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Sustainable Water Supplies
Transcript of Sustainable Water Supplies
We are learning this because to understand sustainable water issues we need a basic understanding of the continuous transfer of water
We will know we are successful when we have created an annotated water cycle How many forms can water take? Things to do...
Equipment out and ready to work
Stick in new records
Discuss the question above! Task
In your books, draw a landscape on which you can label the key elements of the hydrological cycle. 1. Precipitation
3. Surface Runoff
6. Groundwater Flow
9. Condensation Now ANNOTATE your diagram with the following definitions... water turning into water vapour movement of water underground through rocks seeping of water into the soil collection of water by vegetation moisture in any form that falls from the atmosphere all water flowing across the earth's surface movement of water through the soil loss of moisture from plants where vapour cools and forms clouds Connections... Construct Knowledge... Task
Draw a flow diagram / mind map to illustrate the various ways in which water can travel from the sky to the sea... Demonstrate Learning... One - other subject Two - things you learnt this lesson Three - things you enjoyed learning Four - most important keywords Consolidate and Reflect... One - other subject Two - things you learnt this lesson Three - things you enjoyed learning Four - most important keywords Consolidate and Reflect... Activate Thinking Drainage Basins Learning Objectives. By the end of this lesson we will understand how a drainage basin functions
We are learning this because a drainage basin is the space in which a huge variety of water interchanges takes place
We will know we are successful when we have created our own drainage basin … How much progress did you make? Things to do...
Books open on AR
Ready to work
Have a go at the question above A Drainage Basin is an area of land drained by a river and its tributaries (smaller rivers and streams that feed the main river) Cut out the template. Make sure you cut up the vertical line. Using a brown crayon, shade around the circumference of the circle Using a blue crayon, shade in the left triangle. Draw some blue lines from the top of the triangle to the edges (make them look like a main river and some tributaries Number these features on your template: 1. Watershed, 2. Source, 3. Mouth, 4. Confluence, 5. Tributary Glue the remaining blank triangle Stick the glued triangle under the shaded triangle so that it fits neatly Open your book to a double page; glue the triangle and bottom sides of the diagram; stick this firmly across the crease of the book - the tip of the triangle should correspond to the crease It should look like this! Give your pop-up a title, and neatly correspond the numbers (features) with definitions in your book Close your book! Pop-up Drainage Basin! The area of high land forming the edge of a river basin Connections Construct Knowledge Demonstrate Learning Consolidate and Reflect Draw a mind map / flow diagram illustrating the various ways in which water can travel from the sky to the sea (TIP: think back to last lesson's work on the Hydrological Cycle) River Systems River systems are part of the hydrological cycle. They have 4 key parts:
Inputs - water entering the river system
Stores - water stored somewhere in the system (lakes, rocks, soil, vegetation etc)
Transfers - processes that MOVE water through the system e.g. surface runoff
Outputs - where water is lost from the system as rivers reach the sea or through EVAPOTRANSPIRATION TASK: Label INPUTS, STORES, TRANSFERS and OUTPUTS on your water cycle I can identify inputs, stores, transfers and outputs in a river system I understand how a drainage basin functions as part of the hydrological cycle I can use key terminology that I have learnt in the last two lessons PROGRESS Where a river meets the sea A small river or stream that feeds a larger river The point at which two rivers meet Where a river begins It's Raining, it's pouring, the old man is snoring... Air masses are parcels of air that bring distinctive weather features to a country.
An air mass is a body or 'mass' of air in which it is very uniform (similar) in temperature and humidity.
An air mass is separated from an adjacent body of air by a weather front.
An air mass may cover several millions of square kilometres and extend vertically throughout the troposphere. Connections Activate Thinking Construct Knowledge TASK In front of you is a puzzle - work in groups to illustrate the 5 main air masses that affect the UK... Task:
Write a definition of "air mass" and explain how it can either bring dry or wet weather Things to do...
Books open on AR
Equipment out and ready to work Just a Minute (or 30 seconds)! You have 30 seconds to talk about the Hydrological Cycle and Drainage Basins without hesitation, repitition or going off topic Learning Objectives
By the end of the lesson we will understand what an air mass is and also the causes of rainfall
We are learning this because water shortage issues are sometimes linked to different types of weather Air Masses and Rainfall Why does it rain? There are 3 main types of rainfall, all linked with different air masses... Frontal Rainfall Relief Rainfall Convectional Rainfall Relief Rainfall Warm wet air is forced over high land... As the air rises it cools and condenses to form clouds Precipitation The drier air descends and warms Any moisture left in the air evaporates Convectional Rainfall The sun heats the ground Warm air rises As the air rises it cools; moisture in the air condenses Huge Cumulonimbus Clouds form Heavy, thundery showers occur Frontal Rainfall An area of warm air meets an area of cold air Precipitation Moisture condenses and clouds form As the warm air rises it cools Cold air is denser The warm air is forced over the cold air 54321 Air Masses and Rainfall!
5 - Briefly explain 5 air masses to the person sat next to you
4 - Describe 4 different types of precipitation
3 - Explain how 3 types of rainfall occur
2 - Explain how you fulfilled the 2 learning objectives (how did you learn)
1 - Name 1 other subject in which this knowledge could be useful How do we use water? Connections... Draw a storyboard illustrating how you use water in your everyday life...
Start when you wake up, until you go to bed (e.g. get up and have a shower...)
Your storyboard should include annotations describing how you use water (i.e. what's going on in the drawings...)
You should use the title "My everyday use of water" Learning Objectives... By the end of the lesson we will understand just how much water we use in a day compared to people in more deprived nations
We are learning this because water shortage issues are a major international concern
We will know we are successful when we have evaluated whether our use of water is a necessity or a luxury Activate Thinking... Using the sheet provided, calculate how much water you use in a day... Is this much water a "need" or a "luxury" - write a statement declaring either, but justify it Construct Knowledge... Demonstrate Learning... Consolidate and Reflect... Write down your top 5 "needs" Write down 5 reasons why water is important... Have you changed your mind? Is our use of water still classed as a "need" or rather a "luxury"?
Write an argument (it can be either way, as long as you justify the points you're making) 5 minutes 10 minutes 10 minutes 10 minutes What have you learnt today...?
In pairs, write down as many things as possible... Things to do...
Books open on AR
Equipment out and ready to work
Complete the task above Connections... Think back to last lesson... You have to travel to collect 25 litres of dirty water for the day... How would a lack of clean water and sanitation affect your daily life? How are people affected by water shortages? Learning Objectives By the end of the lesson we will understand how people are affected by water shortages
We are learning this because...
We will know we are successful when... Activate Thinking... Working in groups, use the resources to answer the following questions... Who is responsible for collecting water?
What is everyday life like?
How are jobs and work affected?
What is the impact on education?
What are the effects on health?
What do children do in their free time?
Why do people move away from villages? Construct Knowledge... Task:
Write two diary entries for one of the children and one of the women featured in the resources (state who you are in your diary entry)
Think about how water and sanitation is a problem for the people there, and how their lives could change if they had access to those essential things You are reporters who have visited the area, describing what you have seen, what you felt and the general living conditions of the environment in which the people are living Using the in-depth case study, work in pairs to write a magazine feature / radio programme about the lives of women and children in the slum Complete the Y-Map - what do you see, smell and hear in the slum? Consolidate and Reflect...