Topic: What are Earth’s natural water resources?

Addressee

First grade high school and technical high school student (basic scope)

Program basis

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 learn the diversity of water resources on Earth

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Criteria for success
The student will learn:

• you characterize water resources on Earth;

• you will explain the genesis of water on Earth;

• you will present areas of deficiency and excess of water on the map;

• you describe the negative effects of irrational water management.

Methods/techniques

• expository

  • talk.

• activating

  • discussion.

• programmed

  • with computer;

  • with e‑textbook.

• practical

  • exercices concerned.

Forms of work

• individual activity;

• activity in pairs;

• activity in groups;

• collective activity.

Teaching aids

• e‑textbook;

• interactive whiteboard, tablets/computers.

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

• In class, the teacher determines the purpose of the lesson, informing students about its planned course.

• The teacher asks students how much they think there is water on Earth and if everyone has it in abundance. It informs students that they will write their observations in the form of a mind map on the board. To this end, he designates a moderator who saves his colleagues' suggestions. Then the teacher says that the students will verify the information given during the class.

Realization

• The teacher instructs students to get acquainted with the text of the lesson „What are the water resources in nature?” In the textbook and the illustration in command 1, which presents data on water resources on Earth. The teacher determines the time to prepare.

• Then the teacher asks willing students to verify the created early map of thought and supplement it with new information.

• Students use these materials to perform interactive exercise 1, which aims to improve the ability to understand popular science texts and the ability to read data from the chart.

• Then students perform command 1 and command 2 from the lesson in the textbook. Together with the teacher they check the correctness of the task. Eager / selected pupils identify possible sources of fresh water for agriculture in a situation of its deficiency in soil and rivers (command 1) and indicate on the selected continent areas where there is excess and a shortage of water (recommendation 2). The other students complement their statements.

• The teacher presents to students the multimedia material concerning the genesis of water on Earth. He asks them to pay attention to how the water has been on Earth during the emission. Then the students share their insights and the teacher verifies them as needed.

• The next stage of the lesson is the discussion on the rational management of water resources on the Earth and the negative effects of pollution of surface waters by people.

Summary

• Students perform an interactive exercise.

Homework

• Listen to the abstract recording at home. Pay attention to pronunciation, accent and intonation. Learn to pronounce the words learned during the lesson.

• Make at home a note from the lesson using the sketchnoting method.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

What are Earth’s natural water resources?

The total volume of the Earth’s water resources is estimated as no more than 1.4 billion kmIndeks górny 3³. A vast majority of it is found in seas and oceans. This means that plants and animals that live there have water in abundance. We should remember, however, that sea and ocean creatures live in salt water, so they need to remove excess salt from the organism. Land organisms face even more difficulties. Only 3 to 3.5% of all water resources are found on the land and most of them are ice sheets, glaciers, permanent snow, ground ice or deep groundwater. Only a small fraction of surface water is accessible to plants, animals and people. It is found in lakes, rivers, swamps, soil and in the atmosphere as well as in living organisms themselves. What is more, even these limited resources are very unevenly distributed. Due to a significant variety in climates, water is easily available in equatorial regions and, during the rainy season, also in subtropical and monsoon climate zones. Sufficient water resources are also found in areas with oceanic subtropical climates (in winter) as well as maritime and transitional temperate climates. Vast areas of the Earth, mainly in the tropical climate zone, are covered by deserts and semi‑deserts, where water is scarce throughout the year or for a major part of it. The same happens during the dry season in the subequatorial, subtropical and monsoon climate zones. Subtropical and temperate regions characterised by continental climates usually have two dry seasons in a year. Polar zones are almost devoid of liquid water.

Below you can find some examples of the Earth’s water resources.

Find online (on youtube)and watch a video titled „Where Did Earth’s Water Come From?”, paying attention to the origin of water on the planet.