Session Activities:

Time

75 Min.

Trainer displays a large picture with all of the key components of the hydrologic cycle but without any flow connections. Include in the picture a diversion dam and canal running to an agricultural field. Also include a diversion running to a storage pond and several wells. Ask for a Trainee to use the drawing to show the movement of water in the hydrologic cycle, including the influence of such engineered actions as stream diversions and wells. Encourage other Trainees to help if this Trainee has any problems. Trainer then delivers a brief lecture describing each process of the cycle, including typical procedures and units for measuring each factor. Have Trainees identify all potential sources of water in the hydrologic cycle and describe techniques that can be used to tap these sources. Trainer should then expand on this information, describing surface water and ground water hydrology. Include in this discussion information on the formation of rivers, streams, and springs, and some basic information on water quality. Trainees need to understand that water quality is a relative term that describes a set of conditions we want to maintain. Good water quality for irrigation will differ from the water quality needed for potable systems. Trainer should discuss some of the parameters important for irrigation projects and indicate how these parameters are measured. The trainer should conclude by facilitating a description of all of the factors involved in assessing the "condition" of a watershed, describing the tools commonly used for conducting such an analysis, and having the Trainees outline a process or set of procedures they would follow to do a watershed assessment. The trainer should be certain to demonstrate graphically factors that can be used to identify a watershed in a declining or healthy condition. The group should now take a short break before reconvening outside.

60 Min.

Trainer should bring Trainees to an outdoor location where they can investigate hydrology in the field. Trainees are provided with a topographic map and instructed to delineate a specific sub-watershed and map all of the drainage's, ponds, or lakes in this sub-watershed. They should then walk the watershed and prepare a written description of watershed conditions, determining the sensitivity and resilience of the basin.

15 Min.

Trainer should conclude session by indicating the role of watershed management and soil and water conservation in small-scale irrigation systems and by encouraging Trainees to think of the watershed as the boundary in which they should plan all of their irrigation projects.

Session Activities:

Time

30 min.

Trainer will introduce section by presenting a lecture on streamflow measurement units and standard flow measurement devices. Lecture will relate back to basic hydrologic principles, indicating seasonal variations in flow rates and the influence of watershed conditions on flow characteristics. The use of topographic maps will be emphasized in selection of sites for field measurements. Trainer will demonstrate simple measurement practices in the classroom using a "bucket" method, a "float" method, and the use of constructed weirs. Throughout the lecture the trainer will emphasize the need to rely on locally available materials and the importance of ensuring accuracy in measurement tests. Trainer will demonstrate basic calculations and use of simple tables and graphs to facilitate measurement practices. At the end of the lecture, the trainer will divide the Trainees into groups of three and distribute materials for field work.

90 min.

Trainer will lead Trainees into the field where they will work in teams of three experimenting with flow measurement strategies at a small stream, canal, or spring site. Each team of Trainees will select a site in which to conduct sample flow measurements. The team will then use locally available materials to conduct or construct, as necessary, the appropriate measurement technique. Trainees will use the "bucket," "float," and weir methods to measure flow. Estimated flow rates for each method will be recorded by the Trainee teams.

30 min.

Trainer will lead groups back into the classroom and the teams will compare measurement results. The trainer will facilitate a discussion of probable reasons for any variations in flow estimates, typical problems that may arise to influence the accuracy of measurement readings, and areas in which Trainees feel they will need further work.

Session Activities:

Time

30 Min.

Trainer presents a drawing of a field and asks Trainees how they will determine the topography and area of this field. Trainer records suggested techniques on a flip chart. Trainer then presents brief lecturette on four surveying techniques which can be performed with minimal equipment: A-frame; carpenter's level; hand or Abney level; or other appropriate level. Trainer should have an example of the materials used for each technique in the room, and demonstrate their use for the Trainees. Discussion includes methods for determining the number of points required in completing a survey, and proper techniques for recording data. Trainer facilitates Trainees to describe how these data can then be used to construct a topographical representation of the field in the drawing with which the session began.

30 Min.

Trainees break into groups of three and are given instructions to construct a simple A-frame level. Trainer allows them to work independently, but moves about answering questions. After completing their A-frame, the session moves to the field.

60 Min.

Trainers lead Trainees to a field, and the Trainees remain in their groups of three. Each group will be asked to mark out a contour line using the A-frame level. Then each group will be told to determine the area of the field, and the results of each group will be compared at the conclusion of the session. A first priority will be for Trainees to measure their "pace," or the length of one step. (A 'mace" can also be measured as the length of two steps, whereby every two steps equals one pace.) Trainees will then use an Abney level to determine slope percentage in the field. They should also experiment with other levels for estimating slope percentage and compare the results. After completing this task, Trainees should use the compass/string method to determine the area of the field.

60 Min.

Trainees experiment with the use of the hand or Abney level, carpenter's level, and other levels for measuring elevational differences. After the Trainees feel confident in the use of these techniques, the trainer assigns each group one of the methods and has the groups work sequentially to determine the elevation difference between two points in the field. After completing the exercise and recording the data, the groups compare their results and discuss advantages and disadvantages of each method.

30 Min.

Trainees mark the area of the field in a grid (squares) with stakes. Each group of Trainees selects a preferred method for measuring elevational differences and takes elevation differences off a benchmark, carefully recording the data. Trainer should try to make sure that several methods are applied. Trainees use the data to sketch a topographical map on graph paper. Trainer asks Trainees to describe all the information they can obtain from a topographic map and makes certain they feel confident making one. Trainer concludes session by asking Trainees to describe all the applications they can see for these surveying skills covered in the session.

Session Activities:

Time

30 Min.

Trainer presents brief lecture on soil texture, structure, and the relationship of these factors to aeration, permeability, water-holding capacity, and drainage. Trainer then brings out several bags of soil of varying soil texture. Trainees individually practice estimating soil texture using the "feel" method. Trainer should show Trainees how to form a ribbon between their fingers and encourage Trainees to make personal notes as to what factors are most important for them in getting an intuitive sense for this process. Trainer then brings out 2-3 soil samples in jars. Trainees are instructed to add water and a little bit of soap to the jars and then shake them up very vigorously for a minute or two. The jars are then placed on a level surface and left until the end of the session.

60 Min.

Trainer graphically presents a brief overview of the basic concepts of the movement and storage of water in soil, indicating how texture, structure, and plant rooting depths influence the availability of water to plants. Trainer takes Trainees out to a field and instructs them to work in pairs. Each pair should carefully dig holes to 1 meter in at least locations, examining the soil texture and structure and following plant roots in the soil. One hole (pit) may be made with a shovel, and another should be constructed with a soil auger. It is advisable to have Trainees work with some wet soils and some dry and to identify the characteristics that may be affecting the varying soil moisture in each location.

95 Min.

Trainer now instructs each pair to conduct an infiltration test. Trainees should build a 1 meter square basin in a level area with walls 25-30 centimeters in height. The wells should be well compacted. A thin piece of plastic should be placed on the bottom of the basin. The soil used to build the sides of the basins must come from outside the basin, since the soil surface inside the basin should not be disturbed in any manner. Trainees should have a ruler available to measure the water level and a watch to record time. One Trainee should work with the ruler and the other record data and keep track of time. Water can first be added to a small circle of land on the perimeter of the basin to avoid subsequent lateral migration of water from the area inside the basin. Water should then be poured into the basin to a starting depth of 15-20 centimeters. The water levels are then measured at intervals of 1, 2, 5, 10, 15, 30, 45, and 60 minutes. If the water depth reaches 10 centimeters before 60 minutes have passed, then additional water should be added and factored into the total amount applied. Trainees should be recording infiltration rates throughout this process. In between the water measurements, the trainer(s) can discuss the effect of soil texture, structure, compaction, and cultivation methods on infiltration processes, as well as the ways in which infiltration rates influence irrigation method selection and system design. Trainer(s) should also point out to Trainees how infiltration rates change with time and discuss some of the physical reasons that cause this. At the completion of the test, Trainees will use graph paper to plot time versus cumulative infiltration in centimeters.

5 Min.

Trainees can return to inspect the soil samples in their jars and compare the different methods for approximating soil texture.

Session Activities:

Time

30 Min.

Trainer presents a diagram of a drainage basin with a small-scale irrigation project as one of many activities occurring in this basin. Trainer then asks Trainees to describe all of the ways in which this irrigation project affects the physical, biological, and social environment in which the project will occur. Trainees should first try to define what they feel is the area being affected by the irrigation project. They should then describe the nature of the impacts that might occur. The trainer should be certain to remind Trainees that impacts can be both positive and negative, if they don't note this themselves. As Trainees describe potential impacts, trainer should record them on a flip chart under category headings of physical, biological, or social.

15 Min.

Trainer presents a brief lecture on the use of environmental assessments to identify potential impacts from projects and incorporate measures that will avoid or mitigate these potential impacts. If available, trainer can review a sample assessment done for an in-country irrigation project with the group, describing the components of the assessment, level of detail used, and applications. Trainer should emphasize that environmental assessments are intended to be part of a project design and thus represent important design information that is to be applied and not simply recorded.

30 Min.

Trainees select someone to facilitate the session, and they are given the task of developing a simple form that they can use to do initial environmental reviews in the field. The form should respect their own skill levels and not necessarily try to mimic the complexity of a full scale environmental assessment. It should, however, include field observations of conditions; professional judgments or calculations, where appropriate; and clear descriptions of measures that will be done to minimize or avoid negative impacts. Trainer can then offer to have their form typed and copied. Trainees are then given a homework assignment to prepare a completed initial environmental review of their field project(s). In completing this assignment, the Trainees should assign specific topic areas to one or two Trainees and then appoint someone to pull all of the diverse information into one report. The final report should be the consensus of the entire group of Trainees.