To understand the 6.10b Developing countries: Low annual rainfall, water reasons why the Why emerging or pollution, and untreated water. UK and developing developing countries Developed countries: Seasonal imbalance, imbalances countries have have water–supply of supply vs demand, and ageing pipes. water-supply problems (access to only problems untreated water, For the first lesson students use the information provided to pollution of water work in groups of four to produce a presentation about one courses, and low annual of the water supply problems. rainfall). For the second lesson students present their water supply Keywords: problem to the rest of the group. During the delivery of the Infrastructure presentations, students make notes using a summary table. Seasonal imbalance pollution Plenary Fiendishly tricky Students come up with three fiendishly – tricky questions based on today’s lesson to ask their partner. Use and 1 lesson Key idea 6.11: 6.11a Starter interpretation (1 hour) Meeting the How attitudes to the Map interpretation Display a copy of the following world – of UK and demands for water exploitation and water stress map - . world relative resources could consumption of water water stress involve technology resources vary with Students describe the pattern shown on the map. Students maps. and interventions different stakeholders could also be asked to compare this map to the map on by different (individuals, water deficit and water surplus, considering the similarities interest groups organisations and and differences. governments). Key idea 6.12: 6.12a Main activity Management and Why water resources Create a number of different characters to represent the sustainable use of require sustainable different stakeholder’s views on the exploitation and resources are management. management of water resources. The characters could required at a include the following: 6.12b range of spatial Different views held by scales from local individuals, A WaterAid representative to international. organisations and A UK government representative governments on the An Indian government representative management and A UK resident
To understand the reasons why the UK and developing countries have water-supply problems 6.10b Why emerging or developing countries have water–supply problems (access to only untreated water, pollution of water courses, and low annual rainfall). Keywords: Infrastructure Seasonal imbalance pollution Developing countries: Low annual rainfall, water pollution, and untreated water. Developed countries: Seasonal imbalance, imbalances of supply vs demand, and ageing pipes. For the first lesson students use the information provided to work in groups of four to produce a presentation about one of the water supply problems. For the second lesson students present their water supply problem to the rest of the group. During the delivery of the presentations, students make notes using a summary table. Plenary Fiendishly tricky – Students come up with three fiendishly tricky questions based on today’s lesson to ask their partner. 1 lesson (1 hour) Key idea 6.11: Meeting the demands for water resources could involve technology and interventions by different interest groups Key idea 6.12: Management and sustainable use of resources are required at a range of spatial scales from local to international. 6.11a How attitudes to the exploitation and consumption of water resources vary with different stakeholders (individuals, organisations and governments). 6.12a Why water resources require sustainable management. 6.12b Different views held by individuals, organisations and governments on the management and Use and interpretation of UK and world relative water stress maps. Starter Map interpretation – Display a copy of the following world water stress map - . Students describe the pattern shown on the map. Students could also be asked to compare this map to the map on water deficit and water surplus, considering the similarities and differences. Main activity Create a number of different characters to represent the different stakeholder’s views on the exploitation and management of water resources. The characters could include the following: A WaterAid representative A UK government representative An Indian government representative A UK resident