Scheme of Work for Component 2, Topic 6: Resource management Lessons Learning objectives Content (vocabulary, concepts, processes, ideas) Place exemplification Integrated skills Teaching activities and resources Resource Management Overview 2 lessons (2 hours) Key idea 6.1: A natural resource is any feature or part of the environment that can be used to meet needs. Suggested learning objectives: To know how natural resources can be defined and classified in different ways To have an awareness of the ways people exploit environments in order to obtain water, food and energy. To understand how environments are changed 6.1a Natural resources can be defined and classified in different ways (biotic, abiotic, renewable and non-renewable). 6.1b Ways in which people exploit environments in order to obtain water, food and energy (extraction of fossil fuels, fishing, farming and deforestation). 6.1c How environments are changed by this exploitation (reduced biodiversity, soil erosion and reduced water and air quality). Key words: Exploitation Biodiversity Deforestation Renewable Non-renewable Starter Match-up – Provide students with the key words – abiotic, biotic, renewable and non-renewable. Students match the key word to the correct definition. Review responses and discuss any misconceptions. Main activity Divide students into groups of four and allocate them one of the ways in which people exploit environments – overfishing, oil extraction, deforestation. Provide information packs on the different exploitation types. Oil extraction in Ecuador – the WWF website have a of resources for students to use. Overfishing – the Greenpeace website could be used for relevant information. Deforestation in Cameroon – the Save Wildlife website provides a detailed overview of deforestation in the country. First lesson Using the information either provided by the teacher or from internet research, students produce a two-minute speech. The speech is written as a representative for the prospective country outlining the ways the environment has been exploited and the impact this has had on their environment. Second lesson Students spend the first part of the second lesson finishing their speeches. Then students present their speeches to the rest of the group. During the speeches the students make
the production and development of a renewable energy resource. Key Renewable Non-renewable HEP Solar energy Wind energy Plenary Question pose – Students answer the following question: Explain one advantage and one disadvantage of a renewable energy resource. 1 lesson (1 hour) Key idea 6.4: To meet demand, countries use energy resources in different proportions. This is called the energy mix. Suggested learning objectives: To know the composition of the UK’s energy mix. To understand the factors that cause global variations in energy. 6.4a The composition of the UK’s energy mix. 6.4b How global variations in the energy mix are dependent on a number of factors: population, wealth and the availability of energy resources. Key words: Energy mix Choropleth mapping Use and interpretation of world maps showing the distribution of energy resources. Starter Question pose (peer review) – Using the answers produced from the previous lesson, students assess their peers work using the following success criteria: One advantage and one disadvantage is discussed A is made and clearly explained The points are accurate Main activity Teacher discusses the UK’s energy mix through displaying a pie-chart with the breakdown. Using the pie chart, students answer the following questions: Describe the distribution of the UK’s energy mix. Suggest one reason why the UK still relies heavily on non-renewable energy sources. Teacher reviews answers through a whole-class discussion. Then share the global distribution of energy consumption. A useful choropleth map to represent this can be sourced from the Collins Student World Atlas.
The supply of water supply varies globally. Suggested learning objectives: To know how and why the demand for has changed in the past 50 years has changed in the past 50 years due to human intervention. showing the range of future global population projections, and population in relation to likely available water resources. As a country’s economy becomes ............, then the ............ of each individual increases and is more money available for .............. . There has been an incredible growth in labour ............ devices that use a ............ amount of water. Main activity Video clip – search for the animation accompanying TakePart’s latest documentary ‘Last Call at the Oasis’, named ‘How much water do we really use everyday?’. Teacher creates a fact file on the different factors that have caused a change in the supply and demand for water. Using the information provided, students produce a storyboard to represent the changes over the past 50 years. Students consolidate their understanding by answering the following question: Using examples, explain how greater wealth leads to increased water consumption. Plenary KUW – Students complete the following sentence stem to reflect on their learning from the lesson. As a result of the lesson: I know… I understand… I will investigate further… 1 lesson (1 hour) Key idea 6.9: There are differences 6.9a The proportion of used by agriculture, Starter
between the water consumption patterns of developing countries and developed countries. Suggested learning objectives: To know how water usage is distributed between agriculture, industry and domestic in different countries To understand the reasons for differences in usage by countries industry and domestic consumers in developed countries and emerging or developing countries. 6.9b Why there are differences in water usage between developed and emerging or developing countries. Key words: Agriculture Industry Domestic Developed country Emerging country Developing country Comparing pie charts – Show two pie charts to present the breakdown of water use between the different sectors in developed and developing countries. Students describe the differences between them and suggest a reason. Teacher reviews responses with the group. Main activity Teacher discusses the key reasons why the differences in usage exist between the countries and sectors. This could be done as clue cards and a whiteboard reveal exercise as a whole class. Provide students with the percentage data for the different sectors for the following countries – USA, Kenya and Bangladesh. Students produce their own pie charts to represent the breakdown of water usage. After producing their pie charts, students describe the differences between the countries and suggest reasons for the differences. Plenary Extended writing task – Student review their understanding from the lesson by answering the following question: Using examples, describe and explain why developed countries use more water than developing countries. 2 lessons (2 hours) Key idea 6.10: Countries at different levels of development have supply problems. Suggested learning objectives: 6.10a Why the UK has problems (imbalances of the supply and demand for rainfall, seasonal imbalances and an ageing infrastructure: sewage and water pipes). Starter Developing or developed? – Show a series of images to represent the common supply problems in developing and developed countries. Students decide in which type of country the problem is found, justifying their decisions. Main activity Provide students with information packs on water supply problems in developing and developed countries:
resources in a sustainable way. From this students then answer the following 8-mark question: Evaluate the success of one developing country in the sustainable management of water resources. Plenary Peer review - Students swap with a partner to mark the essay providing a WWW (what went well) and an EBI (even better if) from the success criteria. 1 lesson (1 hour) Key idea 6.12: Management and sustainable use of water resources are required at a range of spatial scales from local to international. Suggested learning objectives: To understand how one developed country has attempted to manage its resources in a sustainable way. 6.12c How one developed country and one emerging or developing country have attempted to manage their water resources in a sustainable way. Key words: stress Water meters Hippo bags Reservoir Sprinkler systems The UK Starter Distribution – Show a map of the relative water stress in the UK. Students describe the distribution. Resource can be found on page 22 in the following DEFRA document - Main activity Create three learning stations with a range of resource types on the sustainable management of water in the UK. The learning stations could be set up as follows: Household behaviour – water meters, dual flush toilets, hippo bags – (‘Top water saving tips’, p.24) Reservoirs – Kielder ‘The workings of the reservoir’ LEAF demonstration farm (sponsored by ASDA) – (This could be set up with a laptop on video loop). Students spend five minutes at each of the learning stations gathering notes on the strategies used to manage water sustainably. collecting the information, students choose one of the following formats to present their understanding of how the
Task 2 Extended writing task Following on from the lesson on the sustainable management of water in a developed country, students answer the following question. ‘Explain how the UK manages its use of water resources in a sustainable way’ (4 marks). Task 3 Mind maps Students produce an A3 revision mind map for the water resource management topic. Task 4 Water top five Students review learning for water management identifying 5 aspects that they are confident about, and 5 aspects that they need to revise further. Task 5 Peer quiz Students create a 10-question quiz for their partners about water management as a preparation for their end of unit assessment. This could then be used as a starter activity.