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EARTH SCIENCE
Quarter 1 – Module 7:
Water Resources
EARTH SCINCE – Grade 11
Self-Learning Module (SLM)
Quarter 1 – Module 7: WATER RESOURCES
First Edition, 2020

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Editors: SAMUEL ROSAL
Reviewers: Name
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Subject Area
Quarter 1 – Module 7:
WATER RESOURCES
Introductory Message
For the facilitator:

Welcome to the Earth Science Grade 11 Self-Learning Module (SLM) on Water: Resources!

This module was collaboratively designed, developed and reviewed by educators both from
public and private institutions to assist you, the teacher or facilitator in helping the learners
meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and
economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire the
needed 21st century skills while taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the
learners.

As a facilitator you are expected to orient the learners on how to use this module. You also
need to keep track of the learners' progress while allowing them to manage their own learning.
Furthermore, you are expected to encourage and assist the learners as they do the tasks
included in the module.
For the learner:

Welcome to the Earth Science Grade 11 Self-Learning Module (SLM) on Water: Resources!

The hand is one of the most symbolized part of the human body. It is often used to depict skill,
action and purpose. Through our hands we may learn, create and accomplish. Hence, the
hand in this learning resource signifies that you as a learner is capable and empowered to
successfully achieve the relevant competencies and skills at your own pace and time. Your
academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to check

what you already know about the lesson to take. If
you get all the answers correct (100%), you may
decide to skip this module.

What’s In This is a brief drill or review to help you link the

current lesson with the previous one.

What’s New In this portion, the new lesson will be introduced to

you in various ways such as a story, a song, a
poem, a problem opener, an activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent practice

to solidify your understanding and skills of the
topic. You may check the answers to the exercises
using the Answer Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process what
you learned from the lesson.

What I Can Do This section provides an activity which will help

you transfer your new knowledge or skill into real
life situations or concerns.

Assessment This is a task which aims to evaluate your level of

mastery in achieving the learning competency.

Additional Activities In this portion, another activity will be given to you

to enrich your knowledge or skill of the lesson

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 learned. This also tends retention of learned
concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing this

module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included
in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

What I Need to Know

Will we have enough usable water? We live on a planet with a surface covered mostly
with precious water. Water is an amazing and irreplaceable chemical with unique properties
that keep us and other living organisms alive. Talking about water, let us journey together as
you go through this module to discover and relearn some new things.

After going through this module, you are expected to:

1. identify the various water resources on Earth (S11/12ES-Ig-14); and

2. explain how different activities affect the quality and availability of water for human use
(S11/12ES-Ig-16).

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And, specifically you are to:

1. identify the various water resources on Earth;

2. discuss water cycle;
3. discuss the different activities that affect the quality and availability of water for human
use; and
4. create an advocacy material/s to recognize the importance of water as a resource and
highlight different activities that affect quality and availability of water.

Can you picture out the water cycle? Where do you think water can be found? What
possible activities affect the water supply?
Let us find out.

What I Know

Try to assess yourself by answering this 15-item multiple choice questions. Read
carefully and select the letter of the correct answer.

1. Which of the following refers to any liquid or frozen water that forms in the atmosphere
and falls to Earth?
A. Condensation C. Infiltration
B. Evaporation D. Precipitation
2. Which of the following statement best describe Evaporation?
A. Evaporation occurs when water freezes.
B. It occurs when plants take in water from soil.
C. It is when water vapor meets cold air & changes back into a liquid.
D. It is when water gets warm & changes from liquid water to water vapor.
3. Which of the following best describes the distribution of water on Earth?
A. Water is evenly distributed around the Earth.
B. The Atlantic is the largest ocean basin on Earth,
C. Most of the Pacific Ocean & Indian Ocean comprise the so-called “water
hemisphere.”
D. Most of Earth’s water is freshwater & is predominantly stored in the many
lakes around the world.
4. Which among the processes mentioned below involves evaporation, condensation &
precipitation?
A. Carbon cycle C. Phosphorus Cycle
B. Nitrogen cycle D. Water cycle
5. Which of the following is a potential source of groundwater pollution?
A. Disposal sites/dump sites C. Pesticides & fertilizers
B. Industrial wastes D. Septic tanks

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6. Which of the following refers to the main source of groundwater?
A. Hygroscopic water in the soil
B. Outgassing from deep within Earth’s interior.
C. Surface water where it intersects the zone of recharge.
D. Precipitation that percolates downward as gravitational water.
7. Which of the following is NOT an example of a potential surface water resource?
A. Aquifers C. Rivers
B. Artificial lakes D. Wetlands
8. Which of the following is NOT considered as an issue pertaining to water resources in
the future?
A. Pollution will limit the water resource base.
B. Desalination will exacerbate dwindling freshwater supplies.
C. Growing population will continue to exploit water resources.
D. Regional flooding will increase pressure on groundwater resources.
9. What is the driving force of the water cycle?
A. Evaporation from oceans C. Precipitation from mountains
B. Heat from the sun D. Runoff from mountains
10. What type of water scarcity resulted from inadequate water resources to supply a
region’s demand?
A. Drought C. Physical water scarcity
B. Economic water scarcity D. Water stress
11. What type of resources is water?
A. Continuous resource C. Renewable resource
B. Non-renewable resource D. Man-made resource
12. Which of the following statements best describe aquifers?
A. Silica, which is used to make glass & paper products.
B. Saltwater, which is pushed through turbines to make energy.
C. Oil, which is drilled from the aquifer & used to power homes.
D. Freshwater, which is used for drinking, bathing & watering crops.
13. Why oceans are considered a major part of the water cycle?
A. The saltwater runs off onto land to fill lakes & streams.
B. The salt water condenses easily to become a gas in the air.
C. They are large bodies of salt water that easily evaporate salt into the air
D. They are large bodies of salt water that fresh water can be evaporated from.
14. Wyatt takes a bottle of juice out of the refrigerator. He noticed that water begins to
form on the outside of the bottle. Which of the following explains why water started to
form?
A. The bottle is freezing because the room is cooler that the bottle.
B. The bottle is melting because the room is warmer than the bottle.
C. Evaporation occurs on the bottle because the room is cooler that the bottle.
D. Condensation forms on the bottle because the room is warmer than the bottle.
15. How is it possible for the rate of water movement to vary?
A. There is too much precipitation at one time.
B. There is unknown variables that lead to the outcome.
C. There is no variation in the amount of precipitation, porosity of rocks, and slope f
aquifer.
D. It can be because of the amount of precipitation, porosity of the rock, and slope of
the aquifer.

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 How was it? Did you get all the correct answer? Good for you! If not, let’s try again
later after our journey in this module.

Lesson Water Resources and Human

Activities that Affects Water
7 Quality and Availability
You probably are wondering where we get the water that we use in our daily chores and
activities. Water covers majority of our planet’s surface and it is an essential element for
survival of life. It is continually distributed from the land, the oceans, and the atmosphere,
water molecules are repeatedly pass through solid, liquid, and gas phases yet the total global
water supply remains constant since the dawn of dinosaurs.

As you go through this module, you will be able to learn more about water cycle, the
water resources, and the human activities that affect its quality and availability for human use.
As you learn about how water is replenished, purified, recycled, and distributed and the impact
of human activities on water supply, you are also expected to suggest ways to conserve and
protect our water supply. The different activities provided here will assist you in your learnings.

Let us start our journey.

What’s In

Every day we use water in our various activities. But have you ever wonder where all
this water came from? To help you remember, let us try our hands on this activity presented
below.

What do you know about water cycle?

DECODE ME!

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 There are codes presented on the table below and you need to decode each using the
decoder provided. Fill in the corresponding code with your answer on the table provided.
Also, here is a copy of the decoder, use this to decipher the terms presented.
THE DECODER A=Z B=Y
C=X D=W E=V F=U G=T H= S
I=R J=Q K=P L=O M=N N=M
O=L P=K Q=J R=I S=H T= G
U=F V=E W=D X=C Y=B Z=A

Let’s decode! Have fun discovering the terms presented on the table below.
CODE ANSWER
XLMWVMHZGRLM
VEZKLIZGRLM
KIVXRKRGZGRLM
VEZKLGIZMHKRIZGRLM
IFMLUU
DZGVI XBXOV
TILFMWDZGVI
RMUROGIZGRLM
KVIXLOZGRLM
ZJFRUVI
SFNZM ZXGRERGRVH
NZMFUZXGFIRMT
RMWFHGIRZO DZHGVH
UZINRMT
HZMRGZGRLM

Did you have fun? Did you had a hard time deciphering it and where you able to
decipher all the terms? What do you think were the codes all about? What do you think are
their connections? In order to check your answer, you may refer at the answer keys at the
end of this lesson.

Heads Up!
Water is a simple compound made of two atoms of hydrogen and one atom of
oxygen bonded together. About 97.5% of Earth’s water is in its oceans—
which means that about 2.5% of the planet’s water is fresh water. Most of
freshwater is found as ice on glaciers of Greenland and ice sheets of
Antarctica. Only 0.4% of the planet’s water is freshwater used by humans for
daily activities. It is the same amount of water is cycling ever since.

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 What’s New

You probably remember that Water cycle or hydrologic cycle is the continuous
movement of water from the oceans to the atmosphere, from the atmosphere to the land, and
from land back to the sea which continually supplied, purified, recycled, and distributed the
water around the Earth. In this lesson, you will relearn about water cycle, the different water
resources as well as the activities that affect water supply.

REMEMBER ME?
Remembering the codes you have decoded from the previous activity? Looking at the
diagram presented below, use the codes you have decoded to identify the different processes
involved in the water cycle.
CODE
XLMWVMHZGRLM
VEZKLIZGRLM
KIVXRKRGZGRLM
VEZKLGIZMHKRIZGRLM
IFMLUU
DZGVI XBXOV
TILFMWDZGVI
RMUROGIZGRLM
KVIXLOZGRLM
ZJFRUVI
SFNZM ZXGRERGRVH
NZMFUZXGFIRMT
RMWFHGIRZO DZHGVH
UZINRMT
HZMRGZGRLM

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 Looking at the diagram you just finished placing the terms in its right order, complete
the following statements.

The diagram I see above is about…

The terms I have decoded reminded me of…

The terms in the diagram are interrelated because…

What I know about water cycle is…

From the previous activity, you probably remember that Water cycle or hydrologic
cycle is the continuous movement of water from the oceans to the atmosphere, from the
atmosphere to the land, and from land back to the sea which continually supplied, purified,
recycled, and distributed the water around the Earth.
You have also remembered that bodies of water and from the soil evaporates water
to the atmosphere and when water precipitates to the earth as either in the form of rain or
snow. Another thing, when you see a big, fluffy clouds floating above, water droplets in the
clouds condense to form raindrops to fall, this is when water vapor in the air is changed into
liquid water. Some of these water may be intercepted by vegetation, mountains or man-made
structures, either it evaporates to atmosphere or flows to the ground. The water that infiltrates
to the ground may be taken up by plants’ roots for its photosynthetic activity. The excess
water transpires through plants’ openings in the leaves. Water that is not taken in by plants
percolates through the spaces between soil particles moving downward until it encounters a
saturated zone at the level of water table. At this point, water is now called groundwater,
which flows according to the gravity and hydraulic pressure taking the path of least resistant
through the most permeable soils and rocks.

Can you now picture out the water cycle? Where do you think all these waters came
from? Let us continue our journey and learn more about water resources by performing this
activity.

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Activity: FILTER ME UP!

Objective: Each student will design their own filtration system and discuss their reasons why
they picked their design.

Materials:
- 1-2 pcs 2-liter bottles (any 2-liter bottles will do)
- Scissors
- 1 pc 250ml beaker (or any improvised measuring cup)
- Filtration materials like soil, gravel potting soil. Cotton balls, scrap materials, charcoal,
sand, woodchips, Styrofoam packing, charcoal briquettes/coconut charcoal
- Screening (or any screening materials you may use as substitute)
- Rubber bands
- 1 pc Test tube/improvised test tube substitute or small glass container
- Bunsen burner/ heat source for evaporation
- Polluted water (tap water with salt, food coloring, sand, and dish soap added to it)

Procedure:
• You will design your own filtration system using any of the three (3) materials, placing
the materials you choose in any order. You will write a short paragraph describing why
you used the materials as you did, and how you choose the order.
• Turn the top of the bottle over (neck down) to use for the filtration chamber.
• Remove the cap and cover the opening with the screening, attaching it tightly with a
rubber band. This is to hold the filtration materials in the chamber.
• You will assemble your designed filtration system. Take some documentation about
your design and explain why you chose the materials and also why the materials are
arranged the order you did.
• Prepare your “polluted water” using tap water and added into it the salt, food coloring,
sand, and dish soap.
• Your designed filtration system will be placed into the bottom to act as your collection
container. Then, you pour the “polluted water” into the system and allow it to filter for
10 minutes.
• The collected liquid can be tested for soap right away by taking a small amount in a
test tube and shaking it up.
• The other “pollutants” can be tested by evaporating the water away using the heat
source or Bunsen burner.
• Write down your observations and make a conclusive statement about the activity.

Safety tips: Since scissors are sharp take care when using it. When using of fire or heat,
pay attention to what you are doing. You may wear gloves and goggles to protect your
hands and eyes.

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 MY OBSERVATION SHEET
Name: Grade/Section:
Draw your design here:

Description of my filtration
system

Materials I used and why I

placed it that way

My observation…

Polluted water in soap

Polluted heated away

Conclusion:

How do you find the activity? Did you have fun making your filtration system? What did
you find out after using your designed system? What happened to your polluted water?
Talking about the activity, how is it connected with the water cycle?

Let’s talk about it!

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 What is It

Hydrologic or Water Cycle

Did you know that all the water on the Earth has been around forever? The water
cycle keeps our limited water supply around and around so we can keep using it. The 97% of
the Earth’s water is in its oceans—which means that there is 3% of the planet’s water is
freshwater. It accounted for only 6% of the world’s water supply but it is essential to human
use—drinking, agriculture, manufacturing, industrial, sanitation. Two-thirds of global
freshwater is found underground. Digging deeply enough anywhere in the earth, water can
be found. Ground water is typically fills very small spaces or pores within the rocks and
between sediment grains. Look at the diagram below which presents the distribution of the
world’s water.

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 Looking at the diagram, try to imagine the massive quantity of water that covered the
surface of the earth. Off all this water, only about 3% is freshwater while the remaining 97%
is saltwater. Almost 79% of freshwater of freshwater resources are found in glaciers and ice
caps, about 20% is groundwater and a mere 1% is surface water. While all kinds of water
resources are important for survival of the earth, accessible freshwater is essential for
humans.
Freshwater is an irreplaceable resource with unique properties that keep us and other
life forms alive and also plays a vital role in sculpting the surface of the earth, essential for
controlling and moderating the climate, and diluting and/or removing pollutants and wastes. It
is only a fraction of the planet’s water supply, about 0.024%, is readily available as liquid water
in accessible groundwater deposits and in streams, lakes, and rivers, while the rest are salty
water or in frozen polar ice caps and glaciers or deep underground. Luckily, the freshwater
supply is continually collected, purified, recycled, and distributed in the earth through the water
cycle--an irreplaceable water recycling and purification system that works well unless we
clogged it with pollutants or withdraw water from underground faster than it can be
replenished.

Processes of Hydrologic or Water Cycle

There are various processes involved in the hydrologic or water cycle. It starts with
evaporation as the process when water changes from liquid state into a gas or water vapor.
For instance, when the surface water of the ocean is heated by the sunlight, it turns into water
vapor. Condensation, on the other hand, is the process when water vapor in the air is
changed into liquid water. This is crucial to the water cycle because it is responsible for the
formation of clouds.
Meanwhile, precipitation happens when water is released from the clouds in the form
of rain, sleet, snow, hail, and it supplies delivery of atmospheric water to the surface. When
water reaches the surface of land, infiltration occurs when a portion of the precipitation fallen
on land soaks into the ground slowly moving downward, then laterally and seeping into lakes,
swamps, rivers, streams, or into the ocean. Talking about the rate of infiltration, it is affected

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by the different factors such as: precipitation (amount and characteristics like intensity,
duration, etc of the precipitation that falls); base flow (the varying degrees of sustaining flow
of water even during lack of rain); soil characteristics (type of soils like clay, sandy, loam, or
combination—some soil absorb less water at slower rate like clay); soil saturation (like a wet
sponge, soil already saturated from previous rainfall cannot absorb much more thus resulting
to become surface runoff); land cover (the availability or type of vegetation present can slow
the movement of runoff); and slope of the land (water falling on steeply-sloped land runs off
more quickly and infiltrates less than water falling on flat land).
In addition, some of the water that reaches the surface of the ground percolates
through pore spaces in the ground while some of it becomes surface runoff especially when
water from rain, snowmelt or other sources overflows on the surface. Also, human activities
can affect runoff such like removal of vegetation and soil, urban development, grading the land
surface, construction of drainage networks.
On the other hand, sublimation takes place between the solid and the gaseous
phases like in the case of snow and ice changing into water vapor in the air without melting
first into water and some of these water vapor are deposited directly into ice such as
snowflakes and frost. Meanwhile, evapotranspiration is the sum of evaporation from land
surface and transpiration from the plants. Example is when plants absorb water from the soil
through its roots, water then is used for metabolic and physiologic functions. The water is
released to the atmosphere via stomata. Water also evaporates directly into the atmosphere
from soil in the vicinity of the plant like any dew or droplets of water present on stem and
leaves of the plant.
When some precipitation seeps into the ground and percolates downward through the
soil, gravel and rock until an impenetrable layer of rock stops, water in these spaces are
groundwater--one of the most important sources of freshwater. The spaces in rock and soil
close to the surface of the earth holds little moisture. However, below on a certain depth, in
the zone of saturation, these spaces are completely filled with water. The top of this
groundwater is the water table that lies hundreds of meters deep in desserts or near the
surface in moist ecosystems. During dry weather or when there is heavy removal of
groundwater, it falls because it cannot replenish faster naturally while contrary to what
happens during wet weather.

DISTRIBUTION OF WATER RESOURCES

The journey of water between the land, the oceans, and the atmosphere, the water
molecules repeatedly pass through solid, liquid, and gaseous phases (ice, liquid water and
water vapor) yet the total water supply remains constant. Water resources come in many
forms but the three main categories are saltwater, groundwater and surface water.
In the global water cycle, water precipitates from the atmosphere, travels on the
surface and through groundwater to the oceans, and return back to the atmosphere from land
or oceans. The table below presents the estimated annual flow volumes in thousands of cubic
kilometers.

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 Table 1. Estimated World Water Balance

(million km)
Surface

km)
Volume (million

(percentage)
Volume

depth (m)
Equivalent

Residence time
Water source

area
Oceans & Seas 361 1,370 94 2,500 -4,000 years
Lakes & reservoirs 1.55 0.13 <0.01 0.25 -10,000 years
Swamps <0.1 <0.01 <0.01 0.007 1-10 years
River channels <0.1 <0.01 <0.01 0.003 -2 weeks
Soil moisture 130 0.07 <0.01 0.13 2 weeks to 50 years
2 weeks to 100,000
Groundwater 130 60 4 120
years
Icecaps & glaciers 17.8 30 2 60 10 to 1,000 years
Atmospheric water 504 0.01 <0.01 0.025 -10 days
Biospheric water <0.1 <0.01 <0.01 0.001 -1 week
Source: Lopez, Canter & Pulido, 2017. Earth Science

Saltwater is abundant in the surface of the planet however, is not particularly useful
as potable water supply. Desalination plants are scarce the energy required for desalination
makes the process expensive. It may have some benefits like saltwater fish as staple in our
diets. Another is the tidal waters being used as source of hydroelectric energy. While
saltwater may not be helpful as potable water source, it provides resources that human rely
on.
Another water resource is the groundwater, which is the most plentiful of all
resources. The freshwater supplies exist because precipitation is greater than that of
evaporation on land. The precipitation that is has not transpired by plants or evaporated,
infiltrates the ground and becomes the groundwater that flows through the spaces or pores of
rocks and sediments and is discharge into rivers, lakes or streams. It accounts for only 6
percent of the world’s water supply yet it is the most essential for human uses for drinking,
irrigation, manufacturing, and sanitation. As presented above, two-thirds of the global water
supply is mostly found underground. Some of us picture groundwater as underground river
or lake but in reality, it is rarely a distinct water body (large caves in limestone aquifers are
one exemption). In actuality, groundwater typically is the water that fills in the very small pores
or spaces within the rocks and between sediment grains.
Additionally, water can move through spaces between pores of the soil until it reaches
the saturated Zone, which may lie hundreds of meters deep in deserts or near the surface in
moist environment. Saturated zone is a subsurface area in which all the pores spaces
between rock and soil particles are filled with water. Water Table is the highest level at which
groundwater has accumulated to form a saturated zone in the ground. Lies above the water
table is the unsaturated zone, also known as vadose zone, a zone where the pores are not
completely filled with water.
Further deep down are the layers called aquifers, an underground caverns and
porous layers of sand, gravel, or rock through which groundwater flows. It may either be
capped by impenetrable layer (confined) or open to receive water from the surface
(unconfined). Confined aquifers are often artesian because the confining layer prevents the
upward flow of the groundwater. The unconfined aquifers are also artesian in the vicinity of
discharge areas. Due to gravity, groundwater normally moves from one point of high elevation

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and pressure to points of lower elevation and pressure. Some caverns have rivers of
groundwater flowing through them. Because of the porous layer of sand, gravel, or rock in
most aquifers are like large, elongated sponges through which groundwater seeps. The
watertight layers or rock or clay below of such aquifers keep the water from escaping deeper
into the earth.
Another important resources of water, the surface water which is the freshwater from
precipitation and melted snow that flows across the land surface and into the lakes, streams,
estuaries, wetlands, and rivers up and ultimately to the oceans. Precipitation that does not
infiltrate the ground or evaporate into the air are called surface runoff. The land from which
surface water drains into a certain river, stream, wetland, lake or any bodies of water is called
watershed or drainage basin. This water is primarily used for potable water, creation,
irrigation, industry, livestock, transportation and hydroelectric energy. Over 63% of the public
water supply is withdrawn form surface water. Most of the agriculture and industry gets their
water supply from surface water system so water conservation and quality should be an
utmost concern.
Were you able to imagine how water is replenished, purified, recycled and distributed?
Looking at our own own home, what do you observe? What common activities do you perform
using water? Talking about activating, water is used in every activity we performed. Try to
visualize what will happen to our water supply when we used it all up.

DEPLETION OF WATER RESOURCES

In every part of the world, people are extracting water from the aquifers quickly than
the aquifers are replenished through recharge. The excessive pumping of the changes the
flow of the groundwater patterns around the wells and eventually will drain rivers and streams
nearby. Pumping change the natural balance existing in undeveloped aquifer with discharge
balancing recharge.
When pumping starts, the groundwater stores are depleted in the vicinity of the well,
creating a cone of depression in the hydraulic head. If a new water source like river or stream
is available nearby, the well may capture or draw water from that source and increase its
recharge rate until the inflow matches the pumping rate. If there is no other source available
and pumping draws the water down far enough, it will dry up or deplete the aquifer.

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 NOTE:
Is there a connection between surface water and groundwater?
There is the connection between surface water and groundwater because
eventually most groundwater naturally flows in the lakes, rivers, wetlands, and
estuaries. So, by disrupting the water cycle through removing groundwater rapidly that
it is replenished, the nearby streams, springs and wetlands dries up. This will result
into degradation of biodiversity and ecological problems.

HUMAN ACTIVITIES AND ITS EFFECT ON WATER SUPPLY

Human activities affect water quality and availability. These activities change the land
use and land cover, which also changes water balance and usually changes the relative
important processes that control water quality. In addition, most human activities generate
wastes ranging from gases to concentrated radioactive wastes.
Water that runs off into the stream carry sediments, debris, and pathogens. Turbidity
(measure of suspended sediment in stream) is also a measure of water quality. The more
turbid the water, the lower the water quality. Manmade contaminants like gasoline, solvents,
pesticides, and nitrogen from livestock can be wash over the land and can leach in to the
waterways thereby degrading the quality of nearby waters.
The primary water-quality issues affected by human activities include organic materials,
trace elements (heavy metals), acidic atmospheric deposition and runoff, salinization,
nutrients (primarily nitrogen and phosphorus), pathogenic agents including bacterial
pathogens, enteric viruses, and protozoans, suspended sediment, oil and grease, synthetic
organic compounds, thermal pollution, exotic and invasive species, pesticides and herbicides.
Further, each human activity has a potential cyclical and cascading effect on water
quality and quantity along hydrologic pathways. For an instance, the degradation of water
quality in one part of a watershed can have negative effects on users downstream. The
timescale of effects is determined by the residence time of that substance along various
hydrological pathways. An important factor to consider is that substances added to the
atmosphere, land, and water generally have relatively long timescales for removal or cleanup.
The nature of the substance, including its affinity for adhering to soil and its ability to be
transferred, affect the mobility and the timescale for the removal of the substance and its
effects on water quality (Chapman, Peters & Meybeck, 2006).
The following are some of the suggested human activities that can and may affect water
quality and availability:

• household chores or activities like drinking, washing, bathing, cooking, cleaning

flushing toilets, and any related activities;
• agricultural usage like farming, clearing of roads, irrigation, fishing, any similar
activities;
• industrial and manufacturing like production of food, delivery of products and other
related services or activities;
• industrial wastes;
• runoff from households, commercial areas, industrial sites and farms;
• sewage, cities and factories effluent; and
• build-up of sediments

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HOW CAN WE USE WATER MORE SUSTAINABLY?
In the Philippines, there are law regulating water quality known as The Clean Water
Act or CWA adopted in 1972 regulating discharges of controlled pollutants in the navigational
waters of this country. There is also the Philippine Clean Water Act if 2004 or Republic Act
9275 which aims to protect the country’s water bodies from pollution from land-based sources,
whether agriculture, industries and commercial establishments, and community or household
activities.
On a micro level, water may be use more sustainably by redesigning manufacturing
processes to use less water and recycling of water in industries. When landscaping yards or
lawns, do it with plants that requires less water. Also, farmers may use drip system in irrigating
their crops. Local government units and other agencies should require water conservation
especially in the water-short cities. Encouraging the use of water-saving toilets and
showerheads and front loading clothes washers while collecting and reusing household water
to irrigate lawns and non-edible plants for the communities. In some cities, they make use of
purified and recycled water for households and office buildings.
What can you do? Personally, you can help conserve water by reducing your use and
waste of water by using water-saving toilets, shower heads, and faucet aerators. You may
also take short showers or use dipper (tabo) and pail (timba). you may also help repair or ask
any one knowledgeable in fixing any water leaks around the house. While you are brushing
teeth, shaving or washing, turn off the sink faucets. When washing clothes using washing
machine, wash only full loads of clothes or use lowest possible water level setting. When
watering the lawns and houseplants and washing cars, you may use of recycled (gray) water.
You may replace your lawn with native plants that needs little water. Which of these steps
have you taken? Which of them would you like to take? What elso do you recommend? You
may also visit some websites for a number of tips provided by them for some water saving
tips.

Take Note!

Water is indeed an essential component for survival of life. Ground water, surface
water and freshwater are few of the water sources human mainly use for everyday activities.
There are also human activities that greatly affect the water availability and compromise water
quality.
Let us find out if you were able to make out the concept concerning water resources
and how human activities affect water supply. Time to challenge yourself by answering the
following activities.

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 What’s More

Activity 2.1 Fill ME Up!

Fill in the table below by using the water cycle diagram above. Identify the water
resources and give example. Identify also what activities affect the quality and availability of
water for human use. You may add additional columns and rows if needed to accommodate
your answers.

Human Activity
How
Water Cycle Water that affect
does it Example Example
Process Resource water quality &
work?
availability
Evaporation Groundwater Household
Condensation
Precipitation Freshwater Agriculture
Infiltration
Percolation Surface Water Manufacturing
Runoff
Transpiration Saltwater Industrial

Activity Ask Me Up!

Using the table above and your answers as reference for this activity, choose at least
three (3) questions to elaborate and write your answers in a separate sheet of paper.
1. Describe the journey of water as it is distributed throughout the Earth’s surface.
2. Discuss how the water cycle affect the water resources on Earth.
3. Identify at least 2 water sources and describe how such source are affected by
human activities.
4. How is the water supply (quality and availability) affected by human activities?
Provide example.
5. Describe how the water resources made available for human consumption.
6. Explain the relationship between humans and the water supply.
7. Suggest of at least two (2) feasible and viable ways to conserve and protect the
water resources.

Here’s a copy of the essay rubrics where you can refer for the bases for your
discussion. Read the content of the rubrics before you start answering the questions you have
selected on a separate sheet of paper.

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 Essay Rubrics
Criteria 4 3 2 1
Focus Sharp, distinct
Apparent point No apparent
The single controlling controlling point made
made about a single point but Minimal evidence
point made with an about a single topic
topic with sufficient evidence of of a topic
awareness of task with evident
awareness of task. specific topic
about a specific topic awareness of task.
Content Substantial, specific Sufficiently Limited content
The presence of and/or illustrative developed content with inadequate
ideas developed content with adequate elaboration or
through facts, demonstration strong elaboration or explanation.
Superficial and/or
examples, development and explanation.
minimal content.
anecdotes, details, sophisticated ideas.
opinions, statistics,
reasons, and/or
explanations
Organization Sophisticated Functional Confused or
The order developed arrangement of arrangement of inconsistent
and sustained within content with evident content that sustains arrangement of
and across and/or subtle a logical order with content with or Minimal control of
paragraph using transitions. some evidence of without attempts content
transitional devices transitions. at transitions. arrangement.
and including
introduction and
conclusion.
Precise, illustrative Generic use of a Limited word
Style use of variety of words variety of words and choice and
Minimal variety in
The choice, use and and sentence sentence structures control of
word choice and
arrangement of structures to create that may or may not sentence
minimal control of
words ad sentence consistent writer’s create writer’s voice structures that
sentence
structure that create voice and tone and tine appropriate inhibit voice and
structures.
tone and voice. appropriate to to audience. tone.
audience.
Evident control of Sufficient control of Limited control of Minimal control of
Conventions
grammar, mechanics, grammar, grammar, grammar,
Grammar,
spelling, usage and mechanics, spelling, mechanics, mechanics,
mechanics, spelling,
sentence formation. usage and sentence spelling, usage spelling, usage
usage and sentence
formation. and sentence and sentence
formation
formation formation.
Teacher’s Comments:

In this activity, you were able to formulate a clearer picture of water and how it is
distributed around the planet Earth. You are able to identify the possible sources of water and
how it is made available for human use.
Be reminded of the terms and concepts that have been discussed with in this learning
material.

Remember Me…
• Water cycle continuously moving water from the oceans to the atmosphere, from
the atmosphere to the land and back to the sea again, to replenish, supply, purify,
recycle, and distribute water.
• Water evaporates from the surface of the bodies of water and falls down on land as
precipitation as rain or snow.
• As water infiltrates the soil, the permeable soil allows faster rate of precipitation
and amount of organic debris and vegetation on surface.

23
 • Some water that infiltrates the soil are absorbed by the plants’ roots for
photosynthesis and transpiring excess water while some water evaporated into the
atmosphere.
• Water that is not taken in by the plants percolate through the cracks and spaces in
soil particles moving downward until it encounters saturated zones at the level of
water table.
• There are many types of water resources but the three main categories are
groundwater, saltwater and surface water.
• Ground water flows according to gravity and hydraulic pressure following the path
of least resistant through most permeable soils and rocks.
• Aquifers are the significant collections of groundwater and can be used for wells for
drinking irrigation.
• Runoff are some of the rain or snow that falls too fast to penetrate the ground or
when the ground is consisted of pavement, concrete or hard surface.
• Groundwater, surface water and freshwater are some of the sources of water
essential for human activities.
• Over extraction of water from aquifers causing the draining of the nearby water
sources like streams and rivers. It also changes the environment of the nearby
ecosystem.
• Household activities, farming, manufacturing and industry, and sanitation were some
of the activities that affect water supply.

Let us sum up what you have learned from the previous activities by answering the
succeeding activities below. Have fun!

What I Have Learned

Talk to Me!
Direction: Fill in the blanks below with the words from this box.

evaporates condense manufacturing infiltrates

household irrigating groundwater water table
permeable aquifers springs runoff
percolates transpires precipitates

Energy from the sun is heating up the surface of bodies of water causing water to
_________________ to the atmosphere and when water ________________ to the earth as
either in the form of rain or snow. Another thing, when you see a big, fluffy clouds floating
above, water droplets in the clouds _________________ to form raindrops to fall, this is when
water vapor in the air is changed into liquid water. Some of these water may be intercepted
by vegetation, mountains or man-made structures, either it evaporates to atmosphere or flows
to the ground. The water that _________________ to the ground may be taken up by plants’
roots for its photosynthetic activity. The excess water _________________ through plants’
openings in the leaves. Water that is not taken in by plants _________________ through the

24
spaces between soil particles moving downward until it encounters a _________________at
the level of _________________. At this point, water is now called _________________,
which flows according to the gravity and hydraulic pressure taking the path of least resistant
through the most permeable soils and rocks.
Groundwater can also be collected in _________________ which are sometimes
tapped as wells for drinking and irrigation. Groundwater may eventually flow back to the
surface as _________________ or into surface water bodies, this supplies or nourishes
springs, lakes or rivers. Additionally, when rain falls or snow melts too fast to infiltrates the
ground, the water travels across it as _______________.

Water supply can be compromised by the activities people perform. Water is used for
_________________ purposes like drinking, sanitation, washing and cooking. Farmers use
water in _________________ their crops and sometimes flushing out pesticides and fertilizers
on the nearby streams or rivers. Industries also use water for _________________ food and
other products needed by the growing population.

What I Can Do

It’s time to apply what you have learned from previous activities. Our earth has only a
certain amount of water and will never have more. We need to conserve and protect our
water. In what ways do you work to conserve water every day? How can we all conserve
water? Let us find out.
You may write your answer on the charts below.

How can we How can we How can we keep What should we

conserve water in conserve water in our rivers and do to ensure our
our home? our school? lakes clean? future has plenty
of clean water?

Wow, you certainly know how to take care of our water. We are almost at the end of
our module. But before we end our module on water resources, take the 15-item quiz and
check your answer on the answer key page. Good luck!

25
 Assessment

Direction: Read carefully and select the letter of the correct answer.

1.Which of the following refers to any liquid or frozen water that forms in the atmosphere and
falls to Earth?
A. Condensation C. Infiltration
B. Evaporation D. Precipitation
2.Which of the following statement best describe Evaporation?
A. Evaporation occurs when water freezes.
B. It occurs when plants take in water from soil.
C. It is when water vapor meets cold air & changes back into a liquid.
D. It is when water gets warm & changes from liquid water to water vapor.
3.Which of the following best describes the distribution of water on Earth?
A. Water is evenly distributed around the Earth.
B. The Atlantic is the largest ocean basin on Earth
C. Most of the Pacific Ocean & Indian Ocean comprise the so-called “water
hemisphere.”
D. Most of Earth’s water is freshwater & is predominantly stored in the many lakes
around the world.
4.Which among the processes mentioned below involves evaporation, condensation &
precipitation?
A. Carbon cycle C. Phosphorus Cycle
B. Nitrogen cycle D. Water cycle
4.Which of the following is a potential source of groundwater pollution?
A. Disposal sites/dump sites C. Pesticides & fertilizers
B. Industrial wastes D. Septic tanks
5.Which of the following refers to the main source of groundwater?
A. Hygroscopic water in the soil
B. Outgassing from deep within Earth’s interior.
C. Surface water where it intersects the zone of recharge.
D. Precipitation that percolates downward as gravitational water.
6.Which of the following is NOT an example of a potential surface water resource?
A. Aquifers C. Rivers
B. Artificial Lakes D. Wetlands
7.Which of the following is NOT considered as an issue pertaining to water resources in the
future?
A. Pollution will limit the water resource base.
B. Desalination will exacerbate dwindling freshwater supplies.
C. Growing population will continue to exploit water resources.
D. Regional flooding will increase pressure on groundwater resources.
8.What is the driving force of the water cycle?
A. Evaporation from oceans C. Precipitation from mountains
B. Heat from the sun D. Runoff from mountains
9.What type of water scarcity resulted from inadequate water resources to supply a region’s
demand?
A. Drought C. Physical water scarcity
B. Economic water scarcity D. Water stress

26
10.What type of resources is water?
A. Continuous resource C. Renewable resource
B. Non-renewable resource D. Man-made resource
11.Which of the following statements best describe aquifers?
A. Silica, which is used to make glass & paper products.
B. Saltwater, which is pushed through turbines to make energy.
C. Oil, which is drilled from the aquifer & used to power homes.
D. Freshwater, which is used for drinking, bathing & watering crops.
12.Why oceans are considered a major part of the water cycle?
A. The saltwater runs off onto land to fill lakes & streams.
B. The salt water condenses easily to become a gas in the air.
C. They are large bodies of salt water that easily evaporate salt into the air
D. They are large bodies of salt water that fresh water can be evaporated from.
14.Wyatt takes a bottle of juice out of the refrigerator. He noticed that water begins to form
on the outside of the bottle. Which of the following explains why water started to form?
A. The bottle is freezing because the room is cooler that the bottle.
B. The bottle is melting because the room is warmer than the bottle.
C. Evaporation occurs on the bottle because the room is cooler that the bottle.
D. Condensation forms on the bottle because the room is warmer than the bottle.
15.How is it possible for the rate of water movement to vary?
A. There is too much precipitation at one time.
B. There is unknown variables that lead to the outcome.
C. There is no variation in the amount of precipitation, porosity of rocks, and slope f
aquifer.
D. It can be because of the amount of precipitation, porosity of the rock, and slope of the
aquifer.

Additional Activities

It’s show time! We have been talking about water and how important it is for our
survival. You have also learned that water supply is affected by human activities and came to
realized that there is the need to conserve and protect. Stated below are some of the
suggested activities that you may perform. You just need to choose only one to present your
output. You may also suggest some creative output just in case there is nothing from
the list you can choose from.
You may refer to the attached rubrics for the criteria for the output.
1 Miniature/diorama/model of water cycle with water sources
2 Miniature/diorama/model of water cycle and how it is affected by human activities.
3 Comics on water resources and how to take care of it and/or highlighting the impact of
human activities on water supply
4 Awareness booklet/pamphlet/brochure on water as important resource, its conservation
and protection
5 Blog/Vlog highlighting the impact of human activities on water supply.
6 Jingle/Song/Poem about water cycle and how is it affected by human activities.

27
 7 Advocacy video on the importance of water and ways to conserve and protect it.
8 Social Media/Blog/Vlog on importance of water and ways to conserve and protect it.

Here is a copy of the activity rubrics which you can use as reference.
Creative Output Rubrics
Name of Student:

Points
Criteria 4 3 2 1

Presents information/facts Presents information/facts Presents information/facts Presents information/facts

in logical, interesting in logical sequence which in which audience has with no sequence in which
Organization sequence which audience audience can difficulty to audience have cannot
can understand/follow. understand/follow. follow/understand. follow/understand.

Content/ Demonstrates full Demonstrates knowledge Demonstrates limited Demonstrates little to no

Knowledge knowledge (more than with explanation and knowledge as evident in knowledge at all as evident
required) with explanation elaboration. the discussion and in the discussion and
and elaboration elaboration. elaboration.

Use Use Use occasional Use little t no

visuals/graphics/pictures/vi visuals/graphics/pictures/vi visual/graphics/pictures/vi visuals/graphics/pictures/vi
Visuals/Graph deos to reinforce output deos related to the output deos that somewhat deos at all in the output
ics presentation. presentation. supported the output presentation.
presentation.

Output presented has no Output presented has one Output presented has Output presented has more
misspelling or grammatical or two misspelled words more than three than five misspelled words
Mechanics errors. and/or grammatical errors. misspelled words and/or and/or grammatical errors.
grammatical errors.

Output is submitted three Output is submitted a day Output is submitted on the Output is submitted after
Timeliness (3) days ahead of the (1) ahead of designated day of designated date. the designated date.
designated date. date.

Output presented is artistic Output presented is artistic Output presented is Output presented is not
and meticulous that is and presentable that is colorful and acceptable to artistic and not passable at
Creativity appealing to the audience. pleasing to the audience. the audience. all to the audience.

Teacher’s Comments:

Did you have fun doing your selected activity? How was the experience? Remember
your previous activities? Let us find out whether you got all the answers correct. Please feel
free to browse the answers at the boxes below. Have fun!

28
29
What’ More: Fill Me Up Activity.
Human Activity
Water Cycle that affect water
How does it work? Water Resource Example Example
Process quality &
availability
Evaporation Liquid water turns to Groundwater Springs Household Drinking, washing,
water vapor bathing, cooking,
flushing toilets, etc
Condensation Water vapor becomes
heavy
Precipitation Vapor into rain, snow, Freshwater Artesian Agriculture Farming, fishing,
ice wells fertilizer/pesticide
application, etc
Infiltration Water penetrates
ground
Percolation Water seeps into Surface Dams Manufacturing Production of food,
cracks within energy and other
soil/rock/sediments necessities
Runoff Excess water flowing Saltwater Oceans
across surface
Transpiration Water exits from Industrial Construction, industries,
plants into etc
atmosphere
What I Know What I Know What I Have Learned Assessment
1. D ANSWER 1. Evaporates 1. D
CONDENSATION
2. D 2. Precipitates 2. D
EVAPORATION
3. A PRECIPITATION 3. Condense 3. A
4. D EVAPOTRANSPIRATION 4. Infiltrates 4. D
5. A/D RUNOFF 5. Transpires 5. A/D
WATER CYCLE 6. Percolates
6. C 6. C
GROUNDWATER
7. B INFILTRATION
7. Saturated zone 7. B
8. D PERCOLATION 8. Water table 8. D
9. B AQUIFER 9. Groundwater 9. B
10. A HUMAN ACTIVITIES 10. Aquifers 10. A
MANUFACTURING
11. A/C INDUSTRIAL WASTES
11. Springs 11. A/C
12. D FARMING 12. Runoff 12. D
13. D SANITATION 13. Household 13. D
14. D 14. Irrigating 14. D
15. D 15. Manufacturing 15. D
Answer Key
References
CENGAGE LEARNING. 2016. Earth Science, Philippine Edition. Rex Bookstore, Inc. Sampaloc, Manila, Philippines.

Encyclopedia of Hydrological Sciences, 2006. Effects of Human Activities on Water Quality retrieved from
https://www.researchgate.net/publications/229452808_Effects_of_Human_Activities DOI:
10.1002/0470848944.hsa096

Lopez, C.C., Cantero, C.N. T., and Pulido, M.J.N. 2017. Earth Science for Senior High School. Lorimar Publishing, Inc.
Cubao, Quezon City, Philippines.

Lutgens, F.K. and Tarbuck, E.J. 2008. Foundations of Earth Science. Fifth edition. Pearson Prentice Hall, Inc. Upper Saddle
River, NJ, USA.

Sciencing. 2018. Types of Water Resources retrieved from https://sciencing.com/difference-between-aquifer-water-table-

8509843.html

Websites:
www.usgs/gov/special-topic/water-science-school/science/evaporation-and-water-cycle?qt-science-center_objects=0#qt-
science_center-object
https://www.google.com/search?q=saturated+and+unsaturated+zones+of+groundwater&sxsrf=ALeKk010KOkAX1MKbEPQkB
mvkMSwTjF9rQ:1591952922495&source=lnms
crd.bc.ca/education/our-environment/watershed-basics/water-cycle
google.com/search?q=saturated+and+unsaturated+zones+of+groundwater&sxsrf=ALeKk010KOkAX1MKbEPQkBmvkMSwTjF
9rQ:1591952922495&source=lnms&tbm=isch&sa=X&ved=2ahUKEwiK38bj9vvpAhWo3mEKHZqRC7oQ_AUoAXoEC
AwQAw&biw=1280&bih=578#imgrc=0FhacHBFuvhBlM
oceanservice.noaa.gov/facts/watershed.htm
https://quizizz.com/admin/quiz/573b15b75752be78da058cfc/water-cycle-test
https://www.greenfacts.org/en/water-resources/l-3/4-effect-human-actions.htm

https://www.youtube.com/watch?v=al-do-HGuIk

https://www.youtube.com/watch?v=VdRfB9X_pyQ
https://www.youtube.com/watch?v=4URapRHxsmE
https://www.youtube.com/watch?v=Fvkzjt3b-dU
greenfacts.org/en/water-resources/1-2/4-effects-human-actions.htm
sciencedaily.com/terms/water_resources.htm
usgs.gov/mission-areas/water-resources

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: region12@deped.gov.ph

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