Sciences · S1 · 3 weeks
River Nevis Water Quality Investigation
Driving question
How clean is the River Nevis above and below Fort William?
I can sample and identify living things from different habitats to compare their biodiversity and can suggest reasons for their distribution.
TAUGHT IN Week 1, activity 3; Week 2, activity 1; Week 2, activity 2; Week 2, activity 3; Week 3, activity 1; Week 3, activity 3ASSESSED BY Biodiversity and Distribution
Having taken part in practical activities to compare the properties of acids and bases, I have demonstrated ways of measuring and adjusting pH and can describe the significance of pH in everyday life.
TAUGHT IN Week 1, activity 2; Week 2, activity 2; Week 3, activity 1; Week 3, activity 3ASSESSED BY pH Measurement and Significance
Contains public sector information licensed under the Open Government Licence v3.0.
Pupils investigate the water health of the River Nevis across two contrasting sites near Fort William. They measure pH and temperature using chemical indicators, kick sample for freshwater invertebrates, and calculate a biotic index score for each site. Working in small groups, pupils synthesise their chemical and ecological findings into a river health report card and present their final verdict to local river managers.
The teacher places two clear jars of river water on the front bench, one gathered upstream in Glen Nevis and one gathered near the town end of the river. Both look clear to the eye, but pupils are asked if clear water always means healthy water. Pupils discuss what hidden signs of pollution or disturbance might be present in each sample.
- What creatures live in the River Nevis and what do they tell us about water quality?
- How do we test whether water is acidic, neutral, or alkaline?
- How do human activities around Fort William affect the river?
- How do we safely collect and count river invertebrates?
Your lessons: 3 a week, 50 minutes.
Week 1
Test river water pH and practise identifying freshwater invertebrates.
Introduce the driving question, examine the two water samples, and list initial ideas about river health. Use the Nevis Bridge stretch for the downstream site and the river beside the Glen Nevis visitor centre for the upstream one.
· 1 lessonMeasure the pH of water samples and common liquids using indicator paper and meters to compare acids and bases. Drop the dissolved oxygen test; we do not have the kit and pH plus temperature is enough for S1.
· 1 lessonPractise using the laminated key to sort and identify freshwater invertebrates using sample trays and photos.
· 1 lesson
Supports
Provide visual identification cards with simplified labels for EAL and ASN pupils; challenge fast finishers to calculate total tolerance scores for sample trays. Give pupils a laminated picture key of the eight most likely invertebrates with their tolerance scores instead of the full FBA key.
Deliverable
Completed pH testing log sheet and an invertebrate practice tally sheet.
Week 2
Collect kick samples and chemical data from two contrasting river sites.
Review riverbank safety and practise kick sampling technique and water temperature measuring on the riverbank.
· 1 lessonSample freshwater invertebrates and measure water pH at two designated points above and below the town.
· 1 lessonSort collected invertebrates into white trays, record group counts, and calculate the biotic score for both sites.
· 1 lesson
Supports
Use paired sampling tasks with pre-printed recording tables for ASN pupils; extend confident pupils to compare indicator species sensitivity rankings between sites.
Deliverable
Field recording sheet with raw invertebrate counts, biotic scores, and pH readings for both sites.
Week 3
Draft, revise, and present the River Nevis health report card.
Analyse the combined chemical and invertebrate data to explain differences in biodiversity and draft the report card.
· 1 lessonRun a peer critique gallery walk using a structured checklist and revise the report cards based on feedback.
· 1 lessonPresent the final river health report cards and recommendations to visiting representatives from local river groups.
· 1 lesson
Supports
Provide sentence stems for drafting conclusions for EAL and ASN pupils; encourage advanced pupils to suggest specific river catchment management steps.
Deliverable
Completed River Nevis Health Report Card and short group presentation.
Week 3, lesson 1
Pupils display their draft report cards for a silent gallery walk where peers leave sticky notes focusing on scientific evidence and clarity of explanations.
Student reflection
Pupils complete an individual exit slip explaining how their personal view of the river's cleanliness changed from week 1 and identifying one riverbank action that could protect biodiversity.
What they make
A River Nevis Health Report Card that combines invertebrate biotic scores, pH measurements, and an evidence-based verdict on water cleanliness.
Options
Groups can choose to present their findings as an illustrated scientific poster, a printed fold-out leaflet, or a slide presentation.
Who sees it
Representatives from the Lochaber Fisheries Trust and the community council during the final lesson of week 3.
Teams
Groups of three pupils, mixed by the teacher to balance practical skills and confidence in science.
| Criterion | beginning | developing | proficient | advanced |
|---|---|---|---|---|
Biodiversity and Distribution SCN 3-01a · team | Lists some invertebrates found but cannot connect species distribution to water quality. | Identifies common invertebrates and calculates biotic scores with minor errors in distribution reasoning. | Correctly identifies invertebrate groups, compares biodiversity between sites, and explains reasons for their distribution. | Compares biodiversity in detail across sites, linking species sensitivity and human river use to observed distribution patterns. |
pH Measurement and Significance SCN 3-18a · individual | Measures pH with significant assistance and does not explain whether water is acidic or alkaline. | Measures pH accurately but gives an incomplete explanation of how pH impacts river life. | Demonstrates accurate pH measurement and clearly explains what the river pH values mean for freshwater organisms. | Accurately measures pH across samples and thoroughly evaluates the ecological significance of slight pH shifts on aquatic species. |
Scientific Communication Collaboration · team | Presents conclusions without supporting data or clear structure. | Presents conclusions using data, but some explanations lack clarity or neatness. | Shares clear, evidence-based conclusions using both invertebrate and chemical data in the final report card. | Delivers a clear, compelling report that synthesises data, critique feedback, and realistic river management recommendations. |
Biodiversity and Distribution
SCN 3-01a · teambeginning
Lists some invertebrates found but cannot connect species distribution to water quality.
developing
Identifies common invertebrates and calculates biotic scores with minor errors in distribution reasoning.
proficient
Correctly identifies invertebrate groups, compares biodiversity between sites, and explains reasons for their distribution.
advanced
Compares biodiversity in detail across sites, linking species sensitivity and human river use to observed distribution patterns.
pH Measurement and Significance
SCN 3-18a · individualbeginning
Measures pH with significant assistance and does not explain whether water is acidic or alkaline.
developing
Measures pH accurately but gives an incomplete explanation of how pH impacts river life.
proficient
Demonstrates accurate pH measurement and clearly explains what the river pH values mean for freshwater organisms.
advanced
Accurately measures pH across samples and thoroughly evaluates the ecological significance of slight pH shifts on aquatic species.
Scientific Communication
Collaboration · teambeginning
Presents conclusions without supporting data or clear structure.
developing
Presents conclusions using data, but some explanations lack clarity or neatness.
proficient
Shares clear, evidence-based conclusions using both invertebrate and chemical data in the final report card.
advanced
Delivers a clear, compelling report that synthesises data, critique feedback, and realistic river management recommendations.
- Standard kick nets, sorting trays, plastic spoons, and magnifying hand lenses.
- Laminated freshwater invertebrate identification keys suited to Scottish upland rivers.check before use
- Universal indicator paper, pH colour charts, and electronic pH probes.
- Water thermometers and clean sample bottles.
- Local river access risk assessment and safety guidelines for fieldwork near Fort William.check before use