3.1 Water in motion

• Aardrijkskunde
• Middelbare school
• vwo
• Leerjaar 2

Today

WATER IN MOTION

• What's the point? (5 min.)
• Explanation 3.1 (10 min.)
• Work on assignments (12 min.)
• Check assignments (8 min.)
• Work on summary (20 min.)

What's the point?

What's the point?

• Responsibility of decisionmaking
• Make sustainable choices

Learning objectives 3.1

• You can explain how the short and long hydrological cycles work.
• You can tell in which forms water can be stored.
• You can explain why a lot of water is unsuitable or unreachable for humans.
• You can distinguish areas on the map of the world which are (too) dry or (too) wet.

The journey of water: Water cycle

Short cycle: Water stays in more or less the same location.

Long cycle: Water goes on a big journey.

Forms of water:

• Liquid (like rain)
  
• Solid (like ice)
  
• Gas (like water vapour)
  

The journey of water: Water cycle

Which cycle is most important to us and why?

(Think about where we get our drinking water from.)

The journey of water: Water cycle

Which cycle is most important to us and why?

The long cycle is most important to us, because with the short cycle fresh water (=zoet water) remains out of man's reach.

Distribution of water

TERMS

Fresh water versus salt water.

Surface water versus groundwater.

#You can tell in which forms water can be stored.
#You can explain why a lot of water is unsuitable or unreachable for humans.

Skills: Why is it not a good figure?

What happens with the ice?

Potential impact on sealevel?

Enough ice to make the sealevel rise 56 meter!

Potential impact on sealevel?

Only the ice on Greenland could make the sealevel rise. Impact relatively small.

Sea ice does not make the sealevel rise. Think about your drink with ice cubes, it does not overflow when the cubes melt.

Where does the water go?

Accessible fresh water is scarce: we have to use it sparingly.

However a lot of precipitation flows back to the sea ‘unused’ because it:

• falls in sparsely populated areas
• only falls for a short period
• falls in the winter when it is too cold to do arable farming (end of growing season)

You can distinguish areas on the map of the world which are (too) dry or (too) wet.

You can distinguish areas on the map of the world which are (too) dry or (too) wet.

You can distinguish areas on the map of the world which are (too) dry or (too) wet.

Get to work

3.1 (page 68 and 69 of the workbook): 2, 3, 4 and 5.

Question 5d: fallow = braakliggend = leegstaand/onbegroeid land

Check the assignments

3: A, C

4: B

5: E glacial river - rain river

F growing season - hibernation

New approach

Before the lesson you prepare a summary of the paragraph (in Dutch).

After the lesson you change your summary when needed and then you hand in your summary. Extra challenge: rewrite your summary in English.

I will check your summaries and comment on it during the next lesson.

Make a summary

Make a summary of paragraph 3.1:

• Use your own words! Write in Dutch.
• Use all terms.
• Answer the learning goals.
• Not too short nor too long - aim for about 20-25% of the total text.

Submit your summary via SOM.

Homework next week: Summary paragraph 3.2.

Learning objectives 3.1

• You can explain how the short and long hydrological cycles work.
• You can tell in which forms water can be stored.
• You can explain why a lot of water is unsuitable or unreachable for humans.
• You can distinguish areas on the map of the world which are (too) dry or (too) wet.