AICE Environmental Management AS - Managing Water Supplies Day 1

6. Managing Water Supplies Day#1. Lesson plan

6.1 Global water distribution
- describe the distribution of the Earth’s water
- describe the characteristics of different types of aquifers and explain advantages and disadvantages of extracting water from each.

Water table: an underground boundary between the soil surface and the area where ground water saturates in the rocks
Discharge zone: the zone where water originating from an aquifer flows out into water courses such as lakes, rivers, and wetlands
Confined aquifer: an aquifer below the land surface that is found between layers of impermeable material
Aquitard: a zone within the Earth that restricts the flow of groundwater from one aquifer to another; comprised of either clay or layers of non-porous rock
Artesian well: underground water that is under pressure. When punctured by a well or borehole the water will rise to the surface
Unconfined Aquifer: an aquifer in which the water table is at atmospheric pressure. There is no impermeable layer between the water table and the ground surface

Start your lesson with a captivating hook to grab your students’ attention. For instance, show a short, compelling video about a real-world water crisis, such as the water shortages in Cape Town. This will not only spark curiosity but also highlight the relevance of water distribution and security in their everyday lives.
Have students read Environmental Management in context: Water crisis: Cape Town, South Africa, 2018 – page 235-236 (Coursebook)

CREDIT: National Geographic

Lecture/Notes
- Visual aids like diagrams and interactive maps can be incredibly effective in helping students visualize the distribution of Earth’s water. Use world maps to show the distribution of oceans, rivers, lakes, and ice caps. Interactive maps can allow students to explore these distributions in more detail, making the information more memorable.
- Presenting students with real data about water distribution can enhance their understanding. Use graphs and charts that depict the percentage of water in different reservoirs such as oceans, glaciers, groundwater, and surface water. Have students analyze this data to draw their own conclusions about the availability and distribution of fresh water.
- Continue with a brief lecture on the different types of aquifers—confined, unconfined, perched, and artesian. Use real-world examples to illustrate each type and follow up with a class discussion to reinforce these concepts. Encourage students to ask questions and share their thoughts on the advantages and disadvantages of extracting water from each type of aquifer.

Small group activity – Activity 6.1 Water Filtration – page 240-241
- Students work in small groups and follow the procedures as listed in the Coursebook.

Exit ticket
- If you opt to have students complete their notes using the Student Guided Notes format during your lecture, then use the bellringer as the exit ticket activity in class.
- If you opt to have students complete their notes using the Student Guided Notes format at home (homework), then use the following exit ticket activity:
  - 6.1 Questions – page 242-243 (Coursebook)

The sole homework task assigned to my students revolves around meticulously transcribing notes in the Student Guided Notes format. They meticulously replicate content by hand from the Lecture/Notes (PPT – slides 9-20) presentation.
This approach ensures that during class time, while I continue to deliver lectures and expound on topics, students have their notes already compiled. Consequently, they can actively engage, ask questions, and delve deeper into understanding rather than merely being preoccupied with note-taking. This strategy efficiently liberates valuable class time, allowing for engaging activities and practice Cambridge style questions.