4. Pleasant waterfront environment-

Smell along the riverside (smell)
What do you smell along the riverside?
The smell along the riverside is not the smell of water but rather the entire river’s smell including
the vegetation, forests, and paddy fields near the riverside. Investigate the entire smell and all thescents when you are on the riverside or riverbank.
Observe whether the smell is pleasant when you breathe the air including the smell of thesurrounding greenery (nature) and wind.
Is it pleasant to breathe the air including the natural and artificial smells?
Scale

Smell

3

A pleasant smell

2

No specific smell

1

An unpleasant smell

4. Pleasant waterfront environment-

Sound along the riverside (audial)
What do you hear along the riverside?
You hear various sounds along the riverside: the sound of water flowing, the sound of overflowed
water from weirs, the songs of water birds, the sound of wind blowing over the water surface, andthe voices of children playing along the riverside. Investigate the various sounds including thepleasant sound of the river water flowing and the sounds coming from the surroundings.
Is it pleasant to hear the sounds including the natural and artificial sounds along the riverside?
Scale

Sound

3

The pleasant sound of the river2

No specific sounds

1

Unpleasant sounds or noises- 24 -

5. Regional water culture
Investigate how closely the river is related to the local area: how do the local people and visitors connect
with the river and take care of it, and how is the river (the river water) related to the daily lives of thepeople?
-History and culture-

Accessibility to the riverside-

Daily use-

Industrial activities-

Environmental activities
Scale

3

Question-

2

1

Have you heard stories

Have heard many

Have heard

Have heard

related to the river?

storiessome stories

no stories

Is the riverside

Accessible and theAccessible but

Cannot see

accessible?

water can be

the water

the riverside

touchedcannot be
touched-Do many people use theUsed by many

Used by a few

Not usedriver or riverside?

peoplepeopleIndustrial activities

The river is fully

The river is

The river isused (e.g., forused for some

not used.

fishing and drinking

activities.

water).
-

Environmental activities

Many people are

There areinvolved in manyoccasional orenvironmental

temporaryactivities

activities- 25 -

No activities

Reasons foryour choice5. Regional culture on water-

History and culture
Have you ever heard stories related to the river?
Investigate historical and cultural stories about the river, and how they are preserved and handed
down.

What are historical and cultural characteristics of the regional water environment andimportant things/matters for the local people?

Investigate the relations between the river and theregional culture.
(Tangible resources)
Research on historical sites, monuments, structures inscribed with poems, monuments, museums,
and literatures, etc.

Let’s ask the local people or visit the site.

1. Water control and water utilization
Old river channel, road, bridge, riverbank, ferry station, old water control structure (openlevee, flood prevention forest, etc.), water intake weir, water diversion weir, moat, small bay
2. Plants and animals
Riverside forest, line of trees, historic tree, plants and animals of rare/precious species
3. Others
Cultural asset, shrine, stone Buddha, small shine for water god, poem & haiku (Japanesepoem) about the river, monument of literary works(Intangible resources)
Scenic area, traditional event, custom, and festival which have been held for a long time in
the river and its surroundings, the floating lantern ceremony, traditional work related to theriver and its water, poem and literary work about the river, folktale, folklore, etc.
Let’s ask the local people.
Scale

Stories related to the river3

Have heard many stories.

2

Have heard some stories.

1

Have heard no stories.

- 26 -

5. Regional water culture-Riverside accessibility
Is the riverside accessible?
A feeling of affinity for a river differs according to the accessibility of the river. Even if the riversideis accessible, you may feel a lesser affinity if you cannot go into the river and cannot touch thewater. Investigate whether there are many access points to go to the river and touch the water.
Go to the riverside and observe whether there are any access points to the river and if you cantouch the water easily. Are there any panels or signboards to introduce the river and the living
things?
Scale

Accessibility

3

Accessible and can touch the water

2

Accessible but cannot touch the water

1

Cannot see the riverside- 27 -

5. Regional water culture-

Daily use
Do many people use the river or riverside?
Investigate how the local people use the river and its water.
Do many people visit the river? How do they use it, for example, for walking, fishing, and sports?
And where (along the riverside or in the water) do they use it?
Scale

Daily use

3

Used by many people

2

Used by a few people1

Not used- 28 -

5. Regional water culture-

Industrial activities
Are there any industrial activities affecting the river water?
Investigate how the water is used. Is it used by the local people for various activities, such as
drinking, agriculture, fishery, industry, transportation by ship, and tourism?
Where is the drinking water coming from and where is it going after we use it? Investigate what
industrial activities occur on the river. Observe the river and read signboards along the riverside.
(Do you see tourists coming to the river? Are people fishing in the river?)
Scale

Industrial activities

3

The river is fully used for important activities(e.g., for drinking water, agriculture, and fishery)2

The river is used for some activities

1

The river is not used

- 29 -

5. Regional water culture-

Environmental activities
Are there any environmental activities on the river?
Are there any citizens’ groups conducting environmental protection activities or environmental
education programs on the river? Is the river used for integrated school studies? Let’s investigate
various environmental activities for the river.
(1) Before visiting the field
Go to the information center in the city office or the citizens’ activity support center to readbrochures/materials about environmental preservation activities and nature observation
tours in which you can obtain information concerning environmental groups and theiractivities.
Access the websites of these groups to see the details of their activities. Make a map toshow the locations of the activities (the locations on the river) of these environmentalgroups.
(2) Field survey
Investigate what environmental preservation activities and nature observation tours arebeing conducted.
If you have no opportunity to see their activities in the field, you may collect some
information from a guide plate for visitors or a biotope signboard installed along theriverside.
Choose the appropriate scale according to the number of environmental groups and theiractivities.
Scale

Environmental activities

3

Many people are involved in many environmental activities

2

There are occasional or temporary activities

1

No activities- 30 -

2. Let’s go to a nearby river for investigation(1) Before starting an investigation
1. Preliminary survey●From where to where is the investigation site?
Check the location on a map on the Internet
Source: (C) Yahoo Japan● Collect relevant information about the investigation site.
It is important to study not only the present state but also the past state if possible.
a. Are there old stories about the river (below left)?
b. Do many people use the river?
c. Are there industrial activities such as fishery and drinking water intake (below right)?
d. Are there any environmental activities for observation or cleaning?

Collect as much information as possible to make/review an investigation plan. Take safety
into consideration.

- 31 -

(2) Let’s make a preliminary inspection
1. Where is the river? How long does it take to get to the river?

On a map, check how to go to the river and how long it takes
to get to the river.
(The left photo corresponds to the map on page 31.)
Source: (C) Yahoo Japan

2. What are the surrounding conditions near the investigated river?
● Check the best place to see the river, the access points to the river, and the outstanding
landmarks.
Photos will be helpful to you.

3. What is the condition of the river?

4. Is the field safe?
Make sure that you can conduct the investigation safely.

- 32 -

(3) What tools are necessary?
Prepare the following before going to the field.

-

Textbook
This textbook-

Observation Notes
Copy them from the textbook.

-Writing implements and board
・Mechanical pencil that can be used even if it gets wet
・Board for writing observation notes-

Clean measure (transparency meter)
Measuring tool for water transparency-

Others・Shoes that you don’t mind getting wet
・A thermometer to measure the atmospheric temperature and the water temperature
・Other useful things: bucket, rope, camera, binoculars, water bottle, cap, and picture book- 33 -

(4) Let’s go to the field
1. Make a record of your observations
・How to write observation notes
While observing the river and its surroundings, write your observation notes (page 33)
1) Write the name of your school/group, your name, the river’s name, and the landmarks at
the investigation site (e.g., bridges).
2) Five indices (evaluation measures)・For each question, there are three scales.
Choose the appropriate scale and circle it.
・Write the reason why you chose it in the right column.
・How to write an observation summary table
Organize every member’s findings in the table (page 35).
1) How to organize the observation results
・For each item of an index, calculate the average of the scales that every member has
chosen.
Sum all the members’ choices ÷ the number of members = the average of eachitem
・Calculate the overall average for each index
Sum the average of each item ÷ the number of items = the overall average ofeach indicator2) How to make a radar chart of the five indices-

Plot the overall average of the five indices on a radar chart and draw a line to connect
all the points.

- 34 -

Observation notes
Investigation of Riverside Conditions
Date of investigation: Year, Month, Day,
Name of school or
group
Grade

Time: fromtoGrade:

Today’sweather

Yesterday’s
weatherRiver name:Outstanding landmarks at the site:

Name
Investigation site

While observing the water, the plants and animals in the river, and its environment, circle the appropriate
answer on a scale of 3 to 1 and write the reasons for your choice.
 Natural state
Scale

3

2

1

Abundant flow

Some flow

No flow

NaturalRestored but looks
naturalRestored with muchconcreteYes, by using
devices such as afish ladder.

No. Fish cannot
go upstream due
to obstacles.

3

2

1

Are plants growing
along the riverside
and riverbank?

Abundant variety ofplantsPlants are here andthere

No plants

Are there birds?

Many water birds
and bird habitats

Not many birds or
habitats

No birds or habitats

Are there fish?

Many fish and fish
habitats

Not many fish or
habitats

No fish or habitats

Are there living things
on the bottom of theriver?

Sand and stones
are slightly covered
with algae. Insects
can be found.

The surfaces ofstones are slimy inthe presence ofmany algae.

The bottom of theriver looks dark, andno algae or insects
can be found.

QuestionIs there an abundant
flow of water?
Does the riverbank looknatural?

Can fish go upstream?

Yes. Fish can go
upstream.

Reasons for your choice Rich in plants and animals
Scale
Question- 35 -

Reasons for your choice Water clarity
Scale
Question

3

2

Transparency ofTransparency of 70
more than 50 cm but
cm or moreless than 70 cm

Is the water clear?

1
Transparency ofless than 50 cm

No smellA slight smell

A very bad smell

3 mg/l or less

Between 3 mg/l and
5 mg/lMore than 5 mg/l

3

2

1

Are the river and its
environment
beautiful?

Beautiful

Average

Not beautiful

Is trash visible?

No trash

Some trash

A lot of trash

Do you want to touch
the river water?

Yes, I want to touchit.

I don’t mind
touching it.

No, I don’t want totouch it.

What do you smell in
the riverside?

A pleasant smell

No specific smells

An unpleasant smell

No specific sounds

An unpleasantsound or noise

3

2

1

Have you heard stories
related to the river?

Have heard manystoriesHave heard somestoriesHave heard nostoriesIs the riversideaccessible?

Accessible and cantouch the water

Accessible but
cannot touch thewater

Cannot see theriverside

Used by many
peopleUsed by a few
peopleNot used

Does the water smell?
Is the water clean?
(COD)* optional

Reasons for your choice Pleasant waterfront environment
Scale
Question

What do you hear in the The pleasant soundof the river
riverside?

Reasons for your choice Regional water culture
Scale
Question

Do many people use theriver or riverside?

Industrial activities

The river is fully
used (e.g., for
The river is used for
The river is not usedfishing and drinking
some activities
water)

Environmental
activities

Many people are
involved in manyenvironmental
activities

There areoccasional or
temporary activities

Additional comments (your thoughts on the investigation)- 36 -

No activities

Reasons for your choiceTable of observation notes
Investigation of Riverside Conditions
1. Investigation report on the river including the investigator and the date of investigation
Name of school or group

Name of writer

Name of representative

Number of people(teacher in charge)

in investigation

people1. Elementary school children (from first to third grade)
Grade of the participants

2. Elementary school children (from fourth to sixth grade)(circle the number that

3. Junior high school students (from seventh to ninth grade)applies)

4. High school students and older
5. Others

Name of the investigatedriver

Date of investigation

Location of the river

Start time and end(between A and B)

time of the(e.g., near a bridge)

investigation

Air temperature of theWater temperature ofinvestigation site

the riverYear, Month, Day

From

until

2. Record of the characteristics of the investigated river and its environment
Please write freely about the characteristics of the site and the environment that you investigated, as well as
the names and places of the plants and animals you found. (Drawing pictures will help a lot.)- 37 -

3. Summary of the findings
Calculate the overall averages by adding up each item after collecting all the investigators’ findings.
Index

Natural state

Item

Average

Index

Item

Quantity of water

Scenery (feel)

Condition of theriverbank

Trash (visual)Can fish go
upstream?
Overall average

Average

Touching the water(touch)Pleasant
waterfront
Smell in the riversideenvironment(smell)Plants in riverside
and riverbank

Sound in the riverside(audial)Birds and bird
habitats

Overall average

Fish and fish
habitats

History and culture

Condition of theriverbed and smallorganisms

Riverside accessibility

Rich inplants andanimals

Overall average

Regional
culture on
water

Daily use

Transparency

Industrial activities

Smell of the water

Environmental
activities

COD (optional)

Overall average

Water clarity

Overall average（Summary）
Organize what you have noticed about the river. For example, draw up a radar chart as below and see
how pleasant the riverside environment is.
Naturalstate
自然 なすがた３

２
地域cultureとのつながりRegional

１

Pleasant waterfront
快適な水辺- 38 -

Rich
inplants
ゆたかな生物
andanimals

Water
clarity
水 のきれいさ3. Dos and Don'ts in a River: Don’t go to a river alone

Always go with at least three to five people

 Don’t go into a river in the following casesWhen the river’s water level is higher than your knee
When you can't see the bottom of the river
When the flow of the water is fast When you go into a river, pay attention to thefollowing:
Don’t go barefoot. Wear shoes that you don’t mind getting wet.
(There may be empty cans or glass bottles in the river.)
Walk carefully. A river can unexpectedly become deep or the riverbottom can be slippery.
- 39 -

Vocabulary
Indices and separate indicators
An index is an evaluation measure of the condition of the water environment in a river.
Each index has three to five separate indicators. Using a common measure throughout acountry helps us better understand the results of an investigation or activities. As a result,
you can compare your findings with those made in the past or at other rivers. It is also
helpful when thinking about future tasks.

Riverbank Protection
To protect riverbanks from being washed away by the flow of water, they are sometimes
strengthened with stones or concrete. Trees such as willows are also sometimes planted
to strengthen riverbanks. In addition, devices that encourage plants and animals tomultiply may be used.

Fish Ladders
If a weir is built in a river, fish and other aquatic animals can’t move upstream. To help
them move freely, a path to move up the weir, called a fish ladder, needs to beconstructed. There are various types of fish ladders.

Going upstream
Some fish have habitats both in rivers and in the sea during their growth process. Fishthat have been living in the sea may go upstream to spawn or to grow.

Transparency and Transparency meter (Clean measure)In this category, we investigate how clear the river water looks. A tool called a “clean
measure,” which is a transparency meter, is used to check the clarity of the water.

- 40 -

<For instructors>
When you instruct children, attention should be drawn to the following points regarding planning,
implementation, and the use of the results during the course of the investigation.
(1) Investigation period
Implementation of the investigation is very important. It is desirable to conduct the investigation fourtimes a year, if possible. By investigating the same indicators several times in a year, students will
see the change in the river according to the seasons, and by accumulating such information, they
will understand the river in more detail. Some indicators may show small seasonal changes or nochange. The investigation must be well planned taking into consideration the investigation teams(the number of participants and their age). It is desirable to continue the investigation using thesame indicators and to accumulate information about the secular changes of the river.
(2) Investigation site
To investigate riverside conditions, try to select a river that the investigators are familiar with. In
addition, an investigation site should require an approximately half-day investigation. Make an
on-site survey and select an area several tens of meters to several hundreds of meters long taking
into consideration the characteristics of the river. The reasons why a river that the investigators arefamiliar with should be selected are the safe management of the investigators and a smooth
investigation because some indicators require many preliminary surveys.
(3) Preliminary surveys
Some indicators require preliminary surveys. For indicators of “regional water culture” and “rich inplants and animals,” it is desirable to collect sufficient information by referring to the sources
mentioned below or by asking the necessary questions to related people. The gathered information
should be explained to participants in a simple manner during the course of the investigation. The
details of the investigation are described in the “Investigation manual (detail version)” of theinvestigation report prepared by the Ministry of the Environment in the 2008 fiscal year. Refer to thefollowing materials:-“Report of the Investigation on Water Environmental Soundness Index,” 2008 by the Ministry of
the Environment-

River information on the websites of the Regional Development Bureau, Ministry of Land,
Infrastructure, Transport and Tourism, prefectural governments, and local governments-

History and regional area information available in prefectural libraries-

Information on “Clearing House” on the website of the National Land with Water Information
Data Management Center-

Information on “Biodiversity Information Clearing House” on the website of the Ministry of the- 41 -

Environment-

Information on “Research on Nationwide Aquatic Organisms” on the website of the National
Institute for Environmental Studies, Ministry of the Environment-

Information on “Environmental Database, Global Environment Outreach Center” on the websiteof the Ministry of the Environment-

Map Information System (test service) on the website of the Geospatial Information Authority(refer to http://watchizu.gsi.go.jp/)(4) Implementing the investigation
The investigation method needs to be explained to the participants. At the same time, try to talk about
various stories, such as the river history and relationships with the local area.
(5) Safety precautions
There are several points to keep in mind for a safe investigation. To take all possible safety measures,
it is necessary to receive advice from experienced people and to collect sufficient information. (Thisinformation is available on the websites of river administration organizations or relevantorganizations.)
Prior to the investigation, it is important to confirm that the participants (children) have signed up forthe necessary insurance. Make sure to tell them that they need to pay attention to the following points
during the investigation for their safety.
(Precautions)
1. The investigation must be done in a group of several members. Going to a riverside alone is notallowed because it is very dangerous.
2. Be careful of the flow of the water when you enter a river. The water flow might be faster than
expected. Check the water speed before entering a river.
3. An investigation in a river must be done in a place where you can see the riverbed and the water
depth is less than 30 cm. Do not go into deeper regions of the river because it is very dangerous.
4. Don’t go into a river barefoot because there may be empty cans or glass bottles in the riverbed. Wear
shoes that you don’t mind getting wet.
5. A river can unexpectedly become deep or you might get stuck in the mire. Walk carefully.
6. Wear rubber gloves when you touch the riverbed or trash.
7. Before starting the investigation, agree on a communication method or a place to contact (e.g., ahospital) in case of injury or accidents.
(6) How to use the investigation (results)
1. Implementation as an integrated study or environmental education
When the investigation is implemented as one part of an integrated study, a science class at a school,- 42 -

or an environmental education program by citizens/NPOs, it offers opportunities for children andadults to access their nearby rivers and to learn about riverside environments that they have nevernoticed before. If seniors, residents, and specialists transfer their knowledge to children well, children
will understand deeply the area where they live. And by continuing these activities, children andadults will become more interested in their nearby rivers, which will lead to an improvement of thewater environment.
2. Use of the investigation results
After the investigation is implemented as one part of an integrated study, a science class, or anenvironmental education program, the findings can be presented at the school and in the community
or be reported officially as research done by children, citizens, or NPOs. Parents and local residents
will therefore also become more interested in the riverside environment. Furthermore, if teachers,
citizens, and NPOs convey the information through their networks outside the community, the activity
will be recognized and more information will be exchanged.

- 43 -

This Textbook was translated by the Japan Society on Water Environment（JSWE） from the original
Japanese version（by Ministry of the Environment）.

- 44 -