Topic: Lakes. Groundwater

Author: Magdalena Jankun

Target group

First grade high school and technical school student (extended level).

IV. Dynamics of hydrological processes: seawater motions, groundwater and sources, river systems, types of lakes.

2) indicates the types of groundwater, including those occurring in the vicinity of the school, and explains the formation of sources;

5 ) explains the formation of various types of lakes on Earth.

The general aim of education

You will describe how the largest lakes of the world were created and indicate their place of occurrence.

Criteria of success

• show the places where salt lakes occur, you will explain the reason for their occurrence;

• indicate on the map selected lakes of the world and give their genesis

• make a division of underground waters.

Key competences

• communication in the mother tongue;

• communication in a foreign language;

• learning to learn;

• digital competence.

Methods / techniques

• using ICT tools;

• using the Google Earth programme;

• activity with educational material and multimedia on the e‑textbook platform;

• individual activity, activity in pairs, and collective activity.

Teaching aids

• e‑textbook for teaching geography;

• interactive whiteboard;

• multimedia projector;

• tablets/computers;

• physical map of world;

• physical map of Europe;

• physical map of Poland;

• geographical atlases.

Lesson plan overview

Introduction

1. The teacher gives lesson goals.

2. Using Google Earth, a volunteer student searches for lakes: Baikal and Tanganyika. At the same time, other students locate them on maps. The teacher explains the term „lake”, at the same time referring the students to the text in the e‑textbook.

3. The teacher asks questions: on what continents Lake Baikal and Tanganyika are located, on which tectonic plates. Students analyze bathymetry of lakes and try to determine the type of lakes based on source materials in geographic textbooks or online materials available online.

Realization

1. To familiarize the students with the material included in the abstract: introduction and infographic harmony presenting the types of lakes with illustrations.

2. Activity in groups: using geographical atlases, sources materials as : Internet resources, geographic textbook, e‑textbook, give 2‑3 examples of lakes in the world (other than those given before): tectonic, coastal, post‑glacial, volcanic, oxbow, meteorite, relic. Then, show their occurrence on the map of world and explain their way of formation.

3. Indicating in the class examplary lakes. Each group also points to one lake on Google Earth maps.

4. The teacher gives examples of inland lakes, e.g. Aral Sea and open lakes, which drain excess water through the surface, e.g. Huron, Erie, and salt lakes, which are typical of dry climates. The teacher also makes a division into permanent and periodic lakes, for example, Chad Lake located in Africa. The examples given are shown by the students on the map of world.

5. Interactive exercise. Match the appropriate genetic type to the given lakes. The students approach the interactive whiteboard in order and match one example.

6. Interactive exercise: an interactive map. On the hydrological map of Poland, the students match the given names of lakes to appropriate places. The students can use geographical atlases.

7. The teacher asks the students to make a division of underground waters and interpret the illustration entitled „Underground waters”.

8. Interactive exercise. Complete the text with given options: The student indicated by the teacher approaches the interactive whiteboard.

Summary

1. The teacher gives homework (content below).

2. The teacher assesses the students' activity during the lesson, appreciating their engagement and commitment.

Homework

Using the Kahoot programme, make a quiz from the topic entitled „Lakes and underground waters”.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Lakes. Groundwater

A lake is a natural, inland, water area with no direct contact with the sea. It is conventionally assumed that a lake has an area of at least 1 ha. Water reservoirs smaller than lakes are called ponds. A lake must have a constant or periodic inflow of water so that evaporation from the surface and outflow of water do not cause its complete and definitive dry out. Geographers use many divisions of lakes, taking into account, among others: their origin (the way the lake basin is formed), water supply method, mineral salt content, water temperature, biological processes, or lake development stage.

About 20 genetic types of lakes were distinguished. The most important of them are:

Some lakes are located in landlocked areas, which means that waters flowing therein stay there forever. However, they can evaporate or soak up.

Much more water than in lakes and rivers can be found in pores and crevices of rocks. These are the so‑called groundwaters. They are usually formed when rainwater penetrates into the soil, and then into ever deeper rock layers. Right beneath the surface of the Earth there are polluted subsurface waters (subsoil waters). Even deeper, there are groundwaters the temperature of which changes with seasonal fluctuations in a given area. They are usually suitable for drinking. Going even deeper, there are deep waters the temperature of which is constant and equals the long‑term average for a given area. Deep waters are often mineralized and sometimes heated by the Earth's heat.