Semester Two, 2016

YEAR SEVEN GEOGRAPHY

Water in our WorldUNIT ONE

Year Seven Humanities, Water in or World Unit of Work | Simson, Kellie

Year Seven GEOGRAPHY – Unit ONE Water in Australia

Common Assessment Tasks…

Case studies

Learning Focus

Students will examine water as a resource and recognise how water connects people

to environments and affects the lives of people in Australia.

Skills and Knowledge

1. Explain the different forms that water takes and is made available

2. Represent data in different forms3. Explore how much water we have in

Australia and why4. Investigate ways to overcome water

scarcity in Australia

RESOURCES…

World Vision education resources

http://my.worldvision.com.au/resources/SchoolResources/Default.aspx

Victorian Curriculum

Classification of environmental resources and the forms that water takes as a resource (VCGGK105)

Ways that flows of water connect places as they move through the environment and the ways this affects places (VCGGK106)

Other evidence

Workbooks

Class activities such as bottled water pamphlet and water scarcity story board

Page 1

LESSON ONEBy the end of the lesson, students will be able to…

Explain the different types of natural resources and list example Draw and annotate a diagram of the water cycle Explain how continuous resource can become a non-continuous resource

INTENTIONS SUMMARY RESOURCES

WHAT:Types of resources

Water cycle

WHY:To understand the value of water

HOW:PowerPointAnnotated water cycleList different resources

HOOK: WordlePowerPoint Presentation (Water in our World)

Define…Natural Resource: Anything in the environment that people use.Sustainability: Using the earth’s resources in ways that meet the needs of the present generation without affecting the ability of future generations to meet their needs.

DiscussThe differences and examples of different types of resources.See PowerPoint (Water in our World)

ActivityStudents to completed table listing examples for renewable, non-renewable and continuous resources.

VIDEO: The Water Cyclehttps://www.youtube.com/watch?v=ZzY5-NZSzVw

DiscussThe water cycle (PowerPoint)

ActivityStudents are to draw an annotated diagram of the Water Cycle.

LESSON TWOBy the end of the lesson, students will be able to…

Identify the different types of water e.g. ground water, blue water and green waterYear Seven GEOGRAPHY – Unit ONE Water in Australia

Page 2

Explain how water is distributed around the world the issues caused by this distribution

INTENTIONS SUMMARY RESOURCES

WHAT:

WHY:

HOW:PowerPointDiscussionNote TakingActivity

TYPES OF WATER

HOOK: YouTube: The Water Roomshttps://www.youtube.com/watch?v=b1f-G6v3voA&noredirect=1

POWERPOINT - Types of waterSlidesRead through and discuss green, blue and grey water.

ACTIVITYStudents are to complete questions as you read through it.

THE DISTRIBUTION OF WATER…

PowerPoint – the uses of waterSlides 23-30

Discuss distribution patterns with students.

ACTIVITYAnalyse map using the PQE method.

Textbooks…Geoworld 7, p132-3

Oxford History/Geography, p46-47

LESSON THREEBy the end of the lesson, students will be able to…

Explain why water s an environmental resource Define water footprint and explain how that affects our water usage Calculate their own water footprint and brainstorm strategies to reduce it.

Year Seven GEOGRAPHY – Unit ONE Water in Australia

Using the PQE method to describe mapsThe PQE method is used by geographers to identify trends and patterns in data and draw conclusions. There are three steps to follow when using the PQE (pattern, quantify, exceptions) method to describe maps:

Step 1 Pattern: Give a general overview of the pattern, referring to particular places. Which areas seem to have common features? (For example, ‘The map of the world’s freshwater resources shows that countries throughout South America have lots of fresh water’).

Step 2 Quantify: Quantify your general overview using data for specific regions or countries. (For example, ‘Brazil has more than 5000 km3 of fresh water a year.’)

Step 3 Exceptions: Point out any exceptions to the pattern you have described. (For example, ‘Madagascar, the island off Africa, appears to have abundant water supplies, whereas the rest of the African continent does not.’)

Page 3

INTENTIONS SUMMARY RESOURCES

WHAT:

WHY:

HOW:

Water in Australia

HOOK: YouTube – Water – a valuable resourcehttps://www.youtube.com/watch?v=VIaw5mCjHPI

WORKSHEETGo through with students the information on the attached worksheet and complete questions

Uses of Water and Water Footprint

POWERPOINT – uses of waterSlides 34-47Discuss with students the uses of water.

ACTIVITY…How much water do you think you use each day?Brainstorm with the class how they use water each day.

Discuss…Difference between direct and indirect water use.

POWERPOINT - What is a water footprint?slides

ACTIVITY…Water footprint calculatorNB this is American but the most user friendly I have seen and one that students will be able to use easilyhttp://www.watercalculator.org/q/household/

LESSON FOURBy the end of the lesson, students will be able to…

Investigate and identify how much water is used in the production of mobile phones Identify the economic, social and environmental impacts of mobile phones

INTENTIONS SUMMARY RESOURCES

Year Seven GEOGRAPHY – Unit ONE Water in Australia

Direct water footprintThe direct water footprint of a consumer or producer (or a group of consumers or producers) refers to the freshwater consumption and pollution that is associated to the water use by the consumer or producer. It is distinct from the indirect water footprint, which refers to the water consumption and pollution that can be associated with the production of the goods and services consumed by the consumer or the inputs used by the producer.

Page 4

WHAT:Water use in mobile phones

WHY:To investigate the amount of water used and other geographical impacts of mobile phones

HOW:DiscussionPowerPointInvestigation

Mobile Phones

PowerPointSlides 46-52

Students are to take some notes about mobile phones

ActivityStudents are to complete the attached worksheet

Year Seven GEOGRAPHY – Unit ONE Water in AustraliaPage 5

LESSON FIVEBy the end of the lesson, students will be able to…

Identify the environmental, social and economic costs of bottled water EXxplore the positive impacts of some water companies

INTENTIONS SUMMARY RESOURCES

WHAT:The value of water

WHY:To gain a knowledge and understanding of how people value water differently.

HOW:PowerPointNote takingActivities

HOOK: QUOTE

- The United Nation has stated that everyone everywhere has the right to enjoy “sufficient, safe, accessible and affordable

water, without discrimination.” –

Discuss quote with students.Define key words.Do students believe that this happens? Why/why not?

PowerPointSlidesDiscuss the values of water

Students should do some note taking…

CASE STUDYBottled Water

Discuss PowerPoint (slides 32-39)

ACTIVITY

Students will develop a pamphlet or poster, persuading their audience to STOP buying bottled water.

See PowerPoint(Slide #40)

Develop a pamphlet to educate people on the real truth of bottled water.

Your aim is to reduce the use of bottled water. You will need to include reasons why bottled water is

bad. You will need to suggest alternatives. Use persuasive language and techniques.

WHAT:The nature of water

Week Four: The nature of water scarcity

HOOK…

Year Seven GEOGRAPHY – Unit ONE Water in AustraliaPage 6

scarcity and ways of overcoming it, including studies drawn from Australia and West Asia and/or North Africa

WHY:Learn and understand the inequalities of water distribution

HOW:Case studiesDiscussionVideoWorksheets

YouTube: World Vision video cliphttps://www.youtube.com/watch?v=QJMm9kz7VKo

What is your response to the video clip?What is the main message of the video?Who do you think this video is aimed at (audience)?

SHARED READING…(resource: Pearson Geography 7, p

Define:Water scarcityWater stress

ACTIVITYStudents are to answer questions

ACTIVITY TWO(Resource: Pearson Student Workbook 7, p

Students are to complete a story board

Students will need to tell a story that explains to their audience what water scarcity is and how it affects certain parts of the world.They need to include facts from the worksheet into their story.

ACTIVITY THREE(Resource: Pearson Student Workbook 7, p

*** You will need to work through the mapping task with them. Explain what spatial distribution means***

Spatial Distribution:The arrangement of particular phenomena or activities across the surface of the Earth.

WHAT:The nature of water scarcity and ways of overcoming it, including studies drawn from Australia and West Asia and/or North Africa

WHY:Learn and

Week Five and Six: Water Scarcity CASE STUDIES

Hook: YouTube VideoI am water…https://www.youtube.com/watch?v=vSz9lRbl_0I

Youtube: Water Changes everythinghttps://www.youtube.com/watch?v=BCHhwxvQqxg

Discuss video with students.What do they mean by water changes everything?

Year Seven GEOGRAPHY – Unit ONE Water in AustraliaPage 7

understand the inequalities of water distribution

HOW:Case studiesDiscussionVideoWorksheets

Assessment FOCUS:Water Scarcity: Students will investigate causes of water scarcity and ways to overcome it, using case studies.

Common Assessment TaskStudents will be looking at different case studies over the next few lessons.These will contribute to their assessment for Water Scarcity.

CASE STUDY ONE…Flores – water, water everywhere…(resource: World Vision Education) http://my.worldvision.com.au/resources/SchoolResources/Default.aspx

Students are to read through the information from p18-21 and complete the table. (see attached worksheet)

CASE STUDY TWO…YouTube “Water scarcity in Africa”https://www.youtube.com/watch?v=csCfoQd4vxI

Students watch through the YouTube clip

Look at the Photos (see attached worksheet)

Complete the questions/table. (see attached worksheet)

CASE STUDY THREE…

READ… A path out of poverty and complete the activity.(see attached worksheet)

Year Seven GEOGRAPHY – Unit ONE Water in AustraliaPage 8