in the world? __________________________________________________
2) What is the longest river in North America? ______________________________________________
3) What is the longest river in South America? _______________________________________________
4) What is the longest river in Africa? ______________________________________________________
5) What is the longest river in Asia? ________________________________________________________
6) What is the longest river in Europe? _____________________________________________________ _
7) What is the longest river in Oceania? ______________________________________________________
8) What is the longest river in China? ________________________________________________________
9) What is the longest river in England? ______________________________________________________
10) What is the longest river in Iberian Peninsula? __________________________________________
11) What is the longest river in Catalunya? ________________________________________________
12) What is the widest river in the world?__________________________________________________
13) What is the most beautiful river in your country?________________________________________
14) What is the longest river in South America? _____________________________ _______________
15) What continent has no rivers? _______________________________________________________
16) What is the name of the beginning of a river? ___________________________________________
17) What is the name of a river or stream that flows into a larger river?__________________________
18) River deltas usually have what shape? _________________________________________________
19) What is the name of the area where a river meets the sea or ocean? ________________________
20) What is the name of the natural cycle in which water travels from the earth to the atmosphere
and back again? _______________________________________________________________________

STUDENT’S WORKSHEETS UNIT 4 PRACTICAL ACTIVITIES RIVERS
4.0. CARRYING OUT A SCIENTIFIC EXPERIMENT

Work in groups of 3. Look at the symbols and answer these questions:
a) What could these symbols mean?
b) Are they in a random order?

order
c) Are they connected with laboratory experiments?
d) Report, discuss and correct, if necessary, your answers with the rest of the
class?
e) Imagine you are going to investigate something.
something Using the same symbols describe
the steps you have
ve to follow.

4.1. SAND: NOT JUST THE RIVER LOAD
OBSERVATION: PROBLEM: IDEA:

Look at some grains of sand. What is sand? Are all sands the same? Look at the sand grains under the stereomicroscope.
Look at different sands. Where does sand come from? Do all sands Observe how they react if you add some chemical
look the same? substances
EXPERIMENT
EQUIPMENT: METHOD:
1. Stereomicroscope 1. Put a few grains of sand in a Petri plate.
2. Sand samples 2. Look at them under the stereomicroscope.
3. Petri plate 3. Describe the average shape of the grains (rounded or angular)
4. Millimetre paper 4. Describe the colour of the grains (most of them, some of them...)
5. Hydrochloric acid 5. Calculate, with the help of the millimetre paper, the average size of the grains.
6. Oxygenated water 6. Add some drops of a diluted solution of hydrochloric acid and report what happens
7. Add some drops of Oxygenated water and observe what happens.
8. Classify the fragments of minerals and rocks
Vocabulary required: Effervescence produced by the reaction between carbonates and ClH, according to the reaction:
magnifying glass, estimating, sandy CaCO3 + 2HCI CO2 (gas) + CaCI2 + H2O
grains, shiny, mica moscovite or biotite Effervescence produced by the reaction between oxygenated water and organic matter, according to
sheets, feldspath , matt, rock fragments, the reaction:
millimetre paper, hydrogen peroxide, H2O2 + organic matter O2
sample, size, drop, organic matter Types of minerals and rocks.quartz (white and shiny), mica moscovite or biotite (shiny white or
black sheets), feldspath (matt, white or pink), rock fragments, slate (black and flat),…

RESULTS
Shape of the grains Mineral

SAMPLE SAND Size of the grains
(angular, sub composition Other observations.
NAME (diameter in mm.) DRAWING OF SOME GRAINS
angular, rounded) Organic fraction
1.
2.
3.
4.
CONCLUDE COMMUNICATE

4.2.. WHAT HAPPENS TO THE RAIN WATER?
Watch the following animation to revise the hydrologic cycle.
http://techalive.mtu.edu/meec/module01/Hydrologic
CycleQuiz.htm
2. Now, label this diagram:
With one easy experiment you can discover what happens to rainwater..
Material. You will need: absorbent paper, a sponge or sand, modeling clay or plasticine, a
fish tank or a dissection tray and water in a watering can..
Procedure: (in groups of 3)

Put into the bowl a plastic sheet or any impermeable material into the bowl and tilt it
slightly.
Cover one half of the surface with a layer, 2-3 cm. of fine sand or a sponge (used in
gardening) and the other half with plasticine or modeling clay.
Insert some tubes of absorbent paper (to represent trees) vertically in the sand or the
sponge.
Use a watering can and gently water just the surface, but avoid watering “trees”.
You are recreating rain so, where is all this water going to?

EXPECTED RESULT: The water falling on the sand (or sponge) will percolate and will reach the
impermeable layer, becoming underground water if it’s static, or underground river or stream if it
moves. The water falling on the plasticine or modeling clay will run off on the surface. Some
water will be absorbed by the absorbent papers (trees)
YOUR RESULT: Explain accurately what happened to the water in the experiment.
The water
that fell the sand/ the underground
percolated into the ground and it became
on… sponge water
the plasticine ran off the surface a creek

4.3. LET’S GO TO THE RIVER!

IDEA:
OBSERVATION: PROBLEM: a) Situate the length of your stream study
We are on the bank of the river. (How) How many litres of water are running by? according to the map (latitude, longitude)
There’s so much water! We can see the And what is its speed? Is this stream b) Measure the cross-section area of the
stream passing by and how the trunks float strong or weak? Is the river deep in this channel .Measure the stream speed and
on the water. place calculate the discharge.
EXPERIMENT
EQUIPMENT: METHOD: (work in groups of 3). There are groups A and groups B
1. Boots GROUPS A. CROSS-SECTION AREA m2 GROUPS B . VELOCITY m/s
2. Change of clothes 1. Hold the tape measure at one end while 1. Stand at one point of the bank river; one
3. Base-map of scale 1:10,000 or 1:5,000 one partner in front of you, on the other partner walks ten meters away.
4. Tape measure with cm. marking river bank, holds the other end. 2. When your partner say 3,2,1,…0 you put
5. Stick with marks each 10 cm. 2. Take and note 10 measurements of the the chronometer on. At the same time he
6. Paper and pencil river width at different points throws one empty plastic bottle in the
7. Length of cord 3. Calculate the average width in meters. stream (it’s supposed to float)
8. Small empty bottle 4. Put the stick in the water, if possible in 3. When the bottle arrives in front of you,
9. Chronometer the middle, and look at the depth the stop the chronometer.
10. Calculator water reaches. 4. Repeat the procedure 10 times. Calculate
5. Take 10 measures and calculate the the average.
average depth in meters. 5. Now you get the time in seconds for 10
Vocabulary required: 6. Imagine our river channel is similar to a meters.
Stream, discharge, river bank, tape half ellipse, then the area is R (width) X 6. Divide 10 between the average result (for
measure, length, width, depth, r (depth) X π / 2 example if the bottle lasted 30 s. for the 10
7. The answer to the equation is m, then is 10/30 = 0.33 m/s).
approximately the cross-section area in m2 7. The result is the speed of the stream.

RESULTS
AVERAGE AVERAGE
AREA m 2 SPEED m/s DISCHARGE in m3/s DISCHARGE in litres
AREA m 2 SPEED m/s
1. 1) How many litres are in 1 m3/s?

2. 2)
DISCHARGE = AREA X SPEED 1 l. = 1 dm3/s
3. 3)
4. 4) DISCHARGE = .............X............. 1 m3/s = 103dm3/s = 1000 litres
5. 5)
6. 6)
7. 7) DISCHARGE = ................m3/s DISCHARGE = ................ l
8. 8)
9. 9)
10. 10)
CONCLUDE COMMUNICATE
With your group make a poster
drawing the river and writing
down the results

WORKSHEET UNIT 4 PRACTICAL ACTIVITIES RIVERS
5. FINAL PRESENTATION
We are at the end of our trip along a river.
Rivers: fascinating, exciting, amazing, beautiful and endlessly

varied! Steep and fast at first they finish flat and slow in the
sea. They provide us with water, food, energy and fun. Rivers
gave us a lovely, exciting journey.
Now it is your turn!
Show your classmates what you learnt about rivers!
Work in pairs
Prepare a poster or a PowerPoint presentation
(a maximum of 10 slides)
lides)
1. Find a title for your presentation
2. Think of the ideas you want to share
looking for them in your book or
notebook
3. Look for pictures to illustrate your ideas
4. Match each idea with one picture
5. Prepare the oral presentation at home
6. Control the time of your oral exhibition.
7. Do it!

Students Worksheets

Uploaded by

Copyright:

Available Formats

Students Worksheets

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Students Worksheets

Uploaded by

Copyright:

Available Formats

RIVERS

1.0. Why rocks, landscapes and rivers? 3

1.1. A. Betting game 4

1.2. Missing words 6

1.3. Changing earth 7

1.4. Fill in the gaps 8

1.5. A. Loop game: erosion and transportation 9

1.5. B. Homework: erosion and transportation 10

1.5. C. Revision: weathering, erosion and transportation 11

1.6. A. Order the pieces of the text 13

1.6. B. Homework: deposition 14

1.7. Be a godmother or a godfather 15

1.8. Reading the landscape 16

1.9. Self assessment 17

UNIT 2. RIVER PROCESSES

2.1. Listen to a song 18

2.2. Running dictation 20

2.3. Let’s draw a hydrograph 22

2.4. Discovering a river 24

2.5. Valley cross-profiles 25

2.6. Let’s play: airline aisles 27

2.7. Be a godfather or a godmother 28

1 Xon Vilahur Godoy IES LLAGOSTERA

2.8. River processes. Self assessment 29

UNIT 3. RIVER LANDFORMS

3.1. River basin 30

3.2. Waterfalls and rapids 31

3.3. Middle course: floodplains 34

3.3.A. Middle course: floodplains. Table 36

3.3.B. Homework: middle course: floodplains. 37

3.4. Where the river ends, the beach begins 38

3.4.B. Where can we find...? 39

3.6. River uses 42

3.6.B. River uses. Homework 43

3.7. Amazing world water records 45

3.7.B. Amazing world water records. Homework 48

UNIT 4. PRACTICAL ACTIVITIES

4.0. Carrying out a scientific experiment 49

4.1. Sand. Not just the river load. 50

4.2. What happens to the rain water? 52

4.3. Let’s go to the river! 53

2 Xon Vilahur Godoy IES LLAGOSTERA

1.0. WHY ROCKS, LANDSCAPES AND RIVERS?

3 Xon Vilahur Godoy IES LLAGOSTERA

1.1.A. BETTING GAME: WATER AND LANDSCAPES

RIGHT WRONG BET LOSS GAIN

Weathering is the effect of weather on rocks

Look around, can you see some pictures with

names on the walls? Can you understand every word now?

4 Xon Vilahur Godoy IES LLAGOSTERA

1.1 B. HOMEWORK: WATER AND LANDSCAPES

1. Fill in the gaps with the words provided below:

Weathering is the effect of ......................... on rocks

.................... is the action of the water and wind on the surfaces

Waterfalls are in the ................................. of the river

Not all the rivers end in the........

Estuaries and............ are not the same

................................ can break down the rocks

------------------------ is harder than limestone