Educational scenario
Water resources and climate change
“Clean air and water, and a livable climate are inalienable human rights. And solving this crisis is not a question of politics. It is our moral obligation. ”
Learn
Climate change is mainly manifested through changes in the water cycle. Since the beginning of the 21st century until now, about ¾ of the natural disasters have been related to water. That includes: droughts, floods, melting glaciers, rising sea levels and increasing and intensifying storms.
Climate change is expected to lead to rising water temperatures in rivers and lakes, reducing ice cover, thus affecting water quality and freshwater ecosystems. All these phenomena are all too often accompanied by severe consequences for humans and environment. The frequency and intensity of such events is expected to increase with further climate changes.
Current state of water resources
Present the following troubling research findings and expert conclusions to the students:
- Three quarters of natural disasters are water-related.
- Water temperature is important for aquatic organisms as well as for its quality. With global warming, water temperature is also increasing.
- Due to prolonged droughts, the predictability of water availability decreases.
- More intense water pollution is a reason for the spread of diseases. Every day 700 children die of diarrhea due to lack of water.
- The search for new water sources is accompanied by the use of more and more energy.
- The expectations show that Southern and Southeastern Europe will experience water shortages.
Assign students to look up for more information on some of these worrying trends, then set a suitable day to discuss it.
Discuss
Display (or hand out copies) Worksheet "13 Basic Steps from the River to Home and Back to the River"
In sequence:
- Trace the path of water to the home of each one of us.
- What processes does drinking water go through?
- What processes does waste water go through?
By analyzing the information, conclude that energy is needed at almost every step of the water long journey from the water basin to home and back. And the production of energy is accompanied by the release of greenhouse gases into the atmosphere. In this regard, the economic use of water resources is directly related to the struggle to limit and prevent climate change.
13 Basic Steps from the River to Home and Back to the River
Organize a discussion with students about the potential environmental and financial impact of rainwater harvesting and use. The method can be applied equally everywhere (in rural and urban environments, in individual households and in apartment blocks, on roofs and in public areas). It is based on a low-cost technology applicable to both rich and poor societies.
Encourage students to share ideas about the appropriate use of rainwater. Some of the ideas could be:
- economic benefit (it's free);
- protection of water resources;
- more limited dependence on water provided by water supply companies;
- rainwater can be used for laundry, washing toilets, cars and streets;
- water is of a much better quality (hardness, pH, temperature) and is better for watering plants than supplied by the water supply companies;
- rainwater can be contaminated by the atmosphere, bird and animal droppings, but after proper disinfection it can be used for drinking, etc.
After sharing different ideas, students can be assigned to conduct a research in the residential place on the topic: collection, use, infiltration and treatment of rainwater. The results of the research should be presented and discussed in class.
Present the parable "Water and Fire" and organize its discussion. Draw conclusions about the importance of new creative solutions when difficult situations arise and about the need for persistence in their implementation. Similar solutions are also necessary when solving problems in all spheres of life, including environmental cases.
Water and Fire
How to save water at home?
Organize a brainstorming session "How to save water at home" when:
- we do daily household work (cooking, laundry, cleaning);
- we take care of our personal hygiene;
- we work in the garden.
Support students work, if necessary using the "The Water I Use" Worksheet.
The Water I Use
Watch
Play the video {#}“Climate change has already happened" to the class. Let's adapt."{& V-05-1}. Discuss the following questions:
- What does it mean for land to be "permeable"? What distinguishes the surface of the land in cities? (The surface covered with asphalt and concrete does not retain moisture).
- How can we retain water in the soil outside the city? (By maintaining plant cover and reducing drainage.)
- Why is there water loss in the plumbing system? (There are always leaks in the water network)
- How can crop irrigation be improved? (For example, using treated wastewater.)
- Why is the regulation of rivers in canals unfavorable for nature? (Water in canals drains very quickly, unlike an unregulated riverbed, which has the potential to overflow and soak some of the water into the soil.)
- How do dams and dam walls interfere with fish in rivers? (They prevent fish migration and reproduction.)
- What is the role of wetlands? (They allow the water to spill over and favor the existence of rich biodiversity.)
Record low levels of the Danube in 2022 summer
Organize the role play as a meeting of experts and representatives of various institutions and organizations. Select volunteers to take on the roles of:
- representative of the Executive Agency "Research and Maintenance of the Danube River";
- an expert from the directorate of the "Persina" Nature Park;
- an expert from the International Environmental Organization WWF;
- a representative of the Executive Agency for Fisheries and Aquaculture;
- a representative of the local authority;
- a representative of the Ministry of Energy
- a representative of the Ministry of Transport and Ship Owners
- a representative of the Ministry of Economy
Provide all participants with the "Worksheets" and organize the learning space appropriately.
After presenting the expert information, organize a discussion on the situation and give specific proposals for overcoming the main problems caused by the unprecedented low water level of the Danube River. A student can be chosen to lead the meeting, or it can be performed by a teacher.
After the game is over, organize a sharing of impressions and emotions session.
Draw conclusions about the need to attract large financial and human resources at the international level to deal with such critical situations.
Worksheets
Drop by drop
Present the Dilemma "Drop by Drop" to the class. Discuss the different approaches described in the dilemma and comment on the actual practice of washing personal cars in students' families.
Summarize the results and come to the conclusion that a solution is needed to use water as sparingly as possible.
Drop by Drop
Water and Fire (parable)
Present the parable "Water and Fire" and organize its discussion. Draw conclusions about the importance of new creative solutions when difficult situations arise and about the need for persistence in their implementation. Similar solutions are also necessary when solving problems in all spheres of life, including environmental cases.
Water and Fire
Rational use of waste water
Provide students with Worksheet "Rational use of water". Emphasize the importance of the rational use of water, including the use of wastewater after its adequate treatment.
Assign students to conduct research on the topic "Wastewater should be seen as a potential, not a burden to be rid of." To fulfil that aim, let them study publications on the Internet:
- Various water treatment practices and the possibilities of reusing wastewater, for example: thermally polluted water - for central heating of urban districts and for protecting greenhouses from freezing; organic sediments in wastewater - for methane production; use for irrigation after purification, for washing streets in cities, etc.
- Whether wastewater is used anywhere in Bulgaria, by whom and for what.
Let the students present the results of their research after 2 weeks. You can also initiate a discussion by asking them to offer specific examples of wastewater use in your region.
Rational use of water
Waters in our native land
Do a survey of the water opulence of your hometown. Look for information from regional environmental institutions, municipalities and non-governmental organizations about:
- main water basins;
- the importance and use of local waters by people;
- the ecological state of the reservoirs;
- factors that threaten water at the local level;
- impact of climate changes on local reservoirs and waters;
- presence of protected areas covering water bodies and aiming to protect important habitats and biological species.
Organize a presentation of the research results. Prepare information materials and share them in school. Make a map of reservoirs and waters. Post interesting or meaningful facts. Arrange meetings with experts.
Test
Score: | 10
Question: | 10
Messages in a bottle
What will we, nowadays people, leave to our children, to future generations? Will we be able to save one of the greatest resources on Earth – water?
Give to each of the students a small piece of paper. Ask them, after careful consideration, to write down a single message or wish they think is important to preserve and conserve water for future generations. Organize a group presentation. Summarize the messages. If new ideas arise, write them down. Ask the children to put their messages and wishes about water in a specially prepared bottle, seal it, decide on which appropriate date (March 22 – International Water Day, June 29 – Danube River Day or June 5 – World Environment Day) to open it and read the messages of the students.
How to save water? (mathematical problem)
Present and illustrate the math problem "How to save water when we brush our teeth". Ask the students how many times a day they brush their teeth. Assign a volunteer to go to the sink and demonstrate how this is done. (Note: they can only explain it in words, if there is no running water in the classroom.)
Organize a discussion if there is another, more economical way to brush teeth – a person turns on the water tap only when cleaning the brush or when cleaning their teeth and turns off the water while brushing their teeth. Explain to the class that at first glance this more economical way does not seem to result in any significant water savings. In practice, however, such a small change in hygiene habits can have a huge effect when practiced by each of us. To convince unbelievers, ask the class to solve the following problem:
How to save water when we brush our teeth
Follow up
- Organize a photo competition on the topic "There is no life without water".
- Do research on local economic activities related to water and the percentage of people involved in them.
- Make a map of the area with all water basins marked – rivers, lakes, swamps, dams, fountains and their status.
- Do a survey on the water consumption in the area, the water network and the water supply. Are there settlements in your municipality that have problems with water supply?
- Make models of a river, lake or swamp with their biological diversity and economic importance.
- Collect pictures of plants and animals living around and in water.
- Make the longest drawing of a river by arranging the drawings one after another. (Each child should draw part of the river).
- Organize expeditions around significant water basins in your area or outdoor lessons.
Share what you've learned at school, make an informational blue wall and post interesting facts.
Water is a unique component of our planet. It is also a commodity to manage and sell, and an object of many controversial economic interests and complex social interrelations. Since we all use water, we are all responsible for saving it. The two basic principles behind maintaining water resources are: conserve and protect.
