EPA/600/K-92/004
Office of the
Section Senior Official for
Research and Development Cincinnati, OH
Andrew W. Breidenbach EPA/600/K-92/004
Environmental Research Center July 1991
Miways A River
Activity Booklet
REGION VWBRARY
0. S. ENVIRONMENTAL PROTECTION
AGENCY
1445 ROSS AVENUE
DALLAS, TEXAS 7520?
-------
Foreword
Dear Leader:
Cincinnati has the privilege of being a part of a very special celebration this
summer. We are one of several cities that will welcome a floating barge exhibition
entitled "Always a River", between July 15 and 22,1991.
Once aboard the barge you will enter the magic and mystery as you discover
the many facets of life along the majestic Ohio River. Divided into eleven exhibits,
feel the river come to life as you travel through and experience opportunities to
explore new environments and hands-on activities.
"Always a River" brings together the experiences of the past, the opportunities
of the present, and the hopes of the future afforded to us by "La Belle Riviere".
The materials provided are designed to be used as both pre and post barge
visit activities. There are many activities from which to choose. Feel free to adapt
activities from all sections to meet the needs of the young people in your program.
We expect this interdisciplinary study to enrich the lives of many young people and
help make them more knowledgeable of the ecological and environmental impact
that the Ohio River exerts on their lives.
REGION W LIBRARY
US. ENVIRONMENTAL PROTECTION
AGENCY
1445 ROSS AVENUE
OALLAS, TEX
Thelma B. Johnson, Director Shirley WWite, Coordinator
Center for Environmental Learning Cincinnati Public Schools
U.S. Environmental Protection Agencv
Printed on Recycled Paper
Always A River
-------
Acknowledgements
This publication was made possible by the U.S. Environmental Protection Agency,
Office of Research and Development, Center for Environmental Learning, and the
following Always a River Advisory and Committee members:
Advisory Members:
Charles Nuckolls, Chairman, Cincinnati Landing Always A River, Inc.
Dean Moore, Supervisor, Social Studies, Cincinnati Public Schools
Thelma Johnson, Director, Center for Environmental Learning
U.S. Environmental Protection Agency
Steven Lutkenhoff, Director, Office of the Senior Official for
Research and Development
U.S. Environmental Protection Agency
Committee Members
Iris Leuthardt, Cincinnati Public Schools
Martha Lohman-Pinkerton, Cincinnati Public Schools
Christopher Proffit, Cincinnati Public Schools
John Thompson, Cincinnati Public Schools
Shirley White, Cincinnati Public Schools
Jennie Doddy, U.S. Environmental Protection Agency
Helen Fischer, U.S. Environmental Protection Agency
Joseph Gorman, DreamSand Video & Print
James Hutton, DreamSand Video & Print
Reprinted 1992
Always A River
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Table of Contents
Foreword i
Acknowledgements ii
Always A Significant River: River and Tributaries 1
Always A Changing River: Geology 10
Always A Useful River: Prehistoric Dwellers 20
Always A Mapped River: Surveying and Mapping 28
Always An Altered River: Human-made Changes 34
Always A Desirable River: Settlement 44
Always A Living River: Environment and Ecosystem 54
Always A Busy River: Commerce, Navigation and Industry 74
Always An Entertaining River: Imagination 82
Always An Involving River: Organizations 88
Always A Community River: Local Cities and Towns 92
Pictures of Boats
Resources
Always A River
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Always a Significant River
(The River and Tributaries)
The activities in this section lead children to locate the Ohio River, its source,
tributaries and its route from the confluence at the Monongahela and Allegheny Rivers
in Pittsburgh to where it spills into the mighty Mississippi at Cairo, Illinois.
Children should become familiar with vocabulary associated with the physical
aspects of the river and identify the physical process of a watershed system. The
length of the Ohio River covers 981 miles.
Teays Drainage
Two million years ago, before the
glaciers came into our area, the land
surface was a gently rolling plain
called the Lexington Peneplain. The
principal drainage was to the north,
to a westward-flowing master stream
called the Teays River.
Diagrams and maps by Reid Martin
Always A River
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Always a Significant River
Primary
On the Banks of the Ohio
PURPOSE:
To provide a visual concept of the geographic location of the Ohio
River and its tributaries.
MATERIALS:
Map of the Ohio River
Crayons/markers/colored pencils
PREPARATION:
Run off copies of the map for each child. Explain the use of a
color key on the map and how it will be used.
PROCEDURE:
Give each child a copy of the map. Have them locate each state by
name. Ask them to locate the Ohio Rive rand to trace its path using
their finger. Tell them the smaller rivers that
flow from the Ohio are called tributaries.
Have them use the map key on the map to
color the rivers and states appropriately.
ADDITIONAL
ACTIVITIES:
Take a field trip to the Cincinnati Historical Society to see some
original maps of the Ohio River and to learn more about the
process and product of the art of cartography (map making).
Always A River
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Always A Significant River Intermediate
Wave Machine
PURPOSE:
MATERIALS:
PREPARATION:
PROCEDURE:
To exemplify river currents.
A clear water tight container (2 liter plastic bottle)
Mineral Oil
Blue food coloring
Water
Explain to children that it was the "current" which first brought
f latboats down the Ohio. It is also the current which tries to keep
the river cleanwashing away pollution as it flows. The current
is also responsible for erosion.
Ask children their ideas about the river currentcan they see it?
Can they judge how fast it is running?
Fill a container 2/3 full of water. Add a few drops of blue food
coloring. Fill 1/3 with mineral oil. Be careful, try not to get any air
bubbles. Seal securely. Observe. Discuss your observations.
Always A River
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Always A Significant River
Intermediate
How Rivers Are Formed
PURPOSE:
Children will understand how rivers and streams are formed.
MATERIALS:
Sand table/sand box
Water
PREPARATION:
Define tributary, river, stream, lake, pond, and delta . Show
pictures of maps and point out the water areas.
PROCEDURE:
Mound some sand into a small hill. Pour water slowly onto the
sand. Have children observe what happens. Explain, that major
"rivers", small tributaries, lakes, etc., are formed. Have children
identify the source and the "mouth" (where the river begins) of the
river. Ask, how is a "delta" formed?
ADDITIONAL
ACTIVITY:
Using a map, have children identify and trace the path of the
Ohio River and its tributaries.
Always A River
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Always A Significant River
Intermediate
River Scenes
PURPOSE:
Children will express themselves artistically through drawing.
MATERIALS:
PREPARATION:
Paper (manila, construction/sketching)
Crayons/markers/pastel colored pencils
Postcards/pictures of Ohio River scenes
Show pictures of river scenes to children or take children to
scenic areas, for example, Eden Park, Sawyer Point, Dixie
Terminal Building , the Carew Tower, etc.. Ask children, what
they see what colors? Are all the lines straight? Do they see
people? Boats?
You may wish to have children work cooperatively on a mural
depicting an Ohio River Scene.
PROCEDURE:
Have children choose a scene to draw or sketch. Mount on
construction paper and display
Always A River
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Always A Significant River
Middle
Most Basic Basin
PURPOSE:
To develop an awareness of the population, land area, and economic
importance of the Ohio Basin
MATERIALS:
PREPARATION:
PROCEDURE:
ADDITIONAL
ACTIVITY:
Individual copies of the ORSANCO maps "Ohio Basin" and "Principal
Cities; Ohio River Basin" (reprinted courtesy of ORSANCO Ohio
River Valley Sanitation Commission)
Crayons or colored pencils
Pass out the maps of the Ohio River Basin. Review and discuss the
importance of the following list of Ohio River facts.
Ohio River Facts:
The Ohio River is 981 miles long
The river drains an area 204,000 square miles.
The largest category of land use in the Ohio Basin is agriculture.
The population of the Ohio River Basin is over 25 million.
2.7 million people get their drinking water from the Ohio River
(Cincinnati does).
The drop in elevation of the Ohio River from Pittsburgh, Pennsyl-
vania to Cairo, Illinois is 408 feet.
The elevation of the Cincinnati pool is 455 feet.
The Ohio River Basin occupies approximately one tenth the land
area of the United States.
Approximately one-fifth of the nation's total Gross National Product
is produced in the Ohio River Basin.
About 58% of all freight moved in the Ohio Valley moves by water.
Approximately one-fourth of all the freight tonnage moved each year
in the U.S. moves through the Ohio River System.
Freight can be moved by river barge for about one-third the cost of
rail transport and almost one-twelfth the cost of truck transport.
Each year the locks and dams of the Ohio River system move more
freight tonnage than the locks and dams of the Panama Canal.
Color both maps. For full effect, color the river and its tributaries blue.
Questions for discussion:
1. In river miles, what is the distance from Pittsburgh, Pa. to Cairo, III?
2. Water from how many states drains into the Ohio River?
3. How could a land fill (garbage dump) in Wheeling, West Virginia
affect the water you drink?
4. How does a toxic waste dump in Cincinnati affect the drinking water
in Louisville Kentucky?
5. Why are most of the major cities in the area located along the river
and its tributaries?
Always A River
-------
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Always a Changing River
(Geological Story of the River)
Activities in this section illustrate the geological story of the river. Its early history
as a primordial sea is revealed in its fossil remains. These pages will help promote an
awareness of the geological changes that have occurred via erosion and deposition
of sediment.
A slab of typical Cincinnati rock- loaded with fossils
nearly half a billion years old. Contrary to popular
opinion, Cincinnati is not a city of hills. It's a city of
valleys - valleys carved in a rolling plain formed
more than two million years ago.
Always A River
10
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Always A Changing River
Primary
Pet Rocks
PURPOSE:
To create an individualized project using a rock found on the
geological dig.
MATERIALS:
medium size rocks
epoxy glue
paint /markers
assorted scraps of materials, yarn, etc.
PREPARATION:
Gather medium size rocks for students to turn into "pets". As-
semble small scraps of different materials fordecorating. Be sure
rocks are clean and dry before using.
PROCEDURE:
Use markers or paints to make
facial features on the individual
rocks. Glue yarn, felt, or other
materials on the rocks to per-
sonalize them. Let the children
name their pet rocks.
11
Always A River
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Always A Changing River
Primary
Sediment Jar
PURPOSE:
To demonstrate how the layers of sediment beneath the Ohio
River were formed.
MATERIALS:
gallon jar
water
various sands, soils, pebbles, rocks, etc.
PREPARATION:
Locate a rocky bank or field. Using a shovel let an adult dig up an
areatoexposethelayersofsoil. Explain to children that there are
also layers of sediment (matter that settles at the bottom of a
liquid) found at the bottom of the Ohio River. Tell children that you
are going to create your own river bed with the sand, soil and
rocks that they bring in the next day.
PROCEDURE:
Fill the gallon jar about halfway full with tap water. Let the
students empty the sands, soils, etc. that they have found at
home into the jar. Let them predict which ones will sink to the
bottom and which will form the top layers of sediment. Continue
to observe the jar throughout the week to see how the layers of
sediment form.
ADDITIONAL
ACTIVITIES:
Let the children keep a picture journal showing the change in the
sediment day by day.
Always A River
12
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Always A Changing River
Primary
Fossil Hunt
PURPOSE:
To experience the geological history of the area by finding fossil
samples and identifying them.
MATERIALS:
small zip-lock baggies
trowels or small shovels
hand magnifying lenses
PREPARATION:
Books on fossils, worksheets on fossils. Explain to children that
the history of Ohio is recorded in the rocks and fossils of the area.
Cincinnati's geological history goes back four hundred and fifty
million years ago to when it was covered by a shallow sea filled
with all types of life forms. Some of the most common types of
fossils (remains of dead creatures and plants) are: Trilobites,
Crinoids, Nautiloid Cephalopods, Brachiopods and Bryozoa
clams.
PROCEDURE:
Locate a rocky bank that has limestone and shale rocks. Allow
children to explore for fossils. When they do, they are to place
theirfinds in the plastic bags. They can sort them later according
to a fossil checklist. The checklist will name the most common
fossils and have a column to mark if that type has been located.
ADDITIONAL
ACTIVITIES:
Visit the Natural History Museum and their fossil collection.
13
Always A River
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Always A Changing River
Primary
Fossil Chart
If you have found one of these fossils please check ( i/) it
TERM
1. Trilobite
2. Crinoid
DISCRIPTION
Looks like a sowbug
Flower-like appearance
"Sea Lillies" ^/
PICTURE
CHECK
3. Natuiloid Ancestor of the octopus Squid
Cephalopod
4. Brachiopods Two valve clams
5. Bryozoa
Twig, fan, or lumb sized
objects with myraid of tiny holes
6. Gastropod Snails
IF YOU HAVE FOUND ONE OF THESE IN YOUR FOSSIL HUNT PLEASE
NAME IT!
Always A River
14
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Always A Changing River
Intermediate
The Hills of Cincinnati
PURPOSE:
Children will explain how the hills and valleys surrounding Ohio
were formed.
MATERIALS:
Box of ice cream
Hot water
PREPARATION:
Explain to children that the hills and valleys in the Cincinnati area
were formed by glaciers millions of years ago.
Define erosion.
PROCEDURE:
To demonstrate the effects of erosion in forming the hills of
Cincinnati. Bring in a box of ice cream. Remove the cardboard
packaging from the ice cream. The block of ice cream represents
the plains that once covered the area. Pour a trickle of hot water
overthe ice cream in one spot. Watch the block melt away slowly
and finally break apart. In a similar way erosion by water and ice
wore away the plain to form the hills and valleys of Cincinnati that
exist today.
ADDITIONAL
ACTIVITIES:
1. To help children understand the concept of millions of years,
compile a million of somethingzeros on a page, beans, etc..
2. Visit Bicentennial Commons at Sawyer Point and walk along
the geologic time line.
3. Find the names of Cincinnati's seven hills.
Always A River
16
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Always A Changing River
Intermediate
Left Behind
PURPOSE:
Children will identify fossils and make molds of fossils.
MATERIALS:
Plaster of Paris
Petroleum Jelly
Mixing bowl and stick
Cardboard
Spoon
Assorted objects, such as leaves, bones, twigs, shells.
Fossil Guide
PREPARATION:
Visit the Cincinnati Natural History Museum to observe the fossil
exhibit. Explain that fossils are the remains and traces left by
dead organisms. Fossils include preserved bodies, parts of
bodies, marks, footprints...
PROCEDURE:
Go on a fossil hunt. Walk along the river bank. Look for fossils.
Identify the fossils using the fossil guide.
Have children collect assorted objects to be fossilized such as
leaves, bones and shells. Havethem place a layerof petroleum jelly
on each object to be used. Then follow the directions on the Plaster
of Paris to make a thick, smooth mixture. Children can then drop
spoonfuls of Plaster of Paris mixture onto the cardboard and press
a coated object onto each mound. After the plaster hardens,
remove the object. A fossilized print should result.
17
Always A River
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Always A Changing River
Middle
Erosion & Deposition
PURPOSE:
To develop an awareness of the geologic changes that have
taken place in the formation of the Ohio River Valley.
MATERIALS:
One copy of The River Book, edited by Joyce V. Cauffield and
Carolyn E. Banfield.
PREPARATION:
Pre-teach the background material from the essay, "Land Fit For
a Queen: The Geology of Cincinnati" by R. A. Davis (pp. 130-137).
Pre-teach the following terms:
Teays River Erosion Deposition
Glacial Outwash Glacial Till
PROCEDURE:
Demonstration
Run a trickle of water down an inclined plane of loose soil (any
small dirt pile of 24 inch or greater elevation will do).
Change the angle of inclination and observe what happens to the
drainage of the water (The greater the angle of inclination, the
straighter and deeper it cuts into the soil).
Observe the pattern created by the soil deposited at the bottom
of the inclined plane. Howdidthe pattern of deposition change as
the angle of inclination changed?
ADDITIONAL
ACTIVITY:
Arrange a field trip to the scenic overlook at Ault Park. From
there, take note of the following for observation and follow-up
analysis and discussion:
1. The elevation of the surrounding hills is essentially even.
2. The valleys through which the small drainage creeks run are
far too great to have been created by such small creeks.
3. The large valleys (broad and deep) that can be seen all run
to the northwest, yet there is no great river system there to
have created them.
Always A River
18
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Always a Useful River
(Pre-Historic Dweller's Story)
People arrived in the Ohio Valley at the end of the glaciers. There were a series
of prehistoric Indian tribes, each with its own culture. Until the 1750s, the area was
peaceful as Indians hunted and traded with the French fur trappers. As British and
Americans began to invade the Ohio Valley this tranquility was interrupted. Thus began
the struggle for control of this rich land on the Ohio River. The river brought settlers,
merchants, and commerce to the Ohio River Valley.
"Always a Useful River" reveals the highly complex societies that existed and
vanished prior to white European intervention in the Ohio Valley and the subsequent
growth along the Ohio River.
Always A River
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Always A Useful River
Primary
Something's Fishy
PURPOSE:
To observe and identify fish native to the Ohio River.
MATERIALS:
Books with pictures of Ohio fish.
PREPARATION:
Give children some background information. On the Ohio River,
fishing is not only a sport but a great commerce. Fish as a food has
always been one of the great resources of the river. The annual fish
catch is valued at twelve and a half million dollars a year.
The most important fish caught in the Ohio include carp, catfish,
fresh water churn, white bass and yellow perch.
PROCEDURE:
Pass out books or pictures of fish found in the Ohio River. Let the
children observe the pictures, identify them, write a description of
them and sketch them on their journal page.
ADDITIONAL
ACTIVITIES:
1. Visit the seafood section of your local supermarket or Findlay
Market and identify which fish may be found in the Ohio River.
2. Invite a local fisherman to come and show the group his
fishing equipment and to talk about his experiences.
3. Have a seafood feast and let the children sample bites of
different kinds of fish and seafood.
4. Let the children create a mural depicting the different kinds of
plant and animal life in the river.
21
Always A River
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Always A Useful River
Primary
Fish Prints
Description
Styrofoam printing
Materials
1. (1) styrofoam meat tray for each child
2. a pencil for each child
3. black water-soluble printing ink
4. 3 or 4 brayers for rolling ink
5. sheets of white construction paper
6. 3 or 4 sheets of plastic or tile
7. drawing materials: crayons or markers
8. scissors
Directions
1. Cut the shape of a fish out of the meat tray.
2. Use a pencil to press in scales, eyes, and any
pattern desired.
3. Ink the tray well and press onto the construction
paper in the desired location.
4. With a piece of scrap paper in your hand, rub back
and forth until the ink has printed onto the paper.
5. Remove the tray, re-ink, and repeat the rubbings
until there are several fish prints on the paper.
Always A River
22
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Always A Useful River
Intermediate
Nautical Knots
PURPOSE:
MATERIALS:
PREPARATION:
Children will become familiar with some of the more useful
nautical knots and learn
how to make them.
Rope/twine
Children can work in
pairs or groups to com-
plete this activity. Be sure you have enough rope or twine
available. This activity can take place out of doors using jump
ropes to make knots or it can take place indoors using pieces of
twine (12 inches in length).
PROCEDURE:
Discuss with children the uses of knots. For example, shoe laces,
at the end of a piece of thread, etc.
Ask:
Why do you think boat workers might need to know how to make knots?
Learning how to make different knots can be a good way to pass
the time on the river as well as a useful tool.
Using the following activity sheet demonstrate how to make
nautical knots.
Pass out enough ropes or twine for children to practice making
nautical knots.
ADDITIONAL
ACTIVITY:
You may wish to visit the Inland Waterways Program, housed at
Peter Clark Academy to watch river workers use nautical knots.
Always A River
24
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Always A Useful River
Intermediate
Nautical Knots
Read the description of each knot to learn how it is used on a boat. Then get some
rope and practice making them.
1. Overhand Knot
used to prevent the end of a rope from
unraveling; almost impossible to untie
2. Figure-eight Knot
prevents the end of a small
line from running through a
block; easy to untie
3. Reef or Square Knot
(2 pieces of rope)
used to tie a bundle; easy
to untie when wet
4. Bowline
most useful of all knots used on a
boat because it never slips or
jams and can always be untied
5. Clove Hitch
used to temporarily
tie a line to a post
25
Always A River
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Always A Useful River
Intermediate
I Can Dig It!
PURPOSE:
Children will experience an archaeological dig.
MATERIALS:
Artifacts to bury and find (chicken bones,
pieces of broken flower pots, pennies...)
Dirt and water
PREPARATION:
Explain the work of archaeologists - that they must work
carefully and methodically not to ruin artifacts as they are discovered.
Explain that artifacts reveal information about the people that
made them. Explain that the Ohio River Valley was a center for
prehistoric Indian tribes: the Adena, Hopewell and Fort Ancient.
Prehistoric Indian tribes used no written language. Indian
mounds were used for burial and ceremonial purposes. Point
out that archaeologists know more about the early Indians' burial
customs than their daily lives because few village sites have
been excavated but many burial sites have been studied.
PROCEDURE:
ADDITIONAL
ACTIVITIES:
Define artifacts, excavation customs. Divide the children into two
groups each with materials to be buried. Clear a small area out
of doors (or use a large dish pan indoors) and have the groups
bury their objects. Mix the water with some soil to make mud -
have children build burial mounds. Then have the groups
"switch," digging up what the others had buried. Have them do this
methodically, noting what they uncover on paper. Have the
children hypothesize the use of each item.
1. Visit the Cincinnati Museum of Natural History or the Art
Museum to see the exhibits on prehistoric cultures.
2. Hold a debate: preservation of archaeological sites versus
land development progress.
3. Research information about the Adena, Hopewell and Fort Ancient
Indians. You may want to visit Fort Ancient Park.
4. Discuss funeral and burial customs today. Compare them
the customs of the Adena, Hopewell and Fort Ancient Indians.
Always A River
26
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Always a Mapped River
(Surveying and Mapping Story)
Activities in this section introduce children to map-making methods and help to
develop an awareness of the population, land area and economic importance of the
Ohio River Valley.
For additional pages that relate to this theme see also "On the Banks of the
Ohio" and "Most Basic Basin" under section titled "Always a Significant River".
Always A River
28
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Always A Mapped River
Intermediate
Mapping to Scale
To develop mapping skills.
MATERIALS:
PREPARATION:
Map of Cincinnati to use as'a model
Paper to cover LARGE area
Markers/crayons/colors
Miscellaneous materi-
als to build scale ,
models of houses, '
bridges, trees, river
boats, etc.
Looking at the map,
discuss where people '~
first settled in Cincinnati. Discuss possible reasons for their
choices. Explain that as people began to settle, they had to
develop a "plan" as to how and where they would begin to
construct their homes.
PROCEDURE:
Explain to children the concept of "scale" as a smaller unit of
measurement being used as a substitute, or in place of the actual
measurements.
Depending on available floor space, cover an area with paper
(join by taping to the undersidecan later be folded forstorage).
Have children begin by laying out a simple outline map of
Cincinnati. Trace the outline onto the paper. Identify areas where
the early settlers may have lived. Children can then fill in these
areas with scale models of landmarks. Direct children to think
about logical placement of residencies and businesses.
29
Always A River
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Always A Mapped River
Intermediate
Dear Diary
PURPOSE:
To enhance writing ability and self expression.
MATERIALS:
PREPARATION:
Paper
Stapler
Examples of diary entries
Ask children how many of them know what a
diary is? Ask, how many of them keep a diary?
Explain that diary keeping was an important way
of preserving and recording information in the
past. Explain that much of what we know about early Cincinnati
and the experience of the new settlers traveling down the Ohio
are from their diaries.
PROCEDURE:
Using paper and a stapler assist children with making books or
diaries. Direct them to write in it every day. Discuss what "things"
they may want to record, then have them do so. For example, the
water was choppy.
Always A River
30
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Always A Mapped River
Intermediate
Compass Treasure Hunt
PURPOSE:
Children will learn how to simulate the use of a compass.
MATERIALS:
PREPARATION:
PROCEDURE:
1 or 2 compasses
Picture of a compass (provided)
Paper/pencil
Show the children a picture of a compass
(picture provided). Explain why and how
compasses are used.
The object of the game is to use a compass to find a hidden
tre-sure. It requires a minimum of two players but can be played
in teams. The game can be played indoors or outdoors.
Have Player B leave the room or vicinity as Player A uses the
compass to map out a route to the treasure. Beginning at a
designated starting point, have Player A use the compass to
determine the direction in degrees and the number of steps
toward a first station. A player should then write down the
direction and distance in steps to Station Two. The note should
be placed in a hidden spot at Station One, otherwise Player B will
be able to identify the
station without using
the compass. Have
Player A continue for
four or five stations,
with the final station
containing atreasure.
Then have Player B
re-enter and use the
compass to locate
each station and, ulti-
mately, the treasure.
After the treasure has
been found, have
Players A and B re-
verse roles.
31
Always A River
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Always A Mapped River
Intermediate
Picture of Compass
North
Always A River
32
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Always An Altered River
(Story of Human-made Changes)
The Ohio River was created as a result of change natural change wrought by
the forces of glaciation. Added to these forces of natural change, the Ohio River has
undergone extensive man-made changes. Since the age of the Neolithic Revolution,
it has been to the benefit of humankind to not only adapt to the environment, but also
to change the environment to best meet our needs. Combined, these two dynamic
forces of change nature and the human desire to control nature have created the
Ohio River as it exists today.
The annual cycles of flood and drought that once dominated life along the banks
of the Ohio River are largely a thing ct the"past. Through an intricate system of locks
and dams, the Corps of Engineers now maintains a more regular, controlled flow of water
down the course of the Ohio River. Improved traffic on the river is followed by improved
traffic over the river as an ever-increasing number of bridges are built to span the width
of the Ohio River. Additionally, our desire to improve the quality of life in as well as along
the river now gives us the technology that can lead to greater filtration and improved
purity of the water that is returned to the Ohio River. Finally, as the Ohio River becomes
more of a focal point of life in our river town, we have dressed her banks with the
ornaments of leisure restaurants, parks, and stadiums. As these dynamic forces of
change conti nue to work on the Ohio River, it is the responsibility of all to ensure that these
are positive changes that add to the quality of life both in and along the "Beautiful Ohio".
Always A River
34
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Always An Altered River
Primary
Cincinnati Under Water
PURPOSE:
MATERIALS:
PREPARATION:
PROCEDURE:
ADDITIONAL
ACTIVITIES:
Children will identify ways in which life is disrupted during a flood
and present methods of flood control.
Old pictures of Cincinnati during times of flooding (available from
the Historical Society)
Explain that the flood of 1937 was the worst in Cincinnati's
history. Local tributaries also flooded. Traffic and city services
were disrupted virtually paralyzing the city. The area most
damaged by the flood was the Mill Creek Valley. Thousands of
Cincinnatians were left homeless.
Have children make predictions about what happened during
"The Big Flood". Ask if any children have ever experienced being
in a flood. Look at old photos of the 1937 flood, and investigate
present methods of flood control along the Ohio such as flood
walls and gates.
Have students listen to the news and chart the river height for one
week. Graph the heights the river waters reached during several
Ohio River floods. Visit the flood pole at Sawyer Point.
35
Always A River
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Always An Altered River
Primary
Canals
PURPOSE:
The children will understand that the pioneers learned to alter
their environment by the creation of man-made "tributaries"
called canals.
MATERIALS:
Maps of the canals
Colored pencils or markers
PREPARATION:
PROCEDURE:
Children will have already learned to use a color key and be
aware of tributaries from a previous activity.
Tell the children that with so many tributaries the ingenious
people from Ohio created their own man-made waterways to
meet theirgrowing need for transportation and commerce -canals.
Two major north-south routes were established: The Ohio-Erie
Canal between Cleveland and Portsmouth, and the Miami-Erie
Canal from Toledo to Cincinnati. An east-west "tributary", the
Sandy-Beaver Canal was also formed because of the success of
the former two canals. The state's canals became vital transpor-
tation links for the 19th century rural and urban pioneers.
The children will color each canal according to the color key provided.
Always A River
36
-------
Always An Altered River
Primary
Ohio Map with Canals
Miami and Erie Canal - red
Ohio and Erie Canal - blue
Sandy and Beaver Canal - green
Always A River
38
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Always An Altered River Intermediate
Break the Ice
PURPOSE:
MATERIALS:
PREPARATION:
PROCEDURE:
Children will introduce themselves to each other.
Packs of regular multi-flavored life savers.
Explain to children that during the wintertime the Ohio River often
freezes over, halting river traffic. It is therefore necessary to
"break the ice" or mix it up in order to get the river flowing again.
Likewise, a new group needs to be mixed-up people need to
"break the ice" to get to know each other.
Distribute one Life Saver candy to each child. Direct the children
to put the candy in their mouth, but not to chew it. Have children
circulate tell them to stick out their tongue and find those
people with the same color tongue as theirs together they
will go in search of other children with the same color tongue.
Always A River 40
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Always An Altered River
Intermediate
Footprints into the Past
PURPOSE:
Children will put events into chronological order.
MATERIALS:
Cardboard
Crayons
Magazines
Scissors
Glue
Reference materials
PREPARATION:
Have children work in pairs to research the history of the Ohio
River. For example, date of completion of the Suspension Bridge,
date of the "big flood", date settlers first came to Cincinnati, etc..
Discuss the meaning of chronological order. For example, ask
children to tell you when they were born. Put these dates in
chronological order.
PROCEDURE:
Give each child a piece of cardboard on which they can outline
their footprints (both feet shoes on).
On one foot the child lists the event and the date on
which it took placeinclude a brief description. On
the other foot, have children draw or clip pictures
from magazines that represent the event.
When finished, the children should combine their
"footsteps into the past" in the correct chronological order. You
may wish to mount the footsteps on the wall as a time line.
41
Always A River
-------
Always An Altered River
Middle
You Can't Get There From Here!
PURPOSE:
To develop an understanding of the man-made changes that
have altered the flow and fall of the Ohio River
MATERIALS:
Copies of The River Book, edited by Joyce V. Cauffield and
Carolyn E. Banfield. Use the diagram of the fall of the Ohio River
located on page 106.
PREPARATION:
Pre-teach the section "Navigation and Flood Control" from The
River Book, pp. 105-110.
Review the following Ohio River Facts (also found in the activity,
"Most Basic Basin")
Ohio River Facts:
The Ohio River is 981 miles long
The river drains an area 204,000 square miles.
The largest category of land use in the Ohio Basin is agriculture.
The population of the Ohio River Basin is over 25 million.
2.7 million people get their drinking water from the Ohio River
(Cincinnati does).
The drop in elevation of the Ohio River from Pittsburgh, Penn
sylvania to Cairo, Illinois is 408 feet.
The elevation of the Cincinnati pool is 455 feet.
The Ohio River Basin occupies approximately one tenth the
land area of the United States.
Approximately one fifth of the nation's total Gross National
Product is produced in the Ohio River Basin.
About 58% of all freight moved in the Ohio Valley moves by
water.
Approximately one-fourth of all the freight tonnage moved each
year in the U.S. moves through the Ohio River System.
Freight can be moved by river barge for about one-third the cost
of rai I transport and almost one-twelfth the cost of truck transport.
Each year the locks and dams of the Ohio River system move more
freight tonnage than the locks and dams of the Panama Canal.
Always A River
42
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Always An Altered River
Middle
You Can't Get There From Here!
Continued
PROCEDURE:
ADDITIONAL
ACTIVITY
Pre-teach the principle and purpose of the locks and dams of the
Ohio River. It is important to point out that before the locks and
dams existed, the Ohio River was not considered a navigable
river system all year round. In the Spring and Fall of the year
ample rainfall could swell the river to an easily navigated depth.
However, late summer drought could often make large sections
of the river too shallow for heavy traffic and therefore impassible.
Demonstration:
Run a trickle of water down an inclined plane of loose soil (any
small dirt pile of 24 inch or greater elevation will do). The angle
of inclination of the plane need not be great. In fact, a lowgradient
is preferred (The Ohio River falls only 408 feet in its 981 mile
course an average fall of less than six inches per mile).
Observe the course of the water trickle down the low gradient.
Notice the greaterthe flow of the water, the deeperthe course. By
using sticks, stones, mud, oreven your hand to blockthe channel
of a low gradient water flow, you can create a dam that forces the
water to level off like a "step". A series of dams would create a
series of "stepped" pools.
This is exactly what the U.S. Corps of Engineers has done on the
Ohio River. (Refer to the chart on page 106 of The River Book.)
In this case, the locks can be compared to "floating elevators"that
raise and lower the river traffic from one "stepped pool" to the
next. The Cincinnati pool of the Ohio River is 95 miles long. It
stretches from the Meldahl Dam to the Markland Dam, and
maintains a pool depth of 26 feet at the Cincinnati Riverfront.
Follow-Up :
Arrange afield trip to the Meldahl Dam near New Richmond, Ohio
to observe the locks in operation. While there enjoy the ambiance
of New Richmond, a town that is undergoing a restoration to its
turn-of-the-century river town appearance.
43
Always A River
-------
Always a Desirable River
(Story of Settlement)
The story of settlement along the Ohio River is of people hoping for a better life.
Feeling Spanish infringement into their original Florida homeland, the Shawnee Indians
brought their culture to the Ohio Valley and left their mark on this area's literature and
lore. The European settlers who left their eastern settlements to brave the wilderness
for the beauty and bounty of the Ohio Valley have also put their cultural stamp on this
region. A Germanic migration to this area in the mid-nineteenth century created a culture
unique to this region from brats and beer to Sauerbraten and Victorian architecture.
The African Americans who fled bondage and persecution in the Ante Bellum South
brought with them their own distinct heritage. During the period between the two World
Wars, this region was seen as a land of opportunity to countless families of all races from
the rural South and the Appalachian East. These migrations continue to this day as new
"settlers" bring the gift of their customs, cultures, and ethnic contributions to this
community. For all of these peoples who have, over the centuries, sought settlement
in the haven of the Ohio Valley, there is a common thread that bindshope! Regardless
of point of origin, they came here hoping to find freedom, opportunity, and acceptance.
They came in hope!
Always A River
44
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Always a Desirable River
Primary
The Settlement of Cincinnati
PURPOSE:
To give the children a visual concept of the progression of
settlement in Cincinnati.
MATERIALS:
The drawing depicting the progression of settlement in the city
of Cincinnati
Crayons or markers
PREPARATION:
Each child will be given adrawing of the progression of settlement
in Cincinnati with an oral explanation of that development as
indicated in the background information section.
PROCEDURE:
The children will color the drawing.
ADDITIONAL
ACTIVITIES:
1. Field trips to the Serpentine Wall, Coliseum, Riverfront, etc.
(Bottoms), Downtown (Basin), and Mount Adams (Neighbor-
hood) to experience the progression of settlement in the city
and their respective areas.
2. Use the pattern on the following page or have children bring
in small milk cartons, cereal boxes, etc. to make their own city
settlement model.
45
Always A River
-------
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Always A River
46
-------
Always A Desirable River
Primary
Folded Building
Description
Crayon drawing and cutting
Materials
1. (1) 9" x 24" piece of manila paper for each child
2. crayons
3. scissors
Directions
1. Lead the class in folding the paper step by step,
as shown in the illustration on the right.
2. Discuss the project carefully. (See Suggestions
for the Teacher below.) Then have the students
design and colorthe interiors and exteriors of their
"buildings."
Suggestions for the Teacher
Show the children the folded paper. Askthemto imagine that it is a building. The outside of the paper
will be the outside of the building, and the inside til the shape will be the inside of the building. Have
each child choose what kind of a building he/she will design: school, home, firehouse, store, etc.
You might want to relate this project to a specific area of study.
Our Town
Description
Watercolor and cut paper
Materials
1. (1) cardboard shoe box for each child
2. white paper to fit inside box (across sides
and back)
3. construction paper scrap box
4. glue and scissors
5. watercolors and brushes
6. watercans and newspapers
Directions
1. Cut the white paper so it fits ;ns/ctethe shoe
box (around all sides).
2. The white paper will be the interior of the
scene. Use watercolors to paint scenes
from "your town" on the paper.
3. Glue it inside the box.
4. Use construction paper scraps to create figures, cars, trees, anything that might be included
in the street scene.
Always A River
48
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Always A Desirable River
Intermediate
Past, Present, Future Self Portrait
PURPOSE:
To enhance children's visualization of self.
MATERIALS:
Paper
Colors
Examples of portraits from different time periods.
PREPARATION:
Visit the public library. Show children portraits from different time
periods. Compare and contrast with today's styles. Note
differences details in dress, hairstyles, background etc..
Children may be able to bring in pictures of grandparents from
theirchildhood. If portrait examples are brought in by children ask
them to share something about the photo.
PROCEDURE:
Have children draw self portraits of themselves in three different
time periods:
As a person from Cincinnati in the 1800s
As a person from Cincinnati in the 1990s
As a person from Cincinnati in 2191
Guide children as to authenticity in past portraits. Have children
make up a story about their lives in each of their personal
portraits. Stories may be in either oral or written form. Then have
children share their stories with the group.
49
Always A River
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Always A Desirable River
Intermediate
Let's Play
PURPOSE:
MATERIALS:
PREPARATION:
Cooperative play
Children to play the game
Pictures
Research materials
Explain to children that boys and girls who first traveled down the
Ohio River to settle in Cincinnati had no VCRs, televisions,
radios, records and very few books. There were no shopping
malls or multiplex theatres.
Read from any of the Laura Ingles Wilder books about what she
did as a young girl living during that time.
PROCEDURE:
Discuss with children what boys and girls from the late 1700s
might have done forfun. Couldtheydothosethingsonaflatboat?
Research games of the past sack races, stick and ring toss,
corn husking, tag, hopscotch, hoop and stick races, horseshoes,
three-legged races, stilts, making and cutting paper dolls....
Play some of the games.
ADDITIONAL
ACTIVITY:
Hold a Pioneer Day celebration. Children should come dressed
as much like settlers as possible.
Always A River
50
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Always A Desirable River
Intermediate
Flatboats
PURPOSE:
Children will understand where settlers to Cincinnati originated
from and by what means these early settlers traveled down the
Ohio River.
MATERIALS:
Popsicle sticks
Paper
Glue
Crayons
PREPARATION:
Explain to the children that the first settlers to the Ohio Valley
were from the east. The people who came were farmers and land
speculators. Most settlers arrived by flatboats. These boats were
flat as their name indicates, much like a raft with a hut built onto
it. Describe to the children that families traveled on the flatboats,
as well as their livestock. Explain that the flatboat could only float
downstream; it did not have a sail or motor. Once the family
arrived at their destination, they dismantled their flatboat and
used its materials to begin construction of their new home.
PROCEDURE:
Distribute to each child approximately 15 popsicle sticks. Have
the children glue them together to make a square then add four
sides. Use paper to draw a hut and mount it on top of the flatboat.
ADDITIONAL
ACTIVITY:
Discuss with the children the experience of moving to a new place.
Ask, how many have moved before? What was it like? How did
they feel? Direct questioning to the past What kinds of things
do you think the early settlers brought with them?
Guide responses.
51
Always A River
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Always A Desirable River
Intermediate
Blue Jacket
PURPOSE:
To develop an understanding of and appreciation for the cultural
diversity and cultural conflict involved in the settlement of the
Ohio Valley
MATERIALS:
Copies of the book, Blue Jacket, by Allan W. Eckert. (This is a
juvenile book and can be read in a matter of a few hours.)
PREPARATION:
Read / review the story of Blue Jacket. In this book, the students
will get a picture of the sights and sounds of everyday life in the
valley of the Ohio River at the time of the first European settle-
ment.
PROCEDURE:
ADDITIONAL
ACTIVITY:
Tell the story of Marmaduke Von Swearingen, the Pennsylvania
farm boy who, at the age of seventeen, was captured by the
Shawnee Indians and adopted into the tribe. As a result of his
diligence and personal effort, Marmaduke, now called Blue
Jacket, rose to become a famous war chief of the Shawnee.
As war chief of the Shawnee Nation, Blue Jacket led his adopted
people in their life and death struggle against European settle-
ment of their lands this land of the Ohio Valley. Partly
responsible for the overwhelming defeats of the armies of Josiah
Harmer and Arthur St Clair during the wars of the Miami Confed-
eration, Blue Jacket was in sole command of the forces gathered
for the Battle of Fallen Timbers against General "Mad" Anthony
Wayne.
Optional Activity
Suggest that the students read the book Blue Jacket (multiple
copies are available in the public library).
Follow-Up Activity
Arrange a field trip to Shawnee Lookout Park. Ask the
park rangers to explain the historical significance of that
location as a Shawnee observation point. Also ask about
the interesting Shawnee artifacts found in that area.
Always A River
52
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Always A Living River
(Story of Environment and Ecosystem)
Scientists argue that all life as we know it had its origins in water and depends
on water for its continued existence. Yet, of all the water on earth, only 1 % is freshwater
available for human use. 97% of all the water on earth is saltwater. 2% of the earth's
water is frozen at the North and South Poles. To be reckless with this limited supply of
the planet's most vital resource is perhaps the greatest human folly. Thus, it can and
should be argued that the story of the Ohio River is a story of life, itself.
Ours is a living river. Its life exists in the numerous recreations it provides our
community. From Riverbend to river boating to Riverfest, the river adds joy and quality
to the life of this community. The life of this river also exists in its commercial value. As
a primary trade artery it brings in the raw materials and takes out the finished products
that provide jobs and thereby further add to the quality of life in this community. Finally,
the riverjs alive. The importance of this fact cannot be emphasized enough. This river
sustains life including ourown. The riveris an ecosystem and any act of carelessness
and abuse that threatens one part of that system threatens the whole system. Thus, as
we work to maintain river quality, we are in fact working to maintain the quality of life in
this community.
Always A River
54
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Always A Living River
Primary
Wind Force
PURPOSE:
To make children aware of wind as a force that moves things.
To teach children to record changes of wind force.
MATERIALS:
Journal page
Pencil
PREPARATION:
Provide concept that moving air is called wind. The wind can move
things. Wind moves things by pushing them. The wind pushes
things in a direction and with speed. Teach the following vocabu-
lary: calm, gentle breeze, strong breeze, gale (very strong wind).
PROCEDURE:
Take the children outside and have them look around. Ask them to
name things that are moved by the wind. Determine if the wind at
that time is calm, gentle, strong, or gale force. Have the students
record it on their journal sheet. Check the wind later that day and
throughout the week. Record any observations and changes.
ADDITIONAL
ACTIVITIES:
55
1. Use the same sort of activity to record observations of and
changes in cloud formations. Teach the four main types of
clouds illustrated on the following page. Let the children
record their observations about the clouds and predict the
weather using what they know about those clouds.
2. Use cotton to show the different kinds of clouds.
3. Draw a picture of the different kinds of wind or clouds and draw
a picture to illustrate how they will affect the things around them.
4. Visit a local weather station to see how they make predictions
for the daily weather report.
Always A River
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Always A Living River
Primary
Clouds
Always A River
56
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Always A Living River
Primary
Here's how to make a paper airplane and a pinwheel.
57
Always A River
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Always A Living River
Primary
The Water Cycle
PURPOSE:
MATERIALS:
To make children aware of the water cycle.
water cycle page
paper
scissors
cardboard
crayons
glue
PREPARATION:
PROCEDURE:
Show the picture of the water cycle to the children to give a total
visual concept of its parts and their interaction. Discuss each step
of the process and how they work together.
Have the children draw a picture of clouds, rain, a lake and land.
Glue a piece of light cardboard or posterboard behind the entire
picture. Color and then cut out the sections of clouds, rain, lake and
land. Have the students reconstruct their puzzle orthatof anotherchild.
ADDITIONAL
ACTIVITYIES:
1. Make your own water cycle. Set an open jar of water in a
sunny windowsill and leave for awhile. When the sides of the
jar begin to bead, let the students note observations and let
them explain it in terms of their knowledge of the water cycle.
2. Concrete Poetry - Think of symbols for parts of
the water cycle process (i.e. sun = radiating
circle, rain drops, etc.) Create a poem about one
of the parts of the cycle. Write the poem to fit into
its symbolic shape.
3. Reverse Pictures: Select a nature scene you have observed.
Use one piece of drawing paper. On one side, however, color
it sunny and bright with fluffy clouds. On the other side color
it rainy and stormy with threatening clouds. Explain the
process that occurred between the sunny and stormy scenes.
Always A River
58
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Always A Living River
Primary
The Water Cycle
Condensation
(Clouds)
Evapotranspiration
59
Always A River
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Always A Living River
Primary
The Ecosystem - Fauna
PURPOSE:
Children will observe the variety of animal life (fauna) in the Ohio
River Valley by using methods of observation such as: tracking,
observation post, following sounds.
MATERIALS:
Journal
Sketchpad
Pencil
Crayons
PREPARATION
Explain that there are different ways to experience animal life in
the forests and wooded lands along the banks of the Ohio River.
One way is to observe the tracks often found around sources of
water where animals come to drink. Another way is to listen to the
noises they make - on the ground, in the trees or in the sky. A
third way isto find a comfortable spot and sit perfectly still and wait
patiently. Familiarize children with charts and pictures of birds,
mammals, snakes, and amphibians that are native to the area so
they can identify them when spotted.
PROCEDURE:
ADDITIONAL
ACTIVITIES;
Always A River
Take a field trip to Cincinnati Nature Center, California Woods, or
another nature area. Let each child select one of the three
methods of observations: tracking, observation post or noises.
All of them will record their observations in their journals. They
may also sketch the animals from their tracks.
The trackers will complete a summary animal track sheet by
circling those tracks observed in the field. Noise and animal
matching sheet will be completed by those who have used that
method. Drawings of your favorite animal will be completed by
those who have used that method. Do similar activities observing
the flora (plant life) of the area. Create an ecosystem alphabet.
As a group, think of all the things that you encountered (both flora
and fauna) our journey. Let the leader write the name of something
beginning with each letter of the alphabet and have the child
illustrate the other side of the card. Completed card sets may be
used to play a "go fish" style card game matching flora and fauna.
_.
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Always A Living River
Primary
Ecosystem Alphabet
A
D
G
J
M
P
S
V
B
E
H
K
N
Q
T
W
c
F
1
L
O
R
U
XYZ
Always A River
62
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Always A Altered River
Primary
Animal Tracks
Circle all the animal tracks on this page that you have observed in the field.
Always A River
64
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Always A Living River
Primary
Noises
If you have heard any of these noises on your explora-
tion through the woods, please place a check next to it.
'Splash! Splish, spla$h.'
'Creecreecree-
Cricket
"Tseet. Tseet. Tseet.'
Flying squirrel
'Gnrrrrr-rrr.
Raccoon
'Oh-o-o-o-o-'
Owl
'SLAP!'
Beaver
'CRACK!'
Deer
Trees*
List any other noises that you have heard in the woods.
65 Always A River
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Always A Living River
Primary
Animals That Live in a Tree
Select one tree and get to know it thoroughly by: Touching the bark, smelling
the tree, circling it several times, checking to see if the roots are exposed, looking at
where the branches come out and finding out its scientific name. Now draw all the
animals that live in the tree.
Always A River
66
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Always A Living River
Intermediate
Animals Along The River
PURPOSE:
To identify the river as an integral part of an ecosystem.
MATERIALS:
PREPARATION:
Pictures of animals
Plaster of Paris
Baking tins
Explain to children that just as the
Ohio River is our source of drink-
ing water, it is also the source for
many animals.
PROCEDURE:
Using pictures of animals ask children, which animals might drink
from the Ohio River: A deer? A racoon? An elephant? Explain
that an elephant would not drink from the Ohio River because
they are not naturally found along the Ohio River Bank. You may
want to ask, where can we find elephants otherthan in the zoo or
in a circus? On what continent do they live and near what rivers?
Explain that animals often leave tracks in the mud near the river
bank. Have the children make castings of their hands just as they
might if they found an imprint along the river.
Mix plaster of paris, pour into baking (pie) tins. Allow each child
to make his own. Have the child put his hand into the mixture to
make an imprint. Allow to dry.
67
Always A River
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Always A Living River
Intermediate
Rocky Bottom
PURPOSE:
MATERIALS:
Children will learn about animals that live near or in the river.
Large sheet of mural paper
Paint/brushes
Drawing paper
Markers
Paste/glue
Scissors
Reference books/magazines
PREPARATION:
Visit the public library. Research animals that live near or in the
Ohio River and what features enable them to live there.
Look through magazines (National Geographic is a good source)
for pictures of animals that live near or in the river.
PROCEDURE:
Have the entire class participate in a mural project to illustrate the
sandy, rocky and muddy bottom environments of the river and the
river bank. Divide the class into groups, with each group
responsible for a certain part of the mural. For example, pne
group might be responsible forthe background, anotherthe river
bank, etc. Children may draw or cut out replicas of the animals
they find and paste them on the appropriate place on the mural.
Always A River
68
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Always A Living River
Middle
Water Cycle
PURPOSE:
MATERIALS:
PREPARATION:
PROCEDURE:
ADDITIONAL
ACTIVITY:
To demonstrate the never-ending nature of the water cycle.
To demonstrate the ecological principle of a closed system.
One two-litre pop bottle
Potting soil
Small plant/moss
Pre-teach the
water cvcle:
evaporation:
transpiration:
condensation
precipitation:
following terms:
the endless movement of waterthrough the earth's
biosphere (life layer) by the processes of evapora-
tion, condensation, transpiration, and precipitation
the process by which waterchangesto water vapor
in the atmosphere
the process by which plants give off water vapor
into the atmosphere.
: the process by which waterchanges from gaseous
to liquid state
the process by which water returns to the earth's
surface intheformof rain, sleet, hail, snow, dew, fog, etc.
Have each of the students create a closed ecosystem (terrarium)
duplicating the processes of the water cycle. First, cut the conical
top from a two-litre pop bottle, creating an open ended cylinder.
Second, remove the hard dark plastic bottom from the bottle (this
will be the terrarium planter). Fill the hard dark plastic bottom with
potting soil. Plant with mosses and other moisture-loving plants.
Water lightly. Inverttheclearplasticcylinderandinsertthe open end
into the dark plastic base, thus forming an enclosed terrarium.
Observe what happens to the moisture in the closed system of the
terrium as a result of changing temperatures and atmospheric
conditions. Discuss ways in which the closed system of the
terrarium can be compared to the closed system of the earth's
biosphere.
Water Facts
The amount of water on the earth is essentially the same as it was
billions of years ago.
Only about 1 % of the earth's water is freshwater available for us
to use. 97% is saltwater and 2% is frozen in glacial ice.
The human body is 70% water. Blood is 83% water.
Scientists believe all life on this earth originated in water.
All life as we know it must have water to survive.
Keep a log of your observations of ways in which people waste,
abuse, and pollute water. Based upon these observations, prepare
a list of suggestions for wise water use and conservation.
69
Always A River
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Always A Living River
Middle
What's the Point?
PURPOSE:
I To define and identify the problem of non-point pollution.
MATERIALS:
Printed materials on nonpoint source pollution
PREPARATION: Review the materials on nonpoint source pollution.
PROCEDURE:
ADDITIONAL
ACTIVITY:
Pre-teach the printed materials on nonpoint pollution. Be sure to
stress the definition and the severity of the problem in urban
areas like Cincinnati.
Take a field trip walking tour of your neighborhood looking for
examples of nonpoint pollution of the water supply.
Examples:
(1) Petroleum product spills on roadway, gas stations, parking
lots, etc.
(2) Decayed organic matter in gutters
(3) Household chemicals and pesticides
(4) Lawn treatment services
(5) Land erosion
Option
You may wish to make a game of this by awarding prizes for the
individual or team compiling the longest list, or most hazardous
list, or most observant / creative list.
Always A River
70
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What is
Nonpoint Source Pollution
Nonpoint source pollution is pollution which does not come from a specific location
(such as a single pipe) but rather results from such land uses as agriculture, mining,
forestry, and urban activity. Rainfall moving over and through the ground picks up
pollutants from these areas and carries them into lakes, rivers, and groundwater.
Because of its diffuser nature, nonpoint source pollution is difficult to regulate.
Why a Problem?
Although many of us associate water pol-
lution with industrial and sewage dis-
charges, recent studies show that nonpoint
sourcesactuallycontributethelargestamount
of pollution to the nation's surface waters.
In part, this is due to the success with
which point source discharges have been
controlled over the last 20 years. Within
the Ohio River Basin alone, control of do-
mestic waste discharges has improved
from providing treatment to only 39% of
the sewered population in 1951 to provid-
ing at least secondary treatment to 95% of
the sewered population in 1988. There have
also been similar improvements in indus-
trial wastewater treatment.
ORSANCO is an interstate agency
created to administer a compact among the
states of Illinois, Indiana, Kentucky, New
York, Ohio, Pennsylvania, Virginia, and
West Virginia, to control present pollu-
tion and prevent further degradation of the
waters of the Ohio River Basin. Estab-
lished in 1948, ORSANCO works with
these eight states as well as the federal
government to implement water pollution
control and abatement programs.
Nonpoint source pollution can contribute
levels of toxic substances to streams which
exceed the established standards set by
water pollution control agencies. This type
of pollution can interfere with the desig-
nated uses of a water body, although it does
not necessarily make the water "unsafe".
Recent studies show that
nonpoint sources actually
contribute the largest
amount of pollution to the
nation's surface waters
Parts of the Ohio River are moderately im-
paired for such uses as recreation, drinking
water, and warm water aquatic life habitat.
For example, fish tissue studies conducted
by the Ohio River Valley Water Sanitation
Commission (ORSANCO) suggest
nonpoint sources contribute toxic sub-
stances such as polychlorinated
biphenyls;henyls (PCBs) and chlordane,
which bioaccumulate in fish tissue. Fish in
some parts of the river contain levels of
these substances that surpass the action
levels for human consumption set by the
U.S. Food and Drug Administration, caus-
ing some states to issue advisories against
eating certain types of fish.
71
Always A River
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Nonpoint Source Pollution
Most industries and municipal treatment
plants along the Ohio River have successfully
controlled their waste water discharges. To-
day, the greatest contribution of pollution oc-
curs from nonpoint sources. These sources
include agriculture, resource extraction, and
urban runoff. Figure 4 shows nonpoint source
pollution causes over half of the use impair-
ment in the Ohio River. Figure 5 provides a
breakdown of individual nonpoint sources.
Because nonpoint source pollution is a
watershed problem and is not based on politi-
cal boundaries, a basin-wide approach will
insure basin-wide progress. The Commission
is well-suited to develop such an approach.
In May 1990, the Commission adopted a
framework for the control of nonpoint source
pollution to the Ohio River. The program in-
cludes plans to:
I. Establish goals for reducing loads of
nonpoint source pollutants to the Ohio
River.
II. Coordinate efforts among basin states to
insure achievement of goals.
III. Consult with other basin organizations.
IV. Modify current monitoring efforts to bet-
ter characterize nonpoint source pollution.
Successfulimplementationofthisprogram
will require commitment from member states,
federal agencies, and the Commission. While
control of nonpoint sources has received in-
creased attention on a national level, a greater
resource commitment is needed to achieve
results.
The national emphasis is towards control
of agricultural and urban runoff. Although
these are important, the Ohio Valley is also
plagued with the effects of resource extraction
(which includes mining and oil and gas drill-
ing). Of the stream miles affected by resource
extraction activities in the United States, over
50% are in the Ohio River Valley. Develop-
ment and implementation of practical and
cost effective treatment technologies are
needed. The establishment of goals for the
reduction of pollutants from nonpoint sources
will focus attention on this problem.
Another nonpoint source pollution con-
cern is the contribution of toxic substances to
surface water from contaminated ground
water associated with industrial development.
Current Commission efforts include the study of
individual sites to estimate the contribution of
pollutants to the Ohio River from ground water.
Sources of Pollution Affecting Ohio River Water Quality
Figure 4 Figure 5
Natural
Unknown
Agriculture
Point
Sources
Comb
Sewer
Overflow
Nonpoint
Sources
Urban
Runoff
Resource
Extraction
All Sources
Nonpoint Sources
Always A River
72
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Sources of Pollution
Impairing Uses of the Ohio River
Urban Runoff
Resource Extraction Rv \ \
KNT
Agriculture
Combined Sowec Overflows
J^s^ Municipal Discharge
\ Industrial Discharge
Major Causes in the
Ohio River Valley
ORSANCO has identified three major land
uses that contribute the greatest amount of
nonpoint source pollution to Ohio Valley wa-
terways: agriculture, mining, and urban activ-
ity. Figure 1 shows the proportion of nonpoint
source pollution which affects the water qual-
ity of the Ohio River.
Agriculture (both crop and livestock produc-
tion) is generally considered to be the most
pervasive cause of nonpoint source pollution.
This is due to such intensive activities as plow-
ing and tilling, and the extensive amount of
land used for agricultural purposes (approxi-
mately 48%) in the Ohio River Basin.
The largest contribution of nonpoint source
pollution from agricultural land is sediment,
which is carried off with overland runoff.
Each year, 7-10 tons of soil per acre are lost
from cultivated cropland. This sediment car-
ries with it any residual fertilizers, pesticides,
and herbicides applied to the land.
The imp;acts of mining operations include
surface runoff from disturbed areas and dis-
charge from inactive mining areas. The most
serious impact from coal milling is acid mine
drainage. Acidic wastes can render streams
biologically dead. While the amount of land
used for mining is not extensive, the effects on
water quality can be more harmful than those
of agriculture.
Each year, 7-10 tons of soil
per acre are lost from
cultivated cropland.
Urban areas, due to their high percentage of
impervious surfaces (roof tops, parking lots,
etc.), allow a greater proportion of rainfall to
run off and not be absorbed. This, coupled
with the intensity of human activity in urban
areas, can contribute significant sediment load-
ings to waterways. Construction, household
hazardous waste, road salt, and synthetic pes-
ticides and fertilizers all contribute to nonpoint
source pollution.
The high percentage of unknown sources in
Figure 1 is attributed to the large number of
fish contaminated with PCBs and chlordane
in parts of the river which are not near urban
areas. Since no point sources of these contami-
nants have been identified, it is strongly sug-
gested that they originate from nonpoint
sources.
73
Always A River
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Always A Busy River
(Story of Commerce, Navigation and Industry)
The settlement and ultimate success of this region was directly related to and
dependent upon the flow of the Ohio River. As crude flat boats made their one-way
voyages down the river, they brought a precious cargo of human resources. Towns were
founded and flourished, according to their accessibility to rivertraffic and their protection
from the river's ravaging floods.
Today, the Ohio River is a primary artery of trade and commerce in the nation's
inland waterways. With its annual cycles of flood and drought now controlled by a
system of locks and dams, it now permits more extensive development of the riverfront
areas along its course. These same locks and dams also maintain the river stage at a
consistently navigable depth. Never falling below the minimum depth of nine feet
required to maintain freight traffic, the Ohio River System today carries more annual
freight tonnage than the Panama Canal, thus providing the raw materials and moving
the finished products in one of the most productive regions in the United States. Without
this busy river, this region would not have developed as it did.
Always A River
74
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Always A Busy River
Primary
Transportation
PURPOSE:
MATERIALS:
PREPARATION:
To become aware of the forms of watertransportation on the Ohio River.
Journal
Sketchbook
Pencil
Expose the children to history books
that depict the various types and devel-
opment of modes of transportation on
the Ohio. The children should be able to identify: log,
raft, dug out canoe, row boat, sailboat, keelboat, barge,
towboat, paddle boat, steamboat, ferry and motorboats.
PROCEDURE:
ADDITIONAL
ACTIVITIES:
Show the children the pictures of the different kinds of boats
found on the Ohio throughout history (found in the back of the
guide under resources or you may buy picture sets of early river
transportation from the Historical Society). Identify them by
name and discuss what each boat might be used for and which
boats they have seen. The children should also be able to draw,
on their sketch pad, their favorite river boat.
1. Design a boat that floats. Materials will be self-selected and
variable. Through their experiments, the children will dis-
cover this principle: When something solid, like a boat, is put
into a liquid, like water, the solid pushes some of the liquid
aside. If the solid weighs more than the liquid it pushes aside,
it will sink. If it weighs less, it will float.
2. Group Project: Mural of the watertransportation vehicles on
the Ohio River. Children may color or cut out boats to place
on a large background of the Ohio River.
3. Visit the Public Library to look at books and stories about boats.
75
Always A River
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Always A Busy River
Intermediate
Row the Boat
PURPOSE:
The children will sing a song about being in a rowboat.
MATERIALS:
Words to Row, Row, Row Your Boat
Pictures of rowboats
Sailor's hats (may be made out of newspaper)
Oars (brooms, sticks or made from cardboard)
PREPARATION:
PROCEDURE:
Show pictures of rowboats and discuss the idea of a rowboat with
the children. Explain how the rowboat is small and moves
through the water powered only by a person or persons pulling on
a pair of oars.
Have the children simulate getting into a rowboat (use whatever
props you can to enhance the mood of being in a rowboat) Have
the children sing Row, Row, Row Your Boat while sitting in the
boat. Tell the children to move and sway to the rhythm of the
music. You may wish to teach the song as a "round".
Always A River
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Always A Busy River
Intermediate
Packet Boats
PURPOSE:
Children will gain some understanding of "commerce" and advertising.
MATERIALS:
Travel brochures/posters to use as examples of advertising
Markers/crayons/paints
Large sheets of drawing paper
PREPARATION:
Explain to children that a "Packet Boat" was a boat which carried mail,
passengers and other goods. These boats had fixed sailing days.
PROCEDURE:
Have children make travel posters advertising packet boat service
on the Ohio River in the 1790s. Encourage children to be creative.
,-i +
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Always A River
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Always A Busy River
Intermediate
Boats Float
PURPOSE:
Children will identify different types of watercraftthat may be seen
on the Ohio River.
MATERIALS:
Set of water transportation picture cards. (See appendix)
PREPARATION:
Gather pictures of various types of boats seen on the Ohio River.
Provide magazines or leaflets from a travel agency for children to
find pictures of watercraft. Travel & Leisure and National
Geographic are excellent sources for pictures.
PROCEDURE:
Ask children which type of boat they might see on the Ohio River.
What is its use? How many people will it carry? What type of
cargo (define cargo) will it carry? Why wouldn't they see some
types of boats on the Ohio River? Ask children to identify the
names of the boats illustrated in the various pictures.
Always A River
78
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Always A Busy River
Middle
Archimedes
PURPOSE:
To demonstrate the Archimedean principle of water displacement.
MATERIALS:
One 2-litre clear plastic pop bottle with the top cut off to form
a cylinder
One apple
One lab balance (or one clearly graduated kitchen scale)
One aluminum pie plate
PREPARATION:
Remove the top from the two-litre pop bottle to form a cylinder.
Make a small hole in the side of the bottle about two inches down
from the top opening. Fill the cylinder with waterto the level of the
hole. Be sure to keep the pie plate under the pop container in
order to trap all water that spills out during the demonstration.
PROCEDURE:
Introduce the topic by asking the question, "What would happen
to a rock or a lump of coal that was thrown into the river?" After
allowing time to describe the obvious conclusion, ask the follow-
up question, "If a lump of coal sinks right to the bottom, Why does
a river barge heaped high with coal float?" Allow adequate time
for discussion of possible reasons.
Demonstration:
Float an apple on top of the container of water. Make note of the
waterthat spills out the hole in the side of the containeras the apple
is floated on top. Allow time to analyze why the water spilled out.
Explain that the water was "displaced" by the apple.
Use a pencil to completely submerge the apple belowthe surface
79
Always A River
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Always A Busy River
Middle
Archimedes (continued)
of the water (again being sure to trap all water that is displaced
by the submerged apple). Allowtimeto analyze the observations.
How much water was displaced by the floated apple?
How much waterwas displaced by the submerged apple?
When the apple was allowed to float again after being
submerged, what happened to the level of the water in the
container?
Conclusion:
Use the balance or scale to weigh both the apple and the
displaced water. Explain that the mass of the apple is equal to the
mass of the water it displaced, but the weight of the water is
greater than the weight of the apple. This is why the apple floats
and the coal sinks. Thus a barge full of coal will float only so long
as the weight of the coal in the barge is less than the weight of the
water displaced by the barge.
ADDITIONAL
ACTIVITIES:
Follow-Up :
1. Arrange a field trip to Sawyer Point, the Public Landing, the
Serpentine Wall, or some other place from which to observe
river traffic. Have the students prepare and compare lists of
the great variety of goods transported along the Ohio River.
2. Tell the story of Archimedes (287-212 B.C.), the Greek
philosopher who discovered this principle of water displace-
ment. According to legend, he first discovered this principle
when he observed what happened to a bath tub of waterwhen
he stepped into it. The story goes on to say that he became
so excited about his discovery that he ran naked through the
streets of his native city of Syracuse, Sicily shouting "Eureka!"
("I have found it!").
Always A River
80
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Always An Entertaining River
(Story of Imagination and the River)
The Ohio River has provided much material in the area of the arts and
entertainment. Songs about the river, poetry, and memorable sagas about life on the
river are just a few of the things that were fueled by the mighty Ohio. One of the most
memorable scenes in the book Uncle Tom's Cabin is Eliza's escape across the ice laden
river between the shore of Kentucky and freedom ahead in Cincinnati.
Let the activities herein be just a beginning to let your imagination loose using the
river as your inspiration.
Always A River
82
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Always An Entertaining River
Primary
Fish Tales
PURPOSE:
Creative use of imagination. The child will define the terms "tall
tale" and "fish tale".
MATERIALS: A story collection of Tall Tales available from the library.
PREPARATION:
PROCEDURE:
Read to the children several examples of tall tales and ask
children what is similar in each story (the truth is exaggerated).
Tell them that fishermen often stretch the truth when talking about
the size of the fish they catch, thus the term "fish tale" meaning an
untrue or exaggerated story.
Letthe children work individually or in pairs to write and read to the
group their own fish tale.
ADDITIONAL
ACTIVITY:
Have the children illustrate their "fish tale"
83
Always A River
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Always An Entertaining River
Intermediate
Where Do Boats Go?
PURPOSE:
Children will listen to and enjoy a wonderful poem about boats.
MATERIALS: Words to "Where Go The Boats" by Robert Louis Stevenson.
PREPARATION:
Pre-read the poem "Where Go The Boats?"
PROCEDURE:
Establish a relaxed atmosphere for poetry reading. Read the
poem with expression. Ask the children to make pictures in their
minds of the words as you read the poem again. You may wish
to play soft music in the background.
Where Go The Boats?
Dark brown is the river,
Golden is the sand.
It flows along forever,
With trees on either hand.
Green leaves a-floafing,
Castles of the foam.
Boats of mine a-boating
Where will all come home.
On goes the river
And out past the mill,
Away down the valley,
Away down the hill.
Away down the river,
A hundred miles or more,
Other little children
Shall bring my boat ashore.
ADDITIONAL
ACTIVITY:
Ask the children questions about the poem after the second
reading. Ask what other images were you able to see in your mind?
Have children write their own story about the river. Use the poem
as a stimulus for a painting in which the colors mentioned in the
poem are used.
Always A River
84
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Always An Entertaining River
Intermediate
All On Deck
PURPOSE:
To have children introduce themselves to each other.
MATERIALS:
Deck of playing cards.
PREPARATION: Explain to the children that card games were a popular past-time for
men working on river boats that went up and down the Ohio River.
PROCEDURE:
Separate playing cards into the four different "suits". Distribute
cards to the children Children are to search for others who have
cards of the same "suit".
85
Always A River
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Always An Entertaining River
Middle
Rappin River
PURPOSE:
MATERIALS:
PREPARATION:
PROCEDURE:
ADDITIONAL
ACTIVITY:
To exercise individual creativity in composing an updated "Rap"
version of the theme song of the floating exhibit, "Always a River"
Copies of the words and music for "Beautiful Ohio"
Pencils and pads of writing paper
Tape recorders and cassette tapes
Play, sing, or otherwise pre-teach the song, "Beautiful Ohio"
Divide the group into teams (The number of
teams to be determined by number of tape
recorders and other equipment available.
The most desirable situation
would be to divide the group into
pairs.) After having been pre-
taughtthe song, "Beautiful Ohio",
and with copies of the words and
music in hand, have the students
create their own updated Rap
version of the song.
Option
Arrange a field trip to Eden Park or Mt Echo so that this activity
could be included as a part of a day's outing. Both of these
locations are known fortheir scenic overlooks from which the true
beauty of the river can be readily seen.
'BeautifulOhio
'Drifting ivith the current doion a moonlit stream,
'While above the heavens in their glory gCeam
y\nd the stars on high, twinkfe. in the sty
Seeming in a paradise of Cove divine
"Dreaming of a pair of eyes that (ookedin mine
Beautiful Ohio in dreams again I see
Visions of what used to Be.
Always A River
86
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Always An Entertaining River
Middle
Lines of Rhyme
PURPOSE:
To exercise individual creativity in writing about everyday life
along the Ohio River
MATERIALS:
Writing materials (pads and pencils)
PREPARATION:
Pre-teach the process for writing limericks. A limerick is a five-
line humorous poem that is written to find fun in or make fun of
everyday things. The rhyme scheme is A,A,B,B,A. The rhythm
pattern is :
Example:
Cute little fish in the river
Beneath shining waters you quiver.
I came here to look,
But if I had a hook,
I bet you'd taste better than liver!
PROCEDURE:
After teaching the limerick writing process, arrange a field trip to
the Serpentine Wall, to Sawyer Point, or to another similar
location along the river. The assigned task for each individual
would be to create a limerick about an interesting observation
made there. These limericks should be shared orally, but it
would be especially effective if they could be collected and
duplicated for sharing with the authors' families.
87
Always A River
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Always An Involving River
(Stories of Organizations and the River)
The Ohio River is a commercial river and it has thousands of organizations which create
a variety of river occupations to meet a multitude of human needs. Some of the
organizations on the river and their related occupations are:
Locks and Dams are organizations. They have lock masters, lock operators and
maintenance men who have related careers.
The United States Coast Guard aids navigation. It is responsible for lights and
buoys, maintaining water patrol by inspecting boats for safety, equipment and
overloading; investigating boating accidents, issuing licenses to commercial
navigators and engineers, and it has jurisdiction over all crafts on the river.
River terminals on the river abound. They employ hundreds of workers to load
and unload goods (ie., coal, gasoline, petroleum products, chemicals, steel, salt,
etc.) on and off the barges. The towing and tug industries service these
terminals by picking up, loading and returning barges to long distance towboats.
The water works plant purifies water and provides fresh
water to many cities along the banks. Power plants supply
electricity to the cities by using the river water. The fire
department patrols the river for fires and has a fire boat to
meet emergencies. Also many organizations service recre-
ational boaters' needs (ie., floating restaurants, floating gas stations, repair
facilities, marinas, storage areas and boat and equipment sales, etc.).
There is even an instructional barge, The Marilyn K. McFarland tugboat. This
unique program provides vocational education training, and places young men and
women in the inland marine industry. It is operated by the Cincinnati Public Schools.
JL
Always A River
88
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Always An Involving River
Primary
Workers on the River
PURPOSE:
MATERIALS:
To identify different careers associated with
the river and the tools of those trades.
paper
pencil
PREPARATION:
Prepare children to discuss river workers by visiting or reading
about one of the following places.
Inland Waterways Program (at the Peter Clark Academy)
Cincinnati Water Works
Markland Dam
As an alternative you may pick up books from the library or a
filmstrip depicting river careers.
Discuss and define the jobs and organizations found in the
background information and those seen on your trip. Discuss
how these businesses make your life easier.
PROCEDURE:
Pass out journal papers. As a group, have children name as
many workers as they can who are associated with the river.
have them write the worker's title down then add their job
description and what tools they need to carry out that job.
ADDITIONAL
ACTIVITY:
1. Let the children work in pairs to draw one kind of occupation
for river workers. Put the smaller pictures onto a large
background sheet of the riverto create a mural of rivertrades.
2. Tools of the Trade- Have the children select a favorite river
career. Have them create a tool to represent that career by
drawing it or cutting it out of construction paper. Have the
children share their tools with the class and allow the other
children to guess their career by looking at the tool.
89
Always A River
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Always An Involving River
Middle
Robert Duncanson's Art
(A View of the River 150 Years Ago)
PURPOSE:
To develop an appreciation forthe natural scenic beauty of this area
To develop an appreciation for the contribution of local minority
artists.
To develop an awareness of the quality of the local art collections
MATERIALS:
Art sketch pads, 11x17
Colored pencils
PREPARATION:
Pre-teach the historic background of Robert Duncanson and of
his association with Nicholas Longworth (For reference, see
Cincinnati Then and Now, by lola Silberstein, pp 108-110).
PROCEDURE:
ADDITIONAL
ACTIVITY:
Arrange field trips to the Taft Museum and the Cincinnati Art
Museum. The collection of Duncanson murals can be seen in the
entrance hall of the Taft Museum. The most famous work by
Robert Duncanson, his "Blue Hole, Little Miami River" is in the
Cincinnati Art Museum.
Questions for Discussion:
1. How has "progress" altered the view of this area's undevel-
oped land in the past 150 years?
2. Do you think some of these scenic areas should be left in their
natural state so that the undeveloped natural beauty can be seen
and enjoyed by future generations? How has our community
attempted to accomplish this?
3. The development of the areas painted and enjoyed by Robert
Duncanson has provided numerous benefits for the citizens of
this community. How many of these benefits can you list?
4. How have organizations like the Taft Museum and Cincinnati
Art Museum helped to preserve the heritage of our community
and our river?
Follow-Up :
Arrange a field trip to Mt Echo or Eden Park scenic overlook.
Provide materials forthe students to create their own drawings
of the natural beauty of the Ohio River Valley. These drawings
should be shared and displayed.
Always A River
90
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Always A Community River
(Stories of the Local Cities and Towns)
After exploring the river, the banks and the woodland, one can truly understand
the progression of how the settlers came to this Ohio River Valley and built their homes
in what is now Cincinnati. Having arrived by the river, the early pioneers landed on the
river banks and settled there. The first settlement in Cincinnati was on the Ohio Flood
Plain, also called the Bottoms. Today, the Riverfront Stadium, the Coliseum, and the
Bicentennial Commons are in this area. Next, they settled in the Terrace of Basin area
which rises about 40 feet above the Bottoms. This was safer from floods and therefore
more desirable for homes and businesses. This is now our Downtown area. Finally, in
the 1800's, they were able to climb the incline of 300 feet, and were thus able to develop
the neighborhood level of settlement. Today this is our residential suburban area.
For another activity under this subject see "The Settlement of Cincinnati" under
"Always A Desirable River".
XX X X X X X.
X X X X XXX
Always A River
92
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Always A Community River
Intermediate
Points of Interest
PURPOSE:
Children will learn about other major cities along the Ohio and
Mississippi Rivers.
MATERIALS:
Travel brochures
Schedules from airlines/AAA
Large paper
Colors, ie.; crayons, markers
Map of the World Atlas
Paper/Pencil
PREPARATION:
Have children locate cities along the Ohio and Mississippi Rivers
on a wall map or in an atlas. Children should locate Pittsburgh,
St. Louis, New Orleans etc. (these can be your choice)
Investigate points of interest by using the travel brochures. For
example, tourist attractions, celebrations, etc.
Children should be encouraged to work cooperatively in groups
whenever possible. Three orfourchildren are a manageable group.
PROCEDURE:
Have children pretend that they handle public relations for a city
of their choice. It is their job to "sell" their city to a person who has
never visited there before. They can draw posters, make up
jingles about the city, write stories, make a mural, write a song,
etc.. Encourage children to be creative.
93
Always A River
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Always An Community River
Middle
And Enough Left Over To Drink!
PURPOSE:
To demonstrate the water purification process
MATERIALS:
Two two-litre clear plastic pop bottles
One two-litre clear plastic pop bottle with the bottom cut off to form
a "deep funnel"
One coffee filter (auto drip style)
Clean cotton balls and wadding (enough to form a two inch layer in
the bottle)
Clean white sand (play sand or sandbox sand, but it must be clean)
Aquarium charcoal (clean and well rinsed)
Alum or aluminum sulfate (available in the spice section of any grocery
store)
PREPARATION:
Place a two inch layer of the cotton wadding inside the coffee filter in
the inverted "deep funnel" pop bottle. On top of the wadding, place a
half-inch layer of well rinsed aquarium charcoal. On top of the aquarium
charcoal place a three inch layer of clean white sand.
PROCEDURE:
Fill the other two two-litre pop bottles with a solution of clouded dirty
water. Place one tablespoon of alum in one of the bottles and mix well.
Mark this bottle. Allow the dirty water solution in both bottles to settle.
Ask: "Which settled first? Can you explain why?" Allow adequate time
for discussion of possibilities. Primary objective here is to identify the
alum as a coagulant a chemical agent that bonds with the impurities
in the water and causes them to sink to the bottom.
Pour the water from the alum-marked container slowly through the
deep funnel of cotton, charcoal, and sand layered filter and into a clean
clear glass. Be careful not to disturb the dirty sediment at the bottom
Of the container. 'Warning! Do not dnnf^tfiis water. It has not Been purified.
Ask: "How does the water in the glass compare with the untreated
water in the other two litre pop bottle?" Allow adequate time for
discussion of the possibilities. The process just demonstrated is an
oversimplification of the coagulation, flocculation, and filtration pro-
cesses performed atthe California Water Treatment plant intake facility
for the Cincinnati Water Works.
ADDITIONAL
ACTIVITY:
Follow-Up:Arrange a field trip to Cincinnati Water Works' California
Water Treatment plant intake facility.
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94
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Always An Community River
Middle
How a Water Treatment System Works
Chlorination
Filtered
( Water Storage
95
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Illustrations
Canoe
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Illustrations
Sailboat
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Illustrations
Ferryboat
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Illustrations
Paddleboat
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Illustrations
Cruise Ship
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Illustrations
Barge
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Illustrations
Motorboat
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Illustrations
Fireboat
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Resources
You will find the following resources useful for additional activities and information to go
along with the leader's guide:
Books
Adventures of Huckleberry Finn, by Samuel Clemens.
Charlie Browns Third Super Book of Questions and Answers, about all kinds of boats,
planes, cars, trains, and other things that move, Scholastic Book Services.
Cincinnati: An Urban History, The Cincinnati Historical Society, 1989.
Cincinnati and the Ohio, by Jim Coomer, published by the Program for Cincinnati, 1981.
Cincinnati Fossils, Cincinnati Museum of Natural History, edited by R. A. Davis.
Crinkleroot/s Book of Animal Tracking, by Jim Arnosky, Bradbury Press.
The Dinosaurs, by William Stout, edited by Bryon Press.
Folklore in America, selected and edited by Tristam P. Coffin and Hennig Cohen,
Doubleday.
The Heritage that is Ohio, Up the Creek Without a Paddle, The Cincinnati and Suburban
Bell Company.
Let's Explore a River, National Geographic Society, books for young explorers.
Noises in the Woods, by Judi Friedman, E. P. Dutton.
The River, by David Bellamy, stories for 6 to 10 year olds with environmental and ecological
concepts.
Understanding folklore, by Louise Russell, published by J. Weston Walch.
Water in the Air, Holt Science, published by Holt, Rinehart and Winston.
Poetry
Fishing in the Lake and My Tree, Choral Speaking by Rita Bryan, Fearon Book.
Poetry Place Anthology, Instructor Books
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(Continued)
Cricket Song by Elsie Strachan
Cricket Song by Solveig Paulson Russell
In the Shade of a Tree by Thelma Ireland
The Insect's World by Ethel Jacobson
Mr. Owls by Edna Hamilton]
Skyscrapers by Rowena Bennett
Spider Webs by James S. Tippett
Squirrels by Winifred C. Marshall
Time for Poetry, edited by Mary Hill Arbuthnot, published by Scott Foresman.
Boats by Rowena Bennett
Ferry-Boats by James S. Tippett
Some Fishy Nonsense by Laura E. Richards
Music
Drifting Clouds, Music by William Gillock, Solos, Willis Music Co.
Erie Canal, American Folk Song, Adult at the Piano, Schaum.
Six Magical Folk Tales, From Ireland, Greece, Mexico, Norway, Russia and American Indi-
ans. Columbia Children's Library of Recorded Books.
Who Has Seen the Wind, words by Christine Rossetti,k Melody by Zion's Harp, from Song
for Joy.
World of Music Series, Silver, Burdett & Ginn.
Canoe Song, words and music by Margaret E. McGhee.
Down by the Riverside, black Spiritual
A Friend of Mine, A Song for the River, words and music by Loire Wyatt
Peace Like a River, arranged by Eisman
Rain, words by Annie W. McCullough, music by Paul Hindemith, (Water Story, and
activity sheet that goes with the music shows the sounds related to parts of the water cycle.
Waters Ripple Flow, a Song of Freedom, Slovakian Folk Song.
Art
Unique Art Activities - card set published by Educational Insights.
Always A River
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