Instream Flow: How Does It Affect You?

Grade: 11-12 grades
Subject matter: Environment, Science
Time allotment: 2 class periods

Overview: There are many demands placed on our river systems today. Rivers are essential and provide valuable resources: water for drinking; domestic use; agricultural irrigation; manufacturing plants; habitat for plants and animals; transportation; energy; and recreation. To insure that rivers and their waters have adequate flows and are available to everybody, many states have passed instream flow legislation. This lesson plan helps students familiarize themselves with instream flow and allows them to look at the issues and viewpoints of stakeholders.

Objectives: Students will be able to identify major rivers within the state. Students will be able to define instream flow. Students will be able to research and debate the viewpoints of different interest groups regarding Instream Flow.

Materials::
1 state map for each small group (2-3 in each group)
Stakeholder Cards

PreViewing Activities:
Hand out state maps, have students identify all the major rivers within the state.

Discuss who has visited any of the rivers within the state and what was their purpose for visiting the river. (Fishing, Boating, Rafting, Picnicking)

Discuss why rivers are important and what functions a river might serve: transportation; fishing; boating; irrigation; drinking water; power source; etc.

Focus for Media Interaction
When viewing the video (also available on DVD) have students listen for and answer the following questions:

• What is water used for?
• What is Consumptive Use of Water?
• Why has instream flow come about?
• What disagreements could there be with instream flow?

Post Viewing Activities:

Discuss Instream Flow and its impact on the river and determine potential stakeholders surrounding Instream Flow.

Make a T-Chart listing who would advocate leaving water in the stream and why and who would advocate taking water out of the stream and why.

Who would advocate leaving water in the stream and for what purposes?

Who would advocate taking water out of the stream and for what purposes?

After discussing who the stakeholders are and their reasoning, divide students into stakeholder groups.

Have student groups research, define their position, and prepare to make a presentation to the other members of the class at a "town meeting."

Each group should elect a spokesperson for their group, create a graphic illustrating their main points, and turn in final "report" as a group.

Second Class Period:
Students/Stakeholders should come prepared to present their views at the moderated "town meeting."

Each group should be given 8-10 minutes to present their viewpoints. After all presentations allow time for questions, answers, and clarification.

As a class, list possible solutions that address everyone's concerns. After the town meeting, discuss how many issues are complex problems that affect not only people, but also animals and quality of life and most do not have easy solutions.

Extensions:
Research what issues are facing your local river.

Is there an Instream Flow policy in your state, how does it affect your local river?

Map out your watershed.

Adopt a stream.

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