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1 A new dam - Teacher notes A new dam (Lesson 1 of 5) About this lesson This lesson provides examples of dams in the past and today, and helps to identify some key geographical factors behind the contemporary need for a new dam and reservoir. Students work in small groups to identify and justify the best location for a new dam. The lesson positions dams within larger geographical themes of development and human impacts on the landscape. Learning objectives At the end of the lesson students should be able to: (additional) state the main uses of dams in the past and today make general geographic distinctions between a town s past, present and future industrial activities explain how large-scale projects can be linked to individual actions and collective needs identify future uses of dams in response to climate change and changes in population and economic activity use geographical understanding to select the location for a new dam consider natural and human factors that affect changes in industry over time describe some wider impacts due to town expansion, including infrastructure projects, such as dams, that may alter the landscape and natural patterns and processes Background information A dam is a structure built to form a reservoir to collect, retain and store water. Man has used dams since prehistoric times. The earliest known dams were built in the part of the Middle East and beyond known as the fertile crescent. These early dams managed scarce and unpredictable water supplies during the dawn of agriculture and the earliest civilisations. There are nearly 500 large or major dams in the UK today. Many were built in the 19 th century in response to the needs of growing industrial towns and their populations. As the UK s population grew, dam construction continued apace but today it is rare due to long and difficult planning processes. Most UK dams store water to secure its supply and manage variations in availability across the seasons, or to provide large or small-scale flood management. While some include hydroelectric power, this currently only contributes to around 1% of UK electricity consumption. Most new dams are small and are built to manage water at a local level for flood alleviation. Page 1

2 A new dam - Teacher notes Lesson plan (1 hr) You will also need blank A4 paper, pens and tape or sticky tack. Timing Activity Learning objectives (14-16 in italics) 5 mins Starter What do you know about dams? Show slide 1.1. Students list what they know in pairs. Share as a class. Assessment Discussion, questioning 15 mins Main What are dams used for? Explain that you are first going to look at dams through history. Show slides Use the presenter s notes under each slide to help you and to question students. Explore ideas of scale and use, including multiple uses. Help students to consider how, throughout history, dams have been a response to the growing needs of developing populations to control and manage water. Show slides Get students to explain why each is important. 20 mins What are the big issues? Show slide 1.8. Establish that climate change is a major influence on how dams may become more important in the future. Using the example of hydropower, briefly explore the idea that individual choices and actions (e.g. energy use at home) add up to large scale impacts (e.g. need for a new hydro project). Split the class into three teams and assign Me, Us, and The planet to each team. Working in pairs or small groups, students consider the factors at their given scale that affect water supply, demand and management. What would require more water and what would require LESS? Students write their ideas on A4 sheets. Stick these on the board or wall and discuss how factors at each scale are linked. 15 mins A new dam Show slide 1.9. Explore the map as a class. Read the newspaper article and as appropriate, discuss ideas of the town s location, historic, current and future function and types of industry. Think about the big issues that provide the context: planned development and population growth with the background of climate change and uncertain water security. In groups, students read the four options and discuss which option would be the best location for the new dam and reservoir. Groups justify their choice. (Option 4 is preferred: the reservoir will be filled when required by river C that already runs through the valley. It is not taking away high quality farmland. The pylons can be relocated. State the main uses of dams in the past and today. Explain how largescale projects can be linked to individual actions and collective needs. Identify future uses of dams in response to climate change and changes in population and economic activity. Make distinctions between a town s past, present and future industrial activities. Consider natural and human factors that affect changes in industry over time. Questioning Discussion, questioning, written outcomes Oral presentations + discussion Page 2

3 A new dam - Teacher notes Timing Activity Learning objectives (14-16 in italics) Assessment There are no underground pipes already there and the location does not interfere with transport routes. The archaeological site can be investigated and documented before construction begins. The reservoir will reduce flash flood risks from river C, which enters the main river through the town.) 5 mins Plenary Review (5 mins) Get students to use the scenario to review what they have learned. What factors require a new dam in terms of Me, Us or The planet? What functions might the new dam provide for the town? Describe some wider impacts due to town expansion, including infrastructure projects, such as dams, that may alter the landscape and natural patterns and processes. Use geographical understanding to select the location for a new dam. Discussion, questioning Suggested questions What have dams been used for in the past? What are they used for today, and what will they be used for in the future? What were they made of then and now? What s the impact on water or energy demand if you use more or less? What if many people use more or less? What choices and actions link Us to The planet via climate change? What networks and flows are involved in this link? (The carbon cycle.) How does water flow within the area covered by the map? What might the river be like at locations 1 and 2? Why is a new dam needed? Will this need increase or decrease over time? What are the good reasons and bad reasons for each location? On balance, which location seems best and why? What are the most important challenges facing mankind here and in other regions of the world? How can dams help? Differentiation and extension Make easier: In Big issues, give students or groups a single theme to consider, such as energy use at home, industry, water use at home etc. Allow less able students to consider Me or The planet. In A new dam explain that there would be time to investigate the archaeological sites, and point out that it s easier to move things above ground than things that are below ground. Make harder: Challenge students to list some push and pull factors that may have influenced migration away from the town, and may influence migration back to it. Get students to interpret the map and consider the river stages they can see: what clues suggest an upper stage and middle stage? Extend: Students write a letter to the town s local newspaper, or a submission to a council s initial public consultation, justifying their choice of location for the new dam. Use local historic and current mapping to identify old and present dams and their functions. Your water authority may be able to provide information. Consider the themes in Big issues at your local level. What factors affect water supply and demand in your community? What risks are there, and what might climate change mean for you? How could dams contribute to a solution? Page 3

4 A new dam - Worksheet 1 Dams: what are the big issues today? Every dam solves a problem. But how should we link individual people to the dams that help them? As a class, build your own explanation. In your group, think about one of the following: ME What needs, actions or choices might require a new dam? In your group, think about: How do individuals use water and energy? What do they buy that uses these? Where they choose to live or work. How might these choices add up to the need for a new dam? Write your ideas down on paper and add them to the board. US What changes to a town or city might require a new dam? In your group, think about: How do towns and cities grow, change and develop? How do industry and commerce change? How can governments and councils encourage economic growth? How might these changes add up to the need for a new dam? Write your ideas down on paper and add them to the board. PLANET What changes to our planet might require a new dam? In your group, think about: How will climate change alter our water supply? What risks or dangers might this create? How do we need to change our sources of energy? How might these factors add up to the need for a new dam? Write your ideas down on paper and add them to the board. Me Us A new dam? Planet Page 1

5 A new dam - Worksheet 2 Map North River A River B River C White river valley Brown higher ground Pale green area site of special scientific interest (SSSI) Blue rivers (flow is shown by arrows) Red roads (proposed new roads are dashed) Green dashes proposed railway spur Orange dashes existing underground gas pipe Dark grey area existing town Light grey area proposed new housing, science park and industrial zone Black dashes electricity pylons (national grid) Numbers potential dam sites Page 2

6 A new dam - Worksheet 3 A new dam NEW HOUSES, NEW JOBS... AND A NEW DAM: Dramatic plan for town The proposed new dam. A 20-YEAR TOWN REGENERATION PLAN WAS UNVEILED TODAY. Speaking at the launch, the Mayor said, We re losing our young people as they move away for a better future. These plans bring new hope. We will create a new science park and industrial zone and up to 30,000 new homes. These new jobs will bring families back to our town and rebuild our community. The council hopes that leading research companies will locate to the science park, and that the industrial zone will grow as new innovations are made. A ring road extension and new railway line will connect the town to the UK s major transport networks. But new jobs and homes may come at a cost; the plans require a new dam and reservoir to ensure a safe, secure water supply for the town. The four options Which location is right for the new dam and reservoir? Read the four options below and find each location on your map. In your group discuss the good and bad points for each option. Choose the option you think is best. This is not as simple as adding up the number of good and bad points! 1. In a steep valley This option would involve building a tall dam in a steep-sided valley. Good points Bad points This option could hold a lot of water. It could control flooding downstream along river A, including in the town. This option could include hydroelectric power. The location includes an SSSI (site of special scientific interest) of international importance. It would be complicated and expensive to divert the road from the gorge. Page 3

7 A new dam - Worksheet 4 A new dam 2. Using earthworks This option would involve creating earthworks to form three sides of the reservoir, with the hillside forming the fourth side. Good points Bad points This option would be simple to construct. Three sides have to be constructed. This area is high quality farmland on which many crops grow. There is one small archaeological site. The proposed railway spur would run through this location. This option would not control flooding in the town since it gathers water from where river A is downstream of the town. 3. Harness a tributary This option would harness the small tributary river. Good points Bad points It may control flooding along river B to a small extent. This is low quality land used for animal grazing. An underground gas pipeline runs through this location. National Grid pylons cross the location. 4. A large valley river This reservoir would involve damming the end of the valley. It would be filled by river C running through the valley. Good points Bad points This will reduce flash flooding from river C, which enters river A upstream of the town. The flow in river C can rapidly become much larger during heavy rain. This is low quality land used for animal grazing. This option could include hydroelectric power. There is one small archaeological site. National Grid pylons cross the location. Page 4

8 A new dam - Worksheet 5 A new dam: extensions Use these questions to extend your thinking: What might the town have used a dam for in the Middle Ages? during the Industrial Revolution? Think about the materials they might have used, and who would have owned the dam. The town in the case study is typical of many in the UK. Why might people have first settled here? (What resources would have been here?) Why might manufacturing have become the main industry? What resources might have been nearby for this to happen? Why has manufacturing shifted to other parts of the world? Which option for the dam has the best farmland? Look at where this location is in relation to the river system. Why might the best farming land be located here? The plans will make the town much larger. What impacts might this have on demands for services in the town? What else will the council need to provide for new residents? What other pressures might these extra people put on resources or networks? Science parks and industrial zones are examples of government planning to change industry. What would research and manufacturing companies want to know is there? What incentives might need to be offered to encourage them to locate there? Page 5