Lesson: Water Resources

Year: 6 | Subject: Geography | Time Allocation: 100%

Class/Set: ____________ Date/Term: ____________

LO (WALT): To explain the global distribution of water and compare how supply and demand affect access in different countries.

Success Criteria (WILF):

1. I can identify the difference between fresh water and salt water distribution.
2. I can explain the terms 'water scarcity' and 'water stress' in the context of supply and demand.
3. I can compare water access between a developed country (e.g., UK) and a developing country (e.g., Ethiopia).

1. Starter (15%)

• Display: Show an image of a blue marble (Earth from space) and a single small droplet representing all the world's accessible fresh water.
• Pose: Ask students: "If 70% of our planet is covered in water, why are we constantly told we must save water or that there is a global water crisis?"
• Facilitate: Conduct a quick 'Think-Pair-Share' session.
• Explain: Reveal the statistic that while water is abundant, 97.5% is salt water (oceans). Of the remaining 2.5% that is fresh, most is locked in glaciers or deep underground. Only about 0.007% of all water on Earth is easily accessible for human use.
• Hook: Use a 'Water Footprint' challenge. Ask students to guess how many litres of water are used to make one pair of denim jeans (Answer: approx. 7,500 litres). This introduces the concept of 'demand' versus 'supply'.

2. Main Activity (70%)

Teacher Input:

• Explain: Define 'Global Distribution'. Use a choropleth map (a map using different shades) to show water-stressed regions. Highlight that water is not spread evenly; some places have high rainfall but low population, while others have huge populations but very little rain.
• Script: "Class, we need to understand two types of water scarcity. Physical Scarcity is when there is literally not enough water in the ground or from the sky—think of the Sahara Desert. However, Economic Scarcity is often more common. This is when there is water available in nature, but a country doesn't have the money, pipes, or treatment plants to make it safe to drink. This is a massive issue in many developing countries."
• Model: Compare the UK and Ethiopia on the board.
  • UK: High demand due to domestic use, industry, and luxury (lawns, car washes). Supply is managed through a complex network of reservoirs and pipes. Access is 'universal'—we turn on a tap and it is there.
  • Ethiopia: High demand for agriculture (80% of the population are farmers). Supply is often inconsistent due to drought. Access is limited; many people, often children, must walk hours to collect water from untreated sources like rivers.
• Check: Use mini-whiteboards. "Which term describes a lack of money for water infrastructure: Physical or Economic Scarcity?"

Student Task:

• Distribute: A world map showing water stress levels and a data sheet containing 'Water Access Statistics' for the UK, Brazil, and Ethiopia.
• Task 1 (Data Interpretation): Complete: Students fill in a comparative table (see Teacher's Guidance) using the data sheet to identify which countries face the highest water stress.
• Task 2 (Mapping): Label: Students must shade and label three regions on their world map that suffer from high 'Physical Scarcity' (e.g., Northern Africa, Middle East, Central Australia).
• Task 3 (Evaluative Writing): Analyse: Students write a short 'Comparative Report' (approx. 100-150 words) answering the prompt: "Why does a child in the UK have easier access to clean water than a child in rural Ethiopia?"
• Support: Provide a 'Sentence Starter' bank for Task 3 (e.g., "In contrast to the UK, Ethiopia faces...", "One major reason for limited access is...").
• Challenge (GDS): Ask students to consider how climate change might shift the 'Supply and Demand' balance in the next 50 years.

3. Plenary (15%)

• Review: Use a 'Hinge Question'. "If a country has a large river but no pipes or filters to clean the water, they are experiencing: a) Physical Scarcity or b) Economic Scarcity?"
• Consolidate: Discuss the 'Virtual Water' concept from the starter. Ask: "If we buy clothes made in water-stressed countries, are we affecting their water supply?"
• Reflect: Ask students to name one thing they can do to reduce their 'Water Demand' at home.

4. Resources

• World Map (Choropleth: Water Stress).
• Data Sheet: National Water Statistics (UK vs Ethiopia vs Brazil).
• Mini-whiteboards and pens.
• Comparison Table Worksheet.
• Image of 'The Blue Marble' and 'The Global Water Drop'.

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⚠ TEACHER’S GUIDANCE

💡 Pedagogical Pulse

• Year 6 Calibration: At this age, students often find the concept of 'Economic Scarcity' difficult because they assume if there is water in a river, people can just drink it. Explicitly teach the health risks (cholera, typhoid) of untreated water to explain why 'infrastructure' is the key difference between the UK and developing nations.
• Geography Skills: This lesson prioritises 'Data Interpretation'. Ensure you circulate during Task 1 to check that students are reading the table rows correctly, as this is a key SATs-style skill.
• Sensitive Context: When discussing Ethiopia or other developing nations, ensure the tone remains respectful and focuses on geographical/economic factors rather than 'poverty' as an abstract concept. Focus on the 'Why' (lack of infrastructure/climate) rather than just the 'What'.

🔑 Answer Key & Solutions

Task 1: Comparative Data Table

Country	Annual Rainfall (Avg)	Access to Clean Water (%)	Primary Type of Scarcity
UK	800 - 1,200mm	100%	None (High Demand)
Ethiopia	800mm (Variable)	~40-50%	Economic
Egypt	<50mm	99% (Nile access)	Physical

Task 2: Mapping Locations

• Physical Scarcity Regions: North Africa (Sahara), The Middle East (Saudi Arabia/UAE), Central Asia (Gobi), and parts of the Western USA/Mexico.

Task 3: Evaluative Writing Model (WAGOLL)

• Answer: "A child in the UK has easier access to clean water because the UK has a highly developed 'infrastructure'. This means we have pipes, reservoirs, and treatment plants that clean the water and deliver it directly to our homes. Ethiopia, however, faces 'Economic Scarcity'. Although they have large sources of water like the Blue Nile, the country lacks the money to build pipes to every village. This means children often have to walk long distances to collect water that might not be safe to drink."

Plenary: Hinge Question

• Correct Answer: b) Economic Scarcity.