http___www.somethingfishy.ie_teachirish_ceacht5_ceacht5.htm_1.xml
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To enable pupils to continue Bradán’s journey into the estuary. From this lessons, pupils will be familiar with the differences between salt water and fresh water and they will have an increased awareness of the dangers to the smolt in this part of her journey Presentation: Lesson 5 Teachers Guidelines The lower part of a river where it flows into the sea is called the estuary or the mouth of the river. An estuary is a transitional zone between fresh water and the open sea. In the estuary, warm shallow water, tides, currents, and wind carry rich organic nutrients from the bottom of the estuary to the water’s surface. With every tide these nutrients are carried from the estuary to the sea. This exchange of organic material between the estuary and the ocean creates a very productive habitat for many plants and animals. Bradán is introduced in this lesson as a creature undergoing great body changes (a teenager). She learns to “osmoregulate”, which means to regulate the salt and water in her body. She must guard against the loss of water and be capable of secreting excess salt from her body fluids. Pupils already know from the last lesson that Bradán has already reached smolt stage (6-8 weeks before migrating to sea) and has made her way down the river to spend a number of years at sea. By now she will have changed to a silver colour. As salmon travel down the estuary area, there are increased challenges due to infrastructure expansion, car parks, bridges, pollution, effluent from factories, oil spills and port activity. The river estuary is introduced as a busy place, which usually bares the brunt of human waste and pollution. Any substance that has entered the river upstream such as waste from agricultural works, industries and towns affects the entire river downstream, including the estuary. The environment is threatened by oil from ships and boats, and by industrial and domestic waste from heavily populated areas. There must be strict monitoring and control to ensure that water quality is maintained. Any change to an estuary can have considerable effects on the ecosystem in the coastal zone. To test childrens observation skills and prompt oral work, show an image of Ballypolluted and ask pupils to point activities that might cause impact on life in the estuary and on the coast. Ask pupils "How will the local tourism and fishing industry will fare if this situation continues?" and "What ways can the people of the area might improve the water quality and ensure fish stocks for the future The concept of an estuary food web is introduced as a continual reminder of the interdependence of creatures. An experiment may be done to investigate deposition in an estuary. Lastly, habitats need to be managed and protected so that enough salmon can survive to eventually revisit the spawning grounds. This means that we must look after the environment itself, protecting it from pollution while at the same time conserving stocks of fish. Follow Up Work Freshwater Aquarium Set up a freshwater aquarium in class. A video link below illustrates the steps that need to be taken Revision Two different types of revision material accompany this lesson; activity cards and whiteboard material. The activity card is a 3 page document that is filled out by the pupils to test their knowledge of the lesson taught. The teacher can decide if the activity card is filled out individually or in teams The whiteboard resource tests the pupils knowledge of the lesson taught. Pupils are encouraged to actively engage in answering questions relating to challenges faced by life in the river estuary, the ecosystem of the costal zone and management of water quality. At the end of the lesson, Pupils should know The dangers posed to fish and water quality by human exploitation. The responsibility we all have to ensure that catchments are properly managed. The steps that need to be taken to ensure survival of resources for the future. The dangers posed to fish and water quality by human exploitation. The responsibility we all have to ensure that catchments are properly managed. The steps that need to be taken to ensure survival of resources for the future.
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AN BRADÁN BAINEANN INA BRAINLÍN Díríonn an chuid seo den scéal ar an mbradán agus í ina brainlín. Tá sí ar a bealach chun na farraige agus téann sí chomh fada le hinbhear na habhann. Tugtar inbhear nó béal na habhann ar an áit a dtéann an abhainn isteach san fharraige. Bíonn cuid mhaith sáile measctha leis an bhfionnuisce in inbhear abhann, áit a mbíonn an taoide ag líonadh is ag trá. Bíonn cothaithigh shaibhre le fáil ag grinneall an inbhir. Iompraíonn an ghaoth, na taoidí agus an t-uisce te éadomhain san inbhear na cothaithigh sin go barr an uisce. Ciallaíonn sé seo gur gnáthóg shaibhir í an t-inbhear do go leor plandaí agus ainmhithe. Tagann go leor athruithe ar an mbradán sa tréimhse seo. Foghlaimíonn sí conas an méid salainn agus an méid uisce ina colainn a rialú. Tugtar “osmairialú” ar an bpróiseas seo. Caitheann sí an fuílleach salainn a dhíbirt as a collain agus a chinntiú ag an am céanna nach gcailleann sí an iomarca uisce. Goilleann sé seo ar na héisc agus ní bhíonn sé ar chumas gach éisc é a dhéanamh. D’fhoghlaim na páistí sa cheacht deireannach conas mar a d’athraigh an bradán ina brainlín (idir sé agus ocht seachtaine sula ndeachaigh sí ar imirce chun na farraige). Tá sí tar éis a bealach a dhéanamh síos an abhainn chun cúpla bliain a chaitheamh san fharraige. Dath airgid atá uirthi faoin am seo. Is áit ghnóthach í inbhear na habhann. Bíonn droichid, carr chlóis agus bóithre móra thart ar an inbhear. Is minic a bhíonn an t-uisce truaillithe ann de bharr eisilteach ó mhonarcha nó doirteadh ola. Cuireann a leithéidí seo isteach go mór ar ghnáthóg an bhradáin. Má scaoiltear eisilteach isteach sa chuid uachtarach den abhainn truaillítear an abhainn ar fad síos go dtí an inbhear. Tá an timpeallacht faoi bhagairt ag dramhaíl ó mhonarchana, ag múnlach ó na bailte móra agus ag ola a éalaíonn ó longa agus ó bháid. Caithfear na haibhneacha a riaradh i gceart chun dul i ngleic leis an bhfadhb truaillithe agus chun an soláthar uisce a choinneáil glan. Is mór an tionchar a bhíonn ag athrú ar bith san inbhear ar an éiceachóras ar fud an chósta. Spreagfaidh an obair faoin nuachtán – “An Baile Salach” ar chárta oibre 5C na páistí le plé agus díospóireacht a dhéanamh ar fhadhb an truaillithe. Conas a chuirfidh an fhadhb seo isteach ar thionscal na turasóireachta agus ar thionscal na hiascaireachta sa cheantar? D’fhéadfadh sé seo a bheith ina dhíospóireacht spéisiúil. Léireoidh sampla de bhiashlabhra an Inbhir an chaoi ina mbíonn orgánaigh ag brath ar a chéile le fanacht beo. Is féidir turgnamh a dhéanamh le taispeáint cad is cúis le sil-leagan in inbhear. D’fhéadfá sliocht as an leabhar “The Iron Woman” a léamh chun aird a tharraingt ar fhadhb truaillithe an domhain. Caithfear gnáthóga a chaomhnú agus a riaradh i gceart le cinntíu go dtiocfaidh go leor bradán slán le filleadh ar a leapacha sceite. Ciallaíonn sé seo go gcaithfimid an timpeallacht a choimeád saor ó thruailliú agus an stoc éisc a chaomhnú. Tá scéal spéisiúíl ar fáil ar an suíomh idirlín http://www.amrivers.org/aboutrivers/riverstories.htm Scéal dúchasach ó Mheiriceá is ea é agus míníonn sé cén fáth a sníonn aibhneacha sa treo céanna i gcónaí. Science Made Simple, Vicky Shiotsu, 1997 Frank Schaffer Publications