Topic: Areas with water surplus and shortage on the Earth

Target group

1st grade students of high school and technical high school (basic scope)

Core curriculum

IV. Hydrosphere: water resources on the Earth, seas, sea currents, river network, glaciers

Student:

1) explains the diversity of the types and sizes of water resources on Earth and in its own region;

General aim of education

The student will find out where there are surplus areas and areas of water scarcity on Earth.

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Criteria for success
The student will learn:

• you explain the meaning of the water balance concept;;

• you will tell factors affecting the water balance;

• you will identify areas of surpluses and water shortages on the world map.

Methods/techniques

• activating

  • discussion.

• expository

  • talk.

• programmed

  • with computer;

  • with e‑textbook.

• practical

  • exercices concerned.

Forms of work

• individual activity;

• activity in pairs;

• activity in groups;

• collective activity.

Teaching aids

• interactive whiteboard, tablets/computers;

• multimedia resources contained in the lesson „Areas of scarcity and surplus water on Earth” in the e‑textbook;

• e‑textbook.

Lesson plan overview

Before classes

• Students get acquainted with the content of the abstract. They prepare to work on the lesson in such a way to be able to summarize the material read in their own words and solve the tasks themselves.

Introduction

• The teacher explains the aim of the lesson and together with students determines the success criteria to be achieved.

• The teacher initiates a conversation introducing the topic.

  • What do you know about ...?

  • Have you ever met ...?

Realization

• The teacher initiates brainstorming and asks students to list examples of places on Earth where, in their opinion, there may be a problem with the availability of fresh water for living organisms, including humans. All ideas are saved on the current board.

• The teacher explains the meaning of the term water balance and lists factors that affect its size. Then presents illustration 1 of the lessons in the e‑textbook, showing areas of surpluses and water shortages. Students verify their ideas and if any idea was not right - explain with the teacher what was the reason for giving the wrong proposal.

• The teacher divides the class into two groups. Each group is tasked to analyze illustration 1 and provide common features of one of the following types of areas on the Earth: areas with water surpluses above 1000 mm and areas with water shortages above 1000 mm.

• Students use the interactive board to organize their knowledge.

Summary

• The teacher asks students to carry out the recommended interactive exercise themselves.

• The teacher displays the criteria for success and asks the students to assess their skills acquired during the classes.

• The teacher asks the students questions:

  • What did you find important and interesting in class?

  • What was easy and what was difficult?

  • How can you use the knowledge and skills you have gained today?

  Willing/selected students summarize the lesson.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Areas with water surplus and shortage on the Earth

Not only does fresh water comprise less than 3% of the hydrosphere; its vast majority is in the form of ice and underground waters, which means that it is far away from large human settlements or it is difficult to access. For this reason, people use mainly water which takes an active part in the water cycle. This is only approx. 0.3% of fresh water. Therefore, the amount of available water depends on the level of precipitation, on the one hand, and on the level of evaporation and drainage on the other. After comparing those values, we obtain information on areas with water surplus and shortage.

Summary

• Available fresh water resources are just 0.3% of water on Earth.

• Areas of water scarcity are mainly nearprotective and intercontinental regions.

• The main natural factor affecting the shortage of water is rainfall lower than the possibility of evaporation.

• The main non‑environmental factors affecting water scarcity include population growth and increased demand for agricultural and industrial products as well as water for consumption and household purposes.

• The problem of water, especially in developing countries, is also due to the low quality of chemically and biologically contaminated water.

• There are numerous ways to deal with water scarcity, most require knowledge, technology and considerable financial resources.