The teacher will pass a globe around the classroom while teaching the students about water and land distribution. The students and teacher will have a discussion about this distribution and ask and answer questions. The teacher will have the students go to the back of the class to look at graphs and maps of the world and go over the land and water distribution. The students will use inquiry-based learning to study the land topography maps and graphs and make observations about where the most land and water reside and why they predict this is the case. The students will go back to their desks when they are finished looking at the maps and write in their journal what they learned about their world. They should cover the issues with the amount of land versus the growing population and take what they learned from a previous lesson about conservation and tie it into their writing about the limited freshwater on the earth's surface. The teacher will take up the student's journals and assess their writing and understanding. The class will then discuss the issues they infer for the future and any ideas they may have about the freshwater distribution issue.
Questions asked throughout the lesson:
- Why is water distribution on earth significant?
- Do you think it would be more useful to have more fresh water on earth or a greater amount of sustainable land? Defend your reasoning.
- What solutions would you suggest for making salt water into fresh water?
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