Topic: Suggested solutions to the issue of water deficit

Target group

Fourth‑grade student of secondary school, extended programme

Core curriculum

XVIII. Environmental problems of the modern world: tropical cyclones, whirlwinds, storms, floods, tsunamis, soil erosion, volcanism, seismic shocks, karst formation, climate change, desertification, changes in glacier range, limited water resources on Earth, threats to geodiversity and biodiversity.

Student:

9) identifies the natural and anthropogenic causes of limited water resources in selected regions of the world and proposes actions supporting rational water management;

10) assumes an attitude of co‑responsibility for the state of the Earth's natural environment.

General aim of education

The student will learn about solutions to the problem of water scarcity in the world.

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Criteria for success
The student will learn:

• give examples of methods to reduce water losses in agriculture;

• give examples of other methods used to reduce the water deficit in your area;

• discuss the problems with water on the example of your own region.

Methods/techniques

• activating

  • discussion.

• expository

  • talk.

• programmed

  • with computer;

  • with e‑textbook.

• practical

  • exercices concerned.

Forms of work

• individual activity;

• activity in groups;

• collective activity.

Teaching aids

• e‑textbook;

• interactive whiteboard, tablets/computers;

• computers with internet access, or tablets.

Lesson plan overview

Introduction

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

• By working with the brainstorming method, students create a plan of action to contribute to more efficient water management at the level of their own household..

Realization

• Students use the interactive board to organize their knowledge.

• By working with the brainstorming method, students create a plan of action to contribute to more efficient water management at the level of their own household..

• The teacher divides the class into groups (about 4 people in a group) and then each of them instructs to prepare a written answer to the question whether there are water problems in the student's place of residence. Students also have to explain why this is the case.

• The representative of each group reports the effects of working together. Then students on the class forum sum up the situation regarding problems with water in the region together. If there are significant differences between the different groups, the teacher acts as the moderator of the discussion. The teacher directs the discussion so that all the activities carried out at the students' place of residence in order to reduce water losses and neglect in this area are discussed..

• The students consolidate the acquired information, discussing it with their nearest neighbors („tell your neighbor” method).

• Students, working individually or in pairs, carry out interactive exercises to check and consolidate knowledge learned during the lesson. Selected people discuss the correct solutions for interactive exercises. The teacher completes or corrects the statements of the proteges.

Summary

• The teacher asks: If there was going to be a test on the material we have covered today, what questions do you think would you have to answer? If the students do not manage to name all the most important questions, the teacher may complement their suggestions.

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

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

Suggested solutions to the issue of water deficit

Because of the numerous reasons for water shortage, the issue requires many measures and methods to be resolved. One of them is to improve water retention, and thus the quantity of available water. This is possible in every climate zone. Thanks to dams, water can be collected in reservoirs at times of abundance, and used when it is scarce. A disadvantage to the construction of large dams is the financial, environmental and often political cost. It is easier and often more effective to use small retention. By building small dams that allow the river to flow along its natural riverbed and to twist and turn, and by planting forests, we can restrict water drainage.

Another way, possible in all climates, is to take measures to limit water loss. This can be done by shading the cropland, e.g. planting smaller plants together with larger ones, which reduces their transpiration, or mulching – covering the soil with a layer of material to reduce water evaporation.

Water deficit can be reduced by water transfer from regions with water abundance to deficit areas. This method has been known since antiquity. A modern, probably the largest project of this type, is the construction of a system of 3 channels in China to transfer north 45 billion mIndeks górny 3³ of water per year.

Irrigation is another method. Preferably one which reduces water loss to the minimum. Drip irrigation can serve as an example.

Water may come from subsurface aquifers. These sometimes form Artesian aquifers, from which water comes out spontaneously. Most often, water needs to be pumped out.

If there is not enough fresh water, but a country has access to the sea, water can be desalinated. However, this process requires a lot of energy. For this reason, this technology is used mainly by highly developed countries with significant financial resources coming from the sale of oil and natural gas.

Water consumption can be reduced by treating wastewater and re‑using water. In highly developed countries, a vast majority of wastewater is treated. Unfortunately, the number of wastewater treatment plants is very small in developing countries.

If there is still not enough water, it can be brought from abroad. In 2008, drought in Catalonia (north‑eastern part of Spain) became so serious that it was necessary to import water from France by sea. Discussions about permanent transfer of water were held by Israel and Turkey. It was to be transported in a pipeline on the bottom of the Mediterranean Sea. In 2010, the project was stopped for political reasons. Another method is to import finished products containing the so‑called virtual water, used in the process of production. By importing, instead of producing, a tonne of wheat, we can save approx. 1.3 million litres of water.

The above examples show that the application of different solutions facilitating access to water is not hindered by weather conditions, but rather by social and economic factors.