This thesis introduces a teaching concept that allows a more holistic examination of watercourses. In terms of didactics, the concept refers to the importance of teaching the Nature of Science (NOS), which has recently increased in the German-speaking region. Following the principles of inquiry-based learning, students are encouraged to work autonomously during a field trip tho the "Gießen Kolsass", for which an already existing scientific study serves as a theoretical basis for students' explorations. During this field trip, students should determine whether the "Gießen Kolsass" can be classified as a natural watercourse and in finding an answer to this question they also get to know the typical phases of a research process. All in all, the field trip provides students with a holistic understanding of watercourses and various important aspects of NOS. Potential difficulties of this approach are addressed and possible solutions proposed.