Guide for camp

counsellors

AN ADVENTURE IN THE KINGDOM

OF WATER

EDUCATION

Water and water systems are fascinating objects of study. Underwater nature is intriguing: what is hiding beneath the surface? A nearby water system is a good object of study at child and youth camps. Who is our camp neighbour? Do our actions affect water animals?

An adventure in the kingdom of water—a camp counsellor’s guide for counsellors who want to organise a water-related programme at child or youth camps. In this guide, you will find different exercises that you can do together during a day at the camp.

The objective of the guide is to offer activities for the entire day, from morning to night. The day can start with water-related games, and from there, you can go study near-by water systems together. In the afternoon, you can together think about how humans affect the state of water systems and what humans’ responsibility for the nature is. The guide also includes clear tips that you can use to do something good for the environment. The evening of the water day culminates in a fun evening programme and a night-time story.

AN ADVENTURE IN THE KINGDOM OF WATER – GUIDE FOR CAMP COUNSELLORS

Text: Essi Aarnio-Linnanvuori, WWFTranslation: Delingua Language ServicesIllustrations and layout: Kati KinnunenPhotos: WWF Finland and BigStockPrinted by: Erweko OyPaper: Cocoon Offset 250 g and 150 g

MORNINGGames and movement ............................4The shore is a fascinating object of study .........................................6Make your own research equipment .......8Let’s study water ....................................10

AFTERNOONWater is important! ................................12Let’s protect our water systems .............13Tell a friend ............................................14Crafts: salmon reflector .........................15

EVENINGCampfire in the kingdom of water ..........16Night-time story: The prince’s problem .............................18

FOR THE COUNSELLOR

CONTENTS

The publication has been produced as part of the Freshabit LIFE IP (LIFE14 IPE/FI/023) project. © WWF 2019

4 5

GAMES AND MOVEMENT

Equipment: a long and narrow play area; different kinds of obstacles; a stick and string for a fishing rod

A migratory fish is a fish born in running water (a river or a stream) that moves to a lake or the sea during its growth period and returns to the running water to spawn as an adult. Migratory fish are, for example, salmon, trout, migratory whitefish and eel. Many migratory fish are endangered because their migratory routes have been cut off by dams and other migration obstacles.

Let’s play the dangerous journey of a migratory fish on an obstacle course. Mark off a long and narrow play area in nature or the yard, for example, with rods or by drawing the boundaries on the ground. The route can be on an even field or a slope, where “upstream” is up and the “sea” or “lake” is down. Construct various obstacles on the route that the players are able cross but that make the journey of the migratory fish more difficult. The counsellor can stand in a suitable spot and fish the migratory fish with the “fishing rod”—the person caught with the fishing rod has to go back to the beginning.

The game can be implemented as a relay of two or several teams, which means the fish running at the same time are competing each other for speed. Each player runs back and forth on the obstacle course: the migratory fish goes from upstream to the sea or lake, returns back upstream and sends the next runner along. Another alternative is that the entire team runs the course together and helps each other; the run is timed.

Divide into two groups. The other group forms a circle by holding each other’s hands. The other group goes inside the circle. The people forming the circle are the net and the people inside the circle are fish. The fish try to get out of the net, i.e. from inside the circle, which the net tries to prevent. When all fish have gotten out of the net, switch tasks, and the game starts over.

This game is a variation of the evolution game that many are familiar with. The players are drops of water in a sea, a cloud and a river. Come up with movements for all three roles: the sea moves its hands as waves, the cloud is created by forming a circle around the head with one’s hands, and the river swishes low on the ground. You can even add sounds that you come up with together.

As the game starts, all players are in the sea. When two “seas” meet in the play area, they play rock–scissors–paper. The winner evaporates from the sea, i.e. turns into a cloud, whereas the loser stays in the sea. When two clouds play against each other, the winner rains down on the earth and turns into a river, while the loser stays as a cloud. Correspondingly, when two rivers play, the winner moves to the sea and the loser stays in the river. The game, i.e. the water circulation, continues until the game leader ends the game.

Idea: Porvoon luontokoulu – Porvoo nature school

Morning

WATER CIRCULATION

FISH IN THE WATER

THE DANGEROUS JOURNEY OF

A MIGRATORY FISH

6 7

The lakeshore or riverside is a fascinating object of study. You can make observations on the shore: What type of a shore is this? What kind of living spaces and organisms are there on this shore? What kind of water is there in this water system? How do people use this shore? You can choose one or more themes as your object of study. After performing your study, you can send the information you collected to the Lakewiki service maintained by the Finnish Environment Institute (www.jarviwiki.fi) for research purposes.

Aquatic nature can be found on and under the surface of water. On the shore, you can observe birds and plants and look for signs of fish. Small water animals are especially fascinating. You can bring along a guide book to identify species, but you can observe animals and plants even if you do not know their names. Together, you can ponder why an organism enjoys that specific shore. What does it need to survive here? Can we somehow improve its living conditions?

Researching the quality of water with different measuring instruments is exciting! The significance of the meas-urements made at camp rises to an entirely new level if the results are sent for actual research use. The Finnish Environment Institute’s Lakewiki service collects infor-mation on surface water’s temperature, transparency, pH values and algae observations. You can also upload photos to the service. Even a casual water observer can notify their citizen observations in the service.

A researcher’s job is challenging and requires

patience. Many days are spent out in the

field. It can be cold and rainy, and it feels

like you cannot find anything. Then, it’s your

lucky day! The researcher finds a species

that has not been discovered before. A new

species! How exciting!

Come up with a species that lives in the

water system or on the shore and has never

been seen before. Your task is to describe

the creature. What does it look like? Where

does it live? What does it eat? What kind of

a living environment does it need? Finally,

come up with a name for the species! You

can draw or paint the species or craft it from

recycled materials.

THE SHORE IS A FASCINATING

OBJECT OF STUDY

We recommend bringing along WWF’s mobile learning materials Great Onshore Adventure and Mystery of the Waters when taking a study trip to the shore. The Great Onshore Adventure is designed for children approximately 9–12 years old and the Mystery of the Waters for 13–15-year-old youth. The mobile device is used to guide and store observations from the outing. The student’s main focus is in the surrounding nature, and the device functions as an aid for making observations. The materials have been made for the Seppo platform and they are free-of-charge for the user. You can find the download code and instructions for how to use the materials from wwf.fi/rannalla.

WHAT SHOULD YOU BRING TO THE SHORE?● Transparent plas-

tic or glass jars● A thermometer ● A Secchi disk● pH paper● Books on plants,

birds or insects● Nets or strainers● Bowls● A magnifying

glass or a loupe● An underwater

viewer● Rubber boots

and a change of clothes

You can also observe without any instruments! However, it’s nice to have instruments – depending on the object of study.

A naturalist’s lucky day

WHAT ARE WE RESEARCHING?

DIVERSE AQUATIC NATURE

MEASURE AND OBSERVE

Transparency is the depth where you can barely see the Secchi disk. You can make your own Secchi disk following the instructions in this guidebook. The water’s acidity or alkalinity is measured using a pH paper or a pH meter. Many pharmacies sell pH paper that can be used to observe natural waters. The pH of lake water is usually 6–8, but there can be a lot of variation. The pH value of neutral water is 7.

BRING YOUR MOBILE DEVICE

TO THE SHORE

wwf.fi/rannalla

8 9

MAKE YOUR OWN RESEARCH

EQUIPMENT

Secchi disk measures the trans-parency of the water. Release the disk from a boat or the end of a quay to a depth where you can barely see it. Grab the string from the level of the water surface, lift the disk up and measure the length of the string from the part that was on the water surface to the disk: this is the transparency in this water system.

You can make your own Secchi disk, for example, from a white bucket cover. In addition, you need at least 10 metres of string or rope and a suitable metal object as a weight. Drill three holes along the sides of the cover at an equal distance from each other. Slip the strings through the holes and connect the ends approximately 0.5 metres from the cover, on both sides of the cover. The goal is to make a stable disk that stays horizontal as it is lifted in and out of the water. Attach a weight to the bottom side and a long rope to the top side. To facilitate measuring, you can put markings on the rope, for example, every 0.5 metres. Note that the measuring starts from the surface of the disk.

An underwater viewer is a nice device: it enables you to peak under the surface without reflections disrupting your visibility. It’s easy to make your own underwater viewer. You need a bucket that is as dark in colour as possible and a transparent plastic board or a thick laminating film. Remove the bucket’s handle. Cut a large hole in the bottom of the bucket with a carpet knife. Cut a piece of the transparent plastic that is somewhat larger than the hole and attach it with duct tape or plastic glue to the bottom of the bucket. A net is the highlight of

a shore visit, but nets for aquatic animals can be expensive. However, you can construct your own net using a strainer and a wooden handle. You need a stainless steel strainer with a steel or wooden handle. The handle of the net can be a suitable piece of lath or, for example, a broomstick. The strainer is sturdily attached to the handle with screws, wire or some other suitable method.

AN EASY NET

AN UNDER­WATER

VIEWER FROM A BUCKET

SECCHI DISK

50cm

50cm

LET’S STUDY WATER!

What signs of people can you find on this shore? Circle all that apply.

road or path buildings quay boats or ships field or pasture dug ditch remodelled shore trash

footprints other signs, which ones?

What would you like to do on this shore?

Carefully catch animals from beneath the water surface and the bottom with a net or a jar. Do not harm the animals. It’s often easy to find small animals from among the plants and under stones. What types of animals did you find?

� Shells� Snails or slugs� Isopods� Water beetles

Observe how the animals move in the water dish. What are the different movement methods they have? Which one is the best swimmer? In the end, release the animals back into the water.

Eutrophic water system� The water is green and murky� Mud on the bottom� Blue-green algae (cyanobacte- ria) on the surface of the water� Plenty of aquatic plants� Plenty of floating plants� Poor transparency� Algae grows on the stones

Nutrient-poor water system� The water is clear or clear brown� The bottom is sand or rock� No blue-green algae (cyanobacteria)� Few aquatic plants� You can clearly see the bottom� The shores are covered in moss� The stones on the bottom are bare

1. WHAT KIND OF A SHORE IS THIS? Which water system are you studying?

What can you find on this shore? You can choose several options.

� Bedrock� Stony ground� Sand

What do you think is the best thing about this shore?

2. WHAT IS THE WATER LIKE HERE? Use a thermometer to measure the water temperature. The water is

_______ °C.

Measure the pH value of the water with pH paper or a pH meter. The pH value of the water is ________.

Measure the transparency of the water from a boat or the end of a quay. This water system’s transparency is _______ m.

Take some water into a transparent plastic jar and look at it against a white paper. What colour is the water? Circle the colour that best describes it.

clear yellow brown green blue-green another colour, which one?

Smell the water. What does it smell like?

fresh algae mud fish

petrol something else, what?

� A meadow or grass� Forest� Buildings

3. HOW NUTRITIOUS? Some waters are naturally eutrophic, others are nutrient-poor. Eutrophicati-

on means that the functioning of the entire ecosystem in the water system changes as the amount of nutrients in the water rises. The most important nutrients are nitrogen and phosphorus.

Find characteristics of eutrophic and nutrient-poor water systems around you. In the end, count the check marks. Which group has more check marks?

4. SMALL ANIMALS ON SHORE

Illustrations:Heta Nääs

� Boat bugs� Caterpillars or larvae� Leeches� Other animals, which ones?

5. HOW DO PEOPLE USE THIS SHORE?

1110

12 13

Stand in a circle, one player is in the middle of the circle. The player in the middle is the water spirit Neck. Neck goes around asking a player of their choosing a question related to water conservation. For example, ”Good day, I am the water spirit Neck. I conserve water systems by choosing organic products. Do you do this?” If the answer is “no”, everyone changes places. Neck tries to take a place in the circle. Players cannot move to the place next to them or return to the same place. The one left without a place will be the new Neck. If the answer is “yes”, Neck will move to another player and ask them the same or a new question. The beginning of the question is always the same, only the method of conserva-tion changes. The exercise ends when Necks can no longer come up with new conservation methods or when the counsellor so decides. It’s good to play long enough that the players start coming up with the most unusual and imaginative conservation methods.

Source: Exercise package Tarinoita muuttuvalta planeetalta

Equipment: watercolours/finger-paints, brushes, paper and background music related to water

Listen to the music together. Everyone thinks about how important water is for us. Then, everyone paints colours on a paper, the topic is “thank you water”. The piece does not need to represent anything, it can be just colours and patterns. Organise an exhibi-tion of the pieces.

Source: Exercise package Tarinoita muuttuvalta planeetalta

WATER IS IMPORTANT!

Players move freely around the play area. The counsellor says a number (generally, between 2 and 5) and the players form groups of that size. The people closest to you will be in your group. If the division is not equal, those without a group can join any group. Once the groups are formed, the counsellor gives a topic that the group will dis-cuss for a moment. The counsellor stops the discussion and players walk freely again, after which a new number and groups in new sizes will be chosen. You can be in the same group with the same person only once. In the end, the counsellor summarises the exercise shortly by asking what the central themes of discussion were and completes the discussion, if necessary.

Topics of discussion: 1. What is the first thing you think about when you hear the word water? 2. Why is water vital?3. Which products need water for their production?4. In what kind of a situation could you have a lack of water?

LET’S PROTECT WATER SYSTEMS

When camping, it’s especially important to make sure that the detergents you use are as environmentally friendly as possible. But how do you know which detergent is harmless for the environment? Organise a camp exhibition of shampoos and other detergents that have ecolabels and find out why they have received the ecolabel. How do their ingredient lists differ from other detergents? In the end, select a Detergent of the Day that you think is both environmentally friendly and good to use.

Generally, the biggest problem for Finnish water systems is eutrophication. A large part of eutrophicating nutrients comes from agriculture. The production of meat, in particular, pol-lutes water systems. Organise one or more vegetarian food days and try a new and tasty recipe.

It’s time to get into shape for the beach, no, it’s time to get the beach in shape! Organise a volunteering opportunity to get rid of invasive species or trash at a shore close to the campsite. Getting rid of invasive species means weeding out plant species that do not belong in the Finnish nature. Plants that enjoy our shores are rugosa rose, Himalayan balsam and lupin. You will need work gloves and rubbish bags. You can get the shore in shape quickly in a large group!

The camp can also participate in fixing running waters. Is there a brook or a small river close to the campsite? Camp work can be about fixing the living environment of run-ning water species, for example, fixing and maintaining the spawn places of migratory fish or removing a small obstruction. Campers can also get to know the quality of the water and running water species. There is plenty to do with running waters, but larger targets can require the participants to have a good physical condition and physical power. Volunteering is usually a good time to get to know and present the location as well as for environmental education of running water nature.

Camp is a good place to think about the importance of water and water conservation together. What is the significance of water and water systems for us? Whose responsibility is it to take care of our water systems? What can I do?

BABBLE GROUPS ABOUT WATER

A “THANK YOU WATER” PAINTING

WATER SPIRIT NECK

WHO IS RESPONSIBLE

FOR WATER CONSERVATION?

The counsellor presents a question for the participants: who is primarily responsible for the water systems’ well-being? Is it the nation’s highest decision-makers, for exam-ple, the parliament? Is it the local decision-makers, for example, the local council? Is it companies, or, perhaps, individuals? Each participant must choose one instance they consider to be the most important influencer in terms of water systems.

The counsellor provides a place for everyone who chose a specific instance where they can discuss with each other: why is this instance an important influencer for water conservation? After a few minutes of discussion, the counsellor asks each group to share the most important reasons for why this instance has such a great responsibility and what it can do for the environment. In the end, it’s good to state that there is no one correct answer to this question. All instances need to act for the environment.

POINTS FOR DETERGENTS

VEGETARIAN FOOD DAY

VOLUNTEER THE SHORE IN SHAPE

RUNNING WATERS

Afternoon

14

What needs special protection in the Finnish water systems? Take a photo at the camp where you take a stand for water conservation in a fun way. Share the photo on Instagram and remember to tag @WWFSuomi.

Prepare a water-themed exhibition or a nature path for the parents for visitors’ day or the final day of camp. In the exhibition, you can explain your views regarding water, water systems and water conservation and what you have done about it during the camp. The exhibition can consist of posters, crafts and other items or it can include a performance or some other functional section.

Instructions:

1. Copy the outlines of the salmon template on the reflector fabric and cut out the pattern.

2. Copy the same pattern on the felt, but draw the outlines approximately 0.5–1 cm larger than the

template. Cut out the pattern from the felt.

3. Glue or sew the reflector fabric to the felt using stitches of your choosing.

4. Decorate the reflector fish as you wish, for exam-ple, with various pearls, sequins, buttons etc. as

well as various embroidery stitches, such as blanket, satin, chain, stem and knot stitches.

5. Attach a jewellery pin at the top of the backside of the salmon reflector by sewing or gluing, if you

want to make a brooch. Alternatively, make a hole in the salmon’s tail and slip a metal loop through the hole, if you want to make a keychain, for example, to attach to your back bag.

Instructions: Noora Salonen, Sanna Kataja and Päivi Heikkilä

TELL A FRIEND

Water day at camp is such a nice experience that you will want to tell others. Share your experiences and views, for example, with these tips.

SOCIAL MEDIA PHOTO

EXHIBITION FOR PARENTS

POSTCARDS TO DECISION­MAKERS

Equipment: postcards, stamps and addresses for decision-makers

Are you worried about something in the state of Finnish waters? Or do you perhaps want to thank a decision-maker for the good work they have done for the environ-ment? Decisions regarding water systems are made on all levels: international coop-eration, national decision-making and on a local level. The decision-making powers are with the representatives chosen by elections and, for example, corporate leaders. Write postcards to the decision-makers of your choosing and post them. Tell them what water systems mean to you and what you wish the decision-makers would do. Remember to write politely, yet snappy, and sign your cards.

CRAFTS: SALMON

REFLECTOREquipment: ● Thick felt ● Reflector fabric ● Different-coloured emb-

roidery and sewing thread and wool

● Pearls, sequins, buttons etc. for decoration

● A jewellery pin for a brooch or a metal loop for a key-chain

15

16 17

CAMPFIRE IN THE KINGDOM

OF WATER

Welcome to a wet campfire! Normally, the camp evening pro-gramme includes games, songs, sketches and, of course, a night-time story.

In the evening of the water day, even the evening programme can relate to water. The evening host or campfire leader will combine everything together. The evening starts by lighting the campfire and warming up with songs and games. At times, it can get quite rowdy, until at the end, everyone calms down to listen to the night-time story and sings the joint evening song.

A few volunteers are cranes and the rest of the players are frogs. Frogs will squat down, and the cranes will circle among the frogs. The cranes’ task is to make the frogs laugh, whereas the frogs try their best not to laugh. When a frog laughs, they also become a crane. The game ends when everyone or almost everyone has turned into a crane.

The players are divided into two teams so that each team is standing clearly on their own side. The goal of the game is to compete by singing so that the opposing side ends up in the “swamp”, i.e. sitting down on the ground. The game starts by one team starting a song of an agreed theme or with an agreed initial letter. The opposing team has to start a new song of the same theme before the first team has finished their song. It’s enough that one person in a team can sing the new song. This continues until one of the teams cannot come up with a new song fast enough. The turn returns back to the other team, and the defeated team goes down on their knees. If the team is too late at coming up with a new song a second time, they sink into the swamp, i.e. sit down. This also means they have lost the competition.

The theme of the competition can be a song that mentions water, a water system, an element related to water or water systems (rain, beach) or a water animal. It’s good to give some time for preparations so that the teams can come up with suitable songs in advance.

COURSE OF THE CAMPFIRE● Festive lighting

of the campfire● A calm or

energetic opening song

● A game or a singing game that everyone can participate in

● Sketch● A happy song● A funny game

or a competition that everyone can participate in

● A happy song● Celebrate

the day’s achievements: this is what we accomplished today. Thank you and possi-ble rewards.

● A calm song● A night-time

story● Closing song

GAMES AND COMPETI­

TIONS

Equipment: a tub full of water, a mug or a bottle for each team, different types of funny equipment for carrying water (sports socks, spoons, bottle caps, skimming ladles etc.)

Players are divided into two relay teams, for example, 4–7 people per team. The goal of the relay is simple: to fill the mug with water fetched from the tub. Water can be fetched with the equipment of one’s choosing, none of which are especially efficient. The team that fills their mug first wins.

Equipment: for example, two red buckets and one blue bucket

Two people appear from different sides carrying buckets. The red one has water in it, the blue one does not. They meet halfway and, without saying a word, pour the water from one bucket to the other and continue to different directions. Next, they repeat this. On the third time, the person carrying the red bucket will change their bucket to the empty one in secret. Instead of pouring water into the blue bucket, they swing their bucket towards the audience, which scares the audience as they think they will get wet. If you wish, you can fill the empty bucket with candy, for example, so that instead of water, it will rain candy on the audience.

A person dressed up in winter clothes sits in front of the audience with a stool and a jigging rod. They sit there for a while and ice fish. A grave voice is heard: “There are no fish here.” The jigger looks around, astonished, and continues to ice fish. The voice is heard again: “There are no fish here.” The jigger looks around again, shakes their head and continues to ice fish. Yet again: “There are no fish here.” The jigger becomes irritated and yells back: “Who do you think you are to say that?” A person dressed up in normal clothes walks up to the jigger and responds: “I am the superintendent of this ice rink.”

BUCKETS

ICE FISHING

WATER­CARRYING COMPETITION

CRANES AND FROGS

SINGING OTHERS TO THE SWAMP

SKETCHES

Evening

18 19

NIGHT­TIME STORY: THE PRINCE’S PROBLEM

O nce upon a time, in a land far, far away from here, there lived a young prince. When he turned 18 years old, his father, the king, gave him his very own castle and lands. The prince was now officially an

adult and could start taking care of the castle and its lands. “Make sure to farm your lands well and protect them from

too much erosion,” the father advised his son. “You have received something extraordinarily beautiful. One day, you will leave this castle and its possessions to your own son.”

The prince was overjoyed. The castle was gorgeous and in a lovely location. The castle and its lands contained a town, forest, fields and a lake with clear water. There were many kinds of animals in the forest, the fields provided an ample harvest and silvery fish splashed about in the lake. The villagers were friendly and hard-working. The prince could not have wished for a better land to look after.

The prince settled down in the castle and started his joyous life. His friends took pleasure in visiting him. The young people organised fun parties, took boat rides and went hunting. After the trips, the tables at the castle’s dining room were groaning with food and there was plenty of warm water and nice-spelling soaps in the bathrooms. Everyone admired the prince’s little kingdom.

Some years passed, and the prince continued his happy life in the castle. Guests kept showing up, and the prince was happy to be hospitable. New friends and even strangers were welcome to hunt, fish and party with the prince. Sometimes, it felt like game was harder to find than before, but someone was always lucky. And even if it seemed like the fish were swimming deeper and deeper, when using several nets, someone always caught something.

Until one day, it happened that both the hunters and the fishermen returned empty-handed to the castle. The cook rummaged in the cellars for something else to eat and stated sourly to the prince that he could already see the bottom of the grain bin, and the summer’s harvest was not going to be that good. The castle consumed more than the fields could produce.

The prince got worried. After everyone else had left that evening, he went out. It was still early summer, but not one bird was singing in the forest. He could not see any squirrels or rabbits. Fish did not make the surface of the lake ripple anymore. Instead, the water lay still, in a smelly mass heavy with algae. A lonely dragonfly sat on a reed and looked at the prince melancholically.

“Who has done this?” the prince asked, terrified. The drag-onfly did not reply. Instead, it turned its back to the prince.

There was a wise hermit living in the forest outside the town. The prince went to see him to ask for advice. The hermit was sitting outside his cottage. He pondered the prince’s question for a while and said:

“There’s a magic mirror in my cottage. Look in the mirror and ask it to show you the guilty one. After that, you can decide what to do about it.”

The prince tiptoed inside the cottage. The magic mirror was not large or grand. Instead, it was a small and darkened mirror with simple frames.

“Oh, magic mirror,” the prince whispered nervously, “show me who has dirtied the lake and emptied my forest of animals!”

Nothing happened. The prince could only see his own face in the mirror.

“It’s not working,” he yelled at the hermit.“Oh, it’s working alright,” the hermit replied. “You

might just not like the answer.”Shocked, the prince returned to his castle. What had he

done? How could this have happened? And what would he say to his dad, who he had promised to take good care of the lands?

Downcast, the prince rode to his father’s castle and told the truth. The father was quiet for a long time and replied:

“You did the right thing by turning to me. I will support you when you start taking care of your land and cleaning up your lake.”

“You are not going to take the castle away from me?” the prince asked, astounded.

“No, my son, on the contrary. I believe that now, you can appreciate your forests, fields and lake even more than before. Ride back and make a plan for how you can clear out the lake and get the birds and animals to return. Remember that I am here for you and I will be happy to help.”

The prince returned to the castle and made plans for how the surrounding nature could be returned to its glory days. First, he stopped partying altogether. Only simple foods were offered at the castle and there was no hunting or fishing at all. However, his father, the king, reminded him that life does not have to be joyless even if you have a lot of responsibility. So, the prince started to go on hikes every once in a while with his friends. With the cook, they planned delicious meals from simple ingredients. However, the wasteful life was left behind.

Some of the prince’s acquaintances were offended, but his best friends helped him to take care of the lands. With time, the animals returned to the forest and the water in the lake became clear again. The prince and his friends greeted each birdsong, rabbit hop, deer skip and fish plunge with great joy.

Most of Finland’s surface waters are in excellent or good ecological shape. More specifically, most lakes are doing well, whereas some rivers and a large part of coastal waters are in poorer shape. Water systems in poorer conditions can be found especially in those parts of the country with a lot of human activities that affect the water systems.

Coastal waters and some lakes are troubled by eutrophi-cation: excessive nutrients, for example, phosphorus and nitrogen, flow to the water systems, which changes the ecosystem. For example, the excess of blue-green algae is caused by eutrophication. Nutrients are released to the nature from different sources, the largest of which is agriculture. Nitrogen is released to the water systems from traffic and energy production, among others.

Few rivers and brooks are in natural state. Dams have been built in them or they have been otherwise altered during the past years and decades. Construction changes the aquatic nature. Obstructions, such as dams and culverts, prevent migratory fish from moving upstream to their spawn places and back to the sea.

WWF works to protect Finnish water systems. In cooperation with landowners, WWF implements various measures that improve the state of inland waters, for example, restoration of swamps and construction of wet-lands. Volunteers restore running waters and construct spawn places and areas for fry. In addition, obstructions are removed and natural fish passages that bypass dams are constructed.

STATE OF THE WATER SYSTEMS IN FINLAND

Working to sustain the natural world for people and wildlife

wwf.fitogether possible TM