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All about drought: Changing our thinking about drought


These resources combine a range of teaching approaches and embed a series of critical thinking techniques in order to further develop students’ understanding of the subject matter.

Cross-curricular links are made to literacy, numeracy and ICT enabling the students to transfer their skills across the spectrum of subjects. The lessons offer opportunities for students to conduct further research, explore the numerous websites and use a range of resources such as choropleth maps to conduct their own investigation into previous drought events and begin to predict future ones from the trends. Each lesson is accompanied by an editable PowerPoint presentation and relevant worksheets.

In this lesson, we consider our own impact on drought and evaluate sustainable water usage and behaviour strategies.


Learning objective

  • To investigate the need to change our thinking when considering our use of water.


We consider our own impact on drought and evaluate sustainable water usage and behaviour strategies.


Resources to support this lesson

Changing our thinking about drought PowerPoint presentation

Framing template

Audit template

Nine building blocks of water efficiency campaign handout

Teacher notes

Changing our thinking about drought plenary worksheet

Water efficiency campaign worksheet

Ideas for water efficiency campaign worksheet


Relevant links

The Dry Utility

Water efficiency in the public sector: the role of social norms

About Drought Handbook: Outputs and Impacts

About Drought Event 2018 Highlights (Vimeo)


Other lessons in this set

Is drought a global phenomenon?

A case study of UK drought 2010-2012: considering the cause and impacts of the drought

A case study of UK drought 2010-2012: investigating the responses

The 1976 Drought – was it all good?

The future of drought in the UK


This lesson has been co-written by the GA consultant Gemma Mawdsley and produced in collaboration with the DRY research team, ENDOWS, UWE, and About Drought.

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