| Lesson Plan |
| Grade: |
Date: 25/02/2026 |
| Subject: Geography |
| Lesson Topic: Modification to the water cycle: agriculture, deforestation and afforestation, urbanisation, industrialisation, water abstraction, flood management |
Learning Objective/s:
- Describe how agriculture, deforestation/afforestation, urbanisation, industrialisation, water abstraction and flood management modify the natural water cycle.
- Explain the impacts of these modifications on water quantity, timing and quality.
- Apply water‑balance equations to assess the effect of each activity on runoff, infiltration and groundwater.
- Evaluate the effectiveness and trade‑offs of flood‑management strategies.
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Materials Needed:
- Projector and screen
- PowerPoint presentation with diagrams and tables
- Handout summarising water‑balance equations and impact table
- Whiteboard and markers
- Interactive clicker or online quiz tool
- Case‑study worksheets for activity stations
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Introduction:
Begin with a quick mind‑map asking “What human activities change the way water moves?” to activate prior knowledge. Highlight that students already know the natural water cycle and will now explore human influences. Explain that by the end of the lesson they will be able to identify, quantify and evaluate these modifications against success criteria displayed on the board.
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Lesson Structure:
- Do‑now (5') – Students write on sticky notes the human activities they think affect water; share briefly.
- Mini‑lecture (10') – Review the natural water cycle, then introduce the six modification categories using the prepared slide.
- Activity stations (20') – Six groups rotate through stations (agriculture, deforestation/afforestation, urbanisation, industrialisation, water abstraction, flood management). Each station provides data and a short calculation using the relevant water‑balance equation.
- Whole‑class synthesis (10') – Groups present key impacts; teacher completes a summary table on the board.
- Guided practice (10') – Individual worksheet where students apply equations to a catchment scenario and answer conceptual questions.
- Exit ticket (5') – Prompt: “Name one action you could take to reduce water‑cycle modification in everyday life.”
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Conclusion:
Recap the main ways each activity alters precipitation, evapotranspiration, runoff and groundwater, linking back to the learning objectives. Collect exit tickets and highlight a few strong responses. For homework, ask students to research a local water‑management initiative (e.g., a rain‑garden or flood‑plain restoration) and write a brief reflection on its potential to mitigate human impacts on the water cycle.
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