Kent
Ightham Mote
River Invest
igation
The pack is designed to help you undertake fieldwork on the Ightham Mote
estate that links with the Key Stage 2 National Curriculum targets.
t
Pupils learn about rivers in a practical way.
t
Activities are tailored to individual topics of study.
t
All activities have pupil question sheets / worksheets and notes for the
group leader with suggested extension activities.
Activities in this resource pack:
1.
Source of the river (p7-9)
2.
Water quality (p10-12)
3.
Flow rate (p13-15)
4.
Sediment survey (p16-18)
5.
Gradients (p19-22)
6.
River corridor survey (p23-26)
7.
Valley section (p27-30)
8.
Species survey (p31-34)
(We recommend you print p34 as A3)
Extension exercise: map work
Using Ordnance Survey maps (Explorer 147, 136, 148 and 163) find the springs on
the estate, and follow the watercourse as it joins the River Bourne, then the River
Medway, and travels across Kent to the sea.
Alternatively, as an ICT exercise, pupils could use maps available on the internet,
and using screen-prints, annotate them to show the watercourse from spring to
sea. They could also highlight key features of the landscape, and research local
areas as the river passes through.
s
k
n
i
l
m
u
l
u
c
i
rr
National Cu
KS2 Geography
KS2 Mathematics
t
Location Knowledge
t
Measurement
t
Geographical Skills and Fieldwork
t
Properties of Shapes
t
Place Knowledge
t
Statistics
KS2 Science:
t
Working Scientifically
t
All Living Things
t
Living Things and their Habitats
t
Evolution
t
Forces and Magnets
KS2 History
t
Local history
2
“Ightham Mote is one of those few places in England which
simply sings with time. Within its walls, a single life is only a
brief thing, and a whole century is little more than a pause.
Cross the moat and enter its venerable walls and you leave
behind the fears and fads of the modern world, and find
yourself in a small haven that is dignified and friendly, and
which has outlasted everything that fate could throw at it.”
Dr Ian Mortimer, author and historian
Ightham Mote isn’t a place of grand avenues and imposing vistas: though it was built
to impress, it now seems understated, with a quirky charm of its own. The buildings
and gardens evoke a deep sense of history, with the people who have lived here all
leaving their mark. Ightham Mote represents continuity: the architecture and
decoration of the principal rooms show the development of the English country
house over 700 years. Yet for all the changes that it has seen, it somehow manages to
create harmony out of its different architectural styles.
This is a house of great variety: from the medieval Great Hall and Crypt to the
Victorian Billiard Room, each of its spaces is different. Being enclosed within a moat
and fed by springs, you’re never far from the sound of running water.
For more information please contact:
Hannah Atwood, Learning and Interpretation Officer
Ightham Mote, Mote Road, Ivy Hatch, Sevenoaks, Kent TN15 0NT
Tel: 01732 810378 ext.103 or email [email protected]
3
on
i
t
a
m
r
o
f
n
i
d
Backgroun
Ightham Mote is set in the foot of a steep valley, at the centre of a sequence of water
features which may be of medieval origin, although we have no documentation to
confirm the landscape development before the late seventeenth century. Some
surviving elements are definitely medieval, particularly the moat and the South Lake.
Why build a house here?
There are good reasons for the moat and the original buildings that it encloses being
where they are.
Nearby springs provide a constant source of clean running water - a valuable resource and this explains why a moated manor house was built here in the originally. Indeed, the
house can be said to have grown out of its immediate environment; it is constructed
from local ragstone, oak and clay. The surrounding farmland, would have provided a rich
source of food and income during the medieval period.
A Miller’s tale
During the Middle Ages, every English
village or manor had a mill or mills,
sited on water courses, for grinding
various grains into flour - the main
ingredient of bread, the staple diet.
Although we have no physical evidence
of a mill, the valley with its constant
spring fed water supply provided an
ideal location. A map dating to 1609
shows the South Lake as the Mill Pond,
and there is mention of a Mill House
nearby. Furthermore, the records from
Shipbourne church in 1582 refer to the
baptism of ‘John sonne of Samuel Lyn,
the miller of Mote in Ightham’ (Guildhall
Library, London).
Watermill shown in the early 14th century Luttrell Psalter
(British Library).
4
5
am
h
t
h
Ig
ate
t
s
E
Mote
Water quality (p10-12)
Flow rate (p13-15)
Sediment survey (p16-18)
Gradients (p19-22)
River corridor survey (p23-26)
Valley section (p27-30)
Species survey (p31-33)
2.
3.
4.
5.
6.
7.
8.
Apart from the source exercise, there are
many places you can do the suggested
activities along the river– both on the estate
and in the garden.
Source of the river (p7-9)
1.
Suggested activities:
Organisation
t
Book your school trip to Ightham Mote.
t
Carry out a familiarisation visit and
complete a risk assessment
t
Ensure all adults understand the
activities, locations and resources
t
Introduce pupils to the site and explain
briefly what they will be doing
t
t
Set ground rules about behaviour and
where they are / aren't allowed to go
On the day decide whether it’s safe for
anyone (adult or child) to enter the river,
or whether the activities should be
completed from the riverbank.
The Countryside Code
Respect. Protect. Enjoy.
Respect other people
•
Consider other people enjoying
the outdoors
•
Leave gates and property as you
find them and follow paths
Protect the natural environment
•
Leave no trace of your visit and
take your litter home
Enjoy the outdoors
•
Plan ahead and be prepared
•
Follow advice and local signs
Detailed map showing river system The stars mark the locations where we suggest
you carry out the activities.
6
Activity 1
Ightham Mote
Source
Source of a river / stream
The source of a river is the place where it begins its journey.
When rain falls on land, some of the water seeps into the ground
and some runs downhill. A river usually begins in a high place such
as a hill, and can have more than one source.
At Ightham Mote, the river is formed from a series of natural
springs, where the water suddenly appears from underground.
7
es
t
o
n
’s
r
e
d
a
e
Source - L
Why are the springs there?
Springs form when the water reaches
impermeable rock and can’t go down
any deeper. The water starts to rise
and spread, looking for a way out.
Aim: to make observations and sketch the area where the water leaves the
ground. Using scientific enquiry make measurements such as depth, flow rate,
gradient of the land, clarity of the water and an estimation of volume.
Resources needed:
Clipboard, pencil, colouring pencils
Sketching
1.
Pupils should find a safe and accessible location that is free from obstruction.
2.
It’s important that pupils realise the purpose of the sketch. They need to
consider what is important to include in the sketch and what needs to be
made prominent.
3.
Start by sketching the outlines of the things furthest away, and work towards
the fore ground, adding detail as they go.
4.
All necessary areas should be labelled with relevant key words.
Scientific enquiry
See relevant activity sheets for details on the other activities.
8
t
e
e
h
s
k
r
o
w
e
Sourc
Name:
Sketch of the scene at the source of the
water on the Ightham Mote estate.
Don’t forget to label your diagram using key words, and add measurements such
as depth, width and height.
9
Activity 2
Ightham Mote
Water quali
ty
Measuring the quality of the water
Freshwater is vital to life on earth. It’s essential for people to drink and grow
food. Water quality is also important for the animals and plants that live in
and around our lakes, ponds and rivers. Unfortunately, freshwater can be
polluted with chemicals from industry, farming , our waste and litter.
The most common form of pollution is increasing levels of nutrients, which
provide food for algae. This makes water murky, and reduces light for plants
growing on the bottom. This may lead to a reduction in oxygen making it
difficult for animals to live there too. Just because water is murky, it doesn’t
mean it’s unhealthy. Has the water been disturbed? Has it rained recently? If
you want to know how healthy water is, you should look at what is living
there as well as how clear the water is.
10
tes
o
n
’s
r
e
d
a
e
L
yt
i
l
a
u
q
r
e
t
a
W
Aim: To discover the quality of the water by looking at its clarity, pH levels and
what animals live there.
Resources needed:
Clipboard, pencil, worksheet, clear jar, river / pond ID sheet
pH test strips (extension activity only)
Clarity:
t
Take a sample of the
water. Using this simple
scale, decide how
clear the water is in
different parts of the
river system.
t
They should make observations about the weather, and the surrounding area
as these can influence the clarity of the water.
What lives in the river:
t
Using an identification guide to help, pupils should record the types of animals
they have found living in the area. (We can’t guarantee what, if any, you’ll find).
Possible extension activity - pH of the water:
t
Discover the pH level of the water using pH test strips. Hold the strip in the
water for 3 seconds. Let the strip develop and then check against the scale.
11
t
e
e
h
s
k
r
o
w
y
Water qualit
Name:
Carry out the following experiments to see how healthy the water is.
arity
Water cl
The water sample was closest to:
Looking at the area around the
river, what may affect the
clarity of the water at different
times?
(Think about weather, land use,
vegetation, pollution etc.)
er
v
i
r
e
h
t
n
es i
What liv
I saw these living in the river:
12
Activity 3
Ightham Mote
Flow rate
Measuring the flow rate
The speed of a river will change along its course depending on its
gradient, the volume of water, the shape of the river channel and
the amount of friction created by the bed, rocks and plants.
The faster a river flows, the more erosion it causes in the soil and
rocks around it. By carrying out a simple experiment, you can work
out the velocity of a river at different sections to see how the
speed changes along the profile of the river.
13
s
e
t
o
n
’s
r
e
d
a
e
Flow rate - L
Aim: To take measurements and calculate the average flow (velocity) of the river
in metres per second.
Equipment needed:
Tape measure
A small stick (or other natural object
that floats)
Stopwatch
How to measure the flow rate of a river
1.
From the bank, two people measure out a five-metre length of the river. One
person stays at the start of the tape and the other at the five-metre marks.
2.
One person is chosen as a timekeeper and another person is chosen to drop
the ‘float’ in the river.
3.
The pupil with the float stands upstream, and drops the twig into the water.
The timekeeper must start the stopwatch when the twig enters the river, and
stop it when the twig reaches the 5 metre mark.
4.
Record the time in the table. Do this another 5 times so that you can average
out the time later.
What variables may affect the experiment?
t
The ’float’ will behave differently depending on shape, buoyancy etc.
t
Water may flow faster or slower depending on where in the river channel the
twig is launched - eg. meander, centre of river, near a bank, near object etc.
t
Water flows faster at the surface of the river than at the bottom where the
friction of the river bed slows it down. If using a twig, you can correct the
measurement by multiplying your result by 0.85
14
eet
h
s
k
r
o
w
e
t
a
r
Flow
Name:
Time taken to travel 5m
(in seconds)
Object used as a ‘float’
1.
2.
3.
4.
5.
6.
Total time for all ‘floats’
Divided by: total number of ‘floats’ launched
Equals: average time taken to travel 5 metres
What is the river bed like?
Are the banks sloping?
What are the banks of the river made
of?
Is there any evidence that the river is
eroding the bank?
15
Activity 4
Ightham Mote
Sediment su
rvey
Discovering what lives near a river
Sediment is a naturally occurring material that is moved and
deposited in a new location. It can consist of rocks and minerals,
as well as the remains of plants and animals. It can be as small as a
grain of sand or as large as a boulder. Sediment moves from one
place to another through the process of erosion and
transportation.
It is important because it often adds nutrients to soil. Areas rich in
sediments are often also rich in biodiversity. Sedimentary soils are
usually better for farming.
16
es
t
o
n
’s
r
e
d
a
e
-L
y
e
v
r
u
s
t
n
e
m
Sedi
Aim: To investigate changes in the sediment and bed-load of a river along its
length, width and across meanders in order to compare the sediment load in
different locations.
Warning:
Try not to disturb the river bed too much as this may affect water
quality. It can also have an impact on erosion.
To limit disturbance, we recommend the leader carries out the
experiment.
Equipment needed:
Ruler or callipers
Record sheet
How to carry out a sediment survey
1.
Group leader places their index finger into the water and pick sup the first
pebble / sediment touched.
2.
Repeat this four times to create five samples in total.
3.
Measure the length and width (if possible) of each sample in mm and record
the results in the table.
4.
Work out the mean size of the samples in the section of river, but adding the
lengths etc. together and dividing by 5 (the number of samples).
5.
Describe the colour and texture of the samples, and note the main rock type if
known.
6.
Why not take photographs of the different samples?
17
eet
h
s
k
r
o
w
t
n
e
Sedim
Name:
Location:
Length (mm)
Width (mm)
Colour
Texture
Rock type
(if known)
Length (mm)
Width (mm)
Colour
Texture
Rock type
(if known)
1
2
3
4
5
Mean
Location:
1
2
3
4
5
Mean
18
Activity 5
Ightham Mote
Gradients
Measuring the gradient of a river
The gradient of a river is a measure of how steeply it loses height.
A river with a high gradient loses height quickly and is typically fast
flowing. A river with a gentle gradient loses very little height and is
typically a slow flowing river. A lowland river may have a gradient
which is so gentle that it is impossible to measure without
specialist equipment.
19
s
e
t
o
n
’s
r
e
d
a
e
Gradients - L
Aim: To survey a long section of the valley along the stream, showing the drop in
ground as the stream passes. From the measurements collected, draw an accurate
diagram showing the change in gradient.
Equipment needed:
Clinometer
Two pupils of equal height or ranging poles.
How to use a clinometer
1.
Divide the children into groups of three - two of the children must be of equal
height.
2.
Choose four locations along the course of the river.
3.
Ask the children to measure a 10m section.
4.
One child stands at the lower end of the 10m section and another child (equal
height) stands at the higher end of the section.
5.
The child at the lower section looks through the clinometers ’sight’ onto the
other child’s eye.
6.
The third child reads the angle on the clinometer.
20
vity
i
t
c
a
t
i
s
i
v
e
r
Gradients - p
A clinometer is a tool used to measure
the angle of elevation, or angle from
the ground, in a right-angled triangle.
You can buy clinometers, but they are
very simple to make.
How to make a clinometer
What you need:
•
Straw
•
Protractor (ideally with a small hole in
the centre spot)
•
Clear tape
•
20cm of string or strong cotton
•
Weight - such as paper clips, metal nut
or a small piece of clay.
Method:
1.
Tape the straw along the straight edge of the protractor.
2.
Push the cotton through the small hole in the protractor and tie a
large knot on the other side so it won’t pull through.
3.
Tie your weight to the other end of the string.
21
t
e
e
h
s
k
r
o
w
t
Gradien
Name:
Dis
tan
ce
Angle
Position
along river
Distance between people (m)
Angle (in degrees)
1.
2.
3.
4.
22
Activity 6
Ightham Mote
River corrid
or
To characterise and assess the physical structure of a river, we
carry out a river corridor survey. This type of survey doesn’t need
specialist knowledge of geology or plants, but the ability to
recognise different types of vegetation and features of the
landscape.
The survey is usually carried out along a 500m stretch of river, but
you can set the distance you think is most appropriate to your
pupils.
23
s
e
t
o
n
’s
r
e
d
a
- Le
r
o
d
i
r
r
o
c
r
e
Riv
Aim: Encourage pupils to recognise the landscape features and map the river
corridor using the relevant map symbols to define certain landscape features.
Equipment needed:
River corridor key
How to map a river corridor
As you can see from this
example, you do not need
to be good at drawing.
You just need to be able to
copy the way the river
carves its way through the
landscape and add some
labels to get an idea about
the features.
What is the vegetation on
the river banks?
What types of material are
in the river and being
deposited along the way?
What are the manmade
features?
What are the natural
features?
http://www.essexwtrecords.org.uk/Dataset/NRArivers
24
y
e
k
p
a
m
r
o
d
River corri
Bankside vegetation
Types of deposition
Grass
Mud
Plants
Sand
Coniferous
trees
Gravel
Deciduous
trees
Plants &
gravel
Woodland
Cobbles
Hedgerow
Boulders
Natural features
Man-made features
Bottom of river bank
Wall
Top of river bank
Fence
Erosion
Gate
Rock cliff
Path or road
Riffle
Buildings
Waterfall
Road bridge
Exposed rocks
Foot bridge
Direction of flow
Weir
25
t
e
e
h
s
k
r
o
w
r
River corrido
Name:
Sketch showing the features of the
stream at Ightham Mote.
26
Activity 7
Ightham Mote
Valley sectio
n
Surveying a section of the valley across a river
A river changes shape as it flows from its source (where a river
starts) to its mouth (where a river flows into a sea or lake). The
source is often in an upland area with steep slopes, then as the
river flows towards the mouth, the sides become less steep.
Eventually the river will flow over flat land as it approaches the sea.
The shape of both the long profile (a slice through the river from
the source to mouth) and the cross profile (a slice across the river)
changes. To get an idea of how the river changes, you will be
analysing cross-sections of the river at different places.
27
1
s
e
t
o
n
’s
r
e
d
Lea
n
o
i
t
c
e
s
y
e
Vall
Equipment needed:
Tape measure
Metre stick
Pupils same height (or ranging poles)
Aim: To survey a section across a valley cut by the river and create an accurate
diagram showing how the river has changed the landscape.
How to survey a valley section
1.
Measure the width of the river
Using a tape measure, two people record the width of the river channel from
the water’s edge on either side with the tape measure held straight just above
Example
the water. Once you have measured the river’s width, remain in place with the
tape measure held tight.
2.
Measure the depth of the river
At regular intervals, one or two people using a metre rule, measure the depth
of the river along
metre ruler
width of the river
water level
tape measure
river bed
28
es 2
t
o
n
’s
r
e
d
a
e
-L
n
o
i
t
c
e
s
y
e
l
l
Va
Recording the data:
t
Decide on a suitable scale (eg. 1 metre = 10 squares / 2cm = 1 square).
t
Using the scale, draw a line across the width of the river.
t
For each ‘depth’ measurement, plot a point below the line to show the river
depth at that spot.
t
When you have plotted each depth measurement, join the points together to
show the profile of the river bed.
t
You could draw in some cobbles and rocks to indicate what the riverbed is
made of.
Post visit activity:
1.
On graph paper, draw a scale version of the cross section.
2.Example
Calculate the cross sectional area in square metres by counting the squares
within the cross section diagram.
width of the river
29
t
e
e
h
s
k
r
o
w
Valley section
Name:
Distance
from bank
in cm
Depth in
cm
Distance
from bank
in cm
Depth in
cm
30
Activity 8
Ightham Mote
Species surv
ey
Discovering what lives in a river
Rivers are an integral part of our landscape and support a rich
variety of plants and animals. Riverbanks and ponds support
plants which are adapted to grow in wet soil. They are also the
habitats for animals which feed on those plants or on animals
found in the river, pond or in the banks.
The minibeasts you find in a river or pond can also tell you how
healthy the water system is.
31
otes
n
’s
r
e
d
a
e
L
ey
v
r
u
s
s
e
i
c
e
p
S
Aim: To survey habitats along the river and, using identification sheets, classify
the animals into broad groups.
Equipment needed:
Identification sheet
Pond nets
White trays
Magnifying glass
How to pond / river dip
Put some water in the bottom of the white tray. Slowly lower the net into the
water, and move the net gently in a figure of eight motion. After a few loops, gently
lift the net out, and place inside out in the water in your tray.
Use a magnifying glass to have a closer look at anything that is in the tray.
Carefully return everything back to the pond /river.
32
t
e
e
h
s
k
r
o
w
y
e
Species surv
Which of these have you seen?
(tick each one you see)
Only live in
good quality
water.
Can live in
medium
quality water
Can live in
poor quality
water
You may not see all of these, and you may find some others minibeasts,
but these give a good idea of the quality of the water.
Why might you not be able to see or find them?
33