Senior High School

NOT

Earth Science
Quarter 1 - Module 6-A
(Week 5)
Water, Soil and Me

Department of Education ● Republic of the Philippines

Earth Science- Grade 11/12
Alternative Delivery Mode
Quarter 1 - Module 6-A (Week 5): Water, Soil and Me
First Edition, 2020

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Published by the Department of Education – Division of Cagayan de Oro

Schools Division Superintendent: Dr. Cherry Mae L. Limbaco, CESO V

Development Team of the Module

Author/s: Judith F. Marcaida
Reviewers: Jean S. Macasero, Ph.D., EPS, Evelyn Q. Sumanda, Cely B. Labadan,
Ph.D., Marites E. Bation, Mercygel R. Dangel
Illustrator and Layout Artist: Jessica B. Cunado

Management Team:
Chairperson: Cherry Mae L. Limbaco, PhD, CESO V
Schools Division Superintendent

Co-Chairpersons: Rowena H. Para-on, PhD, CESE

Assistant Schools Division Superintendent
Members
Lorebina C. Carrasco, OIC-CID Chief
Jean S. Macasero, Ph.D. EPS-Science
Joel D. Potane, LRMS Manager
Lanie O. Signo, Librarian II
Gemma Pajayon, PDO II
Printed in the Philippines by
Department of Education – Division of Cagayan de Oro City
Office Address: Fr. William F. Masterson Ave. Upper Balulang, Cagayan de
Oro Telefax: (08822)855-0048
E-mail Address: cagayandeoro.city@deped.gov.ph
 Earth Science
Quarter 1 - Module 6-A (Week 5)
Water, Soil and Me

This instructional material was collaboratively developed and reviewed by educators

from public and private schools, colleges, and / or universities. We encourage teachers
and other education stakeholders to email their feedback, comments, and
recommendations to the Department of Education at

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

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Table of Contents

What This Module is About..........................................................................................................i

What I Need to Know................................................................................................................................i
How to Learn from this Module....................................................................................................ii
Icons of this Module.....................................................................................................................ii
What I Know.................................................................................................................................iii

Lesson 1:
Of Ripples and Reflections: Human Impacts on Freshwater 1
What I Need to Know.........................................................................................................1
What‟s In: Water Facts.................................................................................................................1
What‟s New: Mouth-watering Options...............................................................................2
What Is It: Of Direct and Indirect Water Uses....................................................................3
What‟s More: Water Audit - Virtual Water Use..................................................................5
What Is It: Of Water Footprints..........................................................................................5
What‟s New: Water Run along Freshwaters.............................................................................6
What Is It: Of Water Marks from Muddled Ripples.............................................................8
What‟s More: Human Impacts on Freshwater – Water Clear Reflections..........................11
What I Have Learned: Are We Really in Hot Waters?........................................................12
What I Can Do: I WASH (Individual Water Audit for Safer Hands).....................................13
Additional Activities: Family WaSH (Family Water, Sanitation and Hygiene) Survey.........14

Summary............................................................................................................................ 29
Assessment: (Post-Test)................................................................................................................32
Key to Answers...............................................................................................................................35
Appendix: Sample Template for Learner’s Notes.......................................................................42
References......................................................................................................................................45
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What This Module is About
Water is life. Our basic need for food, freedom from disease, and overall human
development and well-being depend on it. Households, schools, hospitals, industries and all
other sectors rely on the availability of safe water for sanitation, hygiene, waste
management, and the maintenance of a sustainable natural environment.

The demand for water has consistently increased across all major water use sectors.
It will continue to do so over the coming decades. In addition to the water demand of the
agricultural sector, large increases in water demand are predicted for industry and energy
production (WWAP, 2015). The situation worsens with shifting diets towards water-intensive
meat products and the consumer’s fascination for larger meal portions, quick meals, and
food waste disposal to landfills instead of hitting compost bins at home for richer soils.

An understanding of water and land management is needed as we consider human

interactions with water and soil functions. If ignored, then human activities will continue to
degrade freshwater and terrestrial ecosystems. This in turn affects the life-supporting
ecosystem goods and services that water and land provide us.

This module, Water, Soil and Me is designed as a self-learning module for the Senior
High School - STEM core subject on Earth Science. As a learner under the Alternative
Delivery Mode for DepEd’s Basic Education, it is expected that you are physically and
digitally incapable of attending face-to-face and online blend of class sessions.

You may complete this module at your own pace within a week and a half. The
inquiry-based lesson activities are to be done at home on your own (or with your family when
called for) using minimal household items or none at all. In some activities you will follow
easy step-by-step procedures. In other activities, you will design and initially execute the
plan as an open-ended investigation on your family’s water and soil management practices.

It is important for you to write your notes, questions, observations, reports and
reflections on your science notes or on note template printouts. A sample Learner’s Notes
template is shown at the end of this module as a guide. The notes and reports you make for
each lesson shall serve as main parts of your learning portfolio.

This module is :
1. Of Ripples and Reflections: Human Impacts on Freshwater, and

What I Need to Know

At the end of this module, you should be able to:

1. Explain how different activities affect the quality and availability of water for human
use. (S11ES-Ig-16); [6 hours]

i
 How to Learn from this Module
To achieve the objectives, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains the learning objectives that are set for you to
Know learn as you go along the module.

This is an assessment as to your level of knowledge in the subject

What I know matter at hand, meant specifically to gauge prior related
knowledge.

What’s In This part connects the previous lesson with the current one.

An introduction of the new lesson through various activities,

What’s New
before it will be presented to you.

These are discussions of the activities as a way to deepen

What is It
your discovery and understanding of the concept.

These are follow-up activities that are intended for you to practice
What’s More
on in order for you to master the competencies.

What I Have Activities designed to process what you have learned from the
Learned lesson.

These are tasks designed to showcase your gained skills and

What I can do
knowledge, and applied to real-life concerns and situations.

This is an end-of-module assessment as to your level of mastery

Assessment in achieving the learning objectives for the subject matter at
hand.

Additional These are additional activities that are intended to strengthen your
Activities gained skills, knowledge, attitudes, and values.
 What I Know

Pre-test
Write the letter of your choice that best completes the statement or answers the question.

1. Which is considered a direct water use?

A. Buying notepads made from recycled paper.
B. Eating greens and grains more than processed meat.
C. Turning off fans and lights when no one is using the room.
D. Turning off the tap when washing the face or brushing the teeth.

2. Which makes use of virtual water?

A. Buying food from farms.
B. Fixing your leaky faucets.
C. Installing a low-flow showerhead.
D. Watering your lawn in the early morning.

3. Based on the global average, which among the following has the largest water footprint in
L/kg?
A. Rice
B. Pork
C. Fruits
D. Vegetables

4. Which food product pollutes the greatest volume of water per kilogram of production?
A. Egg
B. Potato
C. Banana
D. Chocolate

5. Which term is referred to as a green water resource?

A. Rainwater
B. Groundwater
C. Surface water
D. Polluted water

6. Why will the use of pesticides cause water pollution? It leads to the pollution of
A. air when chemicals break down and produce gases that go into surface waters.
B. household drinking water when chemicals enter underground pipes that corrode.
C. nearby irrigated water when farm animals lay on mud to cool off during heavy rains.
D. surface waters when heavy rain carry chemicals from the soil to rivers downstream.

7. An artificial body of water reservoir will store drinking water for a water-stressed place.
Which of the following could contaminate the stored water and lead to health-related
problems and loss of native species?
A. Enclosing the reservoir with a fence.
B. Applying fertilizer for higher farm yield.
C. Developing a water management plan.
D. Monitoring the water treatment facility.

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8. Nenita is a science club member. Which event could be part of her conservation poster?
A. Learn how to make a school water audit.
B. Learn how to nurse stray animals on campus.
C. Learn how to build a campfire without using a match.
D. Learn how to balance a Science and Technology Fair budget.

9. Which activity will help freshwater stay clean the most and why?
A. Mixing food and garden waste for composting will save fresh water.
B. Introducing new fish species for an aquaculture project add water purifiers.
C. Leaving crop residues to cover newly harvested cornfields prevents soil erosion.
D. Disinfecting wastewater at the discharge points treats water before infiltration to soil.

10. Why will activities that lead to sedimentation affect the quality of freshwater in lakes?
A. Additional sediment loads on the lake decrease water depth.
B. Deposited soil sediments carry food to aquatic plants and animals.
C. Fertilizer run-offs will add organic matter and heavy metals to the lake.
D. Rain over denuded lands will deposit silt to the lake as sediment pollutants.

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 Lesson Of Ripples and Reflections: Human
1 Impacts on Freshwater

What I Need to Know

Consider the parting lines written by the green poet, Martin Kiszko in his “Water
Walk” poem:
. . . At four miles, I ask myself whether you ever gave a thought about the trek I must make
through scorching heat – to the spring, the river bank, a muddy hole, where I collect the dirty
water I must drink. I start the four-mile journey home . . . a full container on my back. I
daydream about other children far away from Africa and wonder what the distance is from
their daily water walk.
How many steps did you take to fetch your basic water supply this morning? Did you
use a pump to draw water from the ground? Did you turn an indoor faucet or simply grab a
water bottle? What did you use water for? And where did the wastewater drain into?

The goal of this lesson is to help you understand key water issues. You will take a
look at key water facts and analyze actions that affect different freshwater resource
ecosystems and its life-sustaining functions. Through this unit, you will explore water use in
agriculture, industry, and household sectors. The lesson also introduces water audit and
water footprints as tools for you and your family to identify current practices and future
approaches of water use and management.

After going through the lesson, you are expected to:

1. identify goods and services supplied by water resource ecosystems,
2. record and analyze your direct and indirect water use,
3. explain how human actions from the different sectors affect access to freshwater, and
4. plan a water consumption and management practice that increases water quality and
availability.

What’s In

Water Facts
In the previous module, you have learned about the various water resources on
Earth. Recall that we live on a blue planet where water circulates through the water cycle in
its different states, as water vapor, liquid water and ice. The freshwater in our world is found
in three main places:
 Atmospheric water in the air either as a solid (hail, snow), liquid (fog, mist, rain) or
gas (invisible water vapor)
 Surface water as runoff and base-flow into and from the catchment areas like lakes
 Groundwater in the cracks and spaces of soil, sand, and rocks underground,
generally adequate and of high quality that does not require treatment for human
use.
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 But despite the seeming abundance of water on Earth, freshwater availability is less
than 2.5 percent of the world’s water supply. Of this percentage, less than one third is easily
accessible from surface water bodies like lakes and rivers and from the underground stored
in aquifers. This leaves us with less than 1% available for water, sanitation and hygiene
needs.

Figure 1. World’s small fraction of freshwater for human needs.

Source: UN Environmental Programme, Vital Water Graphics: An overview of the state of the world’s
fresh and marine waters, 2nd ed., UNEP, Nairobi, 2008; United Nations Environment Programme,
Global Environment Outlook 3: Past, present, and future perspectives, UNEP, Nairobi, 2002.; UN
Population Division, 2015 Revision of World Population Prospects, UN DESA, New York, Jul 2015.
Reprinted with permission of UNICEF.

What’s New

Activity 1: Mouth-watering Options

Table 1. Ways Water is Used Daily
A. You and I use water in many ways. How much
water you use daily is a measure of your water
footprint and can be traced back to the actions and
choices you make. On your science notes, make a
table similar to Table 1. Using the first column, list as
many ways in which you use water. Do this for a
minute or two.
When you’re done, encircle the answers where
you directly see or handle water. Activities like these
are ways you directly use water for the intended
purpose.
Now fill the second column with things you have
to use daily. Using these products – like food, clothes
or electric power, are ways of indirectly using water that
we refer to as virtual (embedded) water?
 My Daily Water Uses
Direct Use Indirect Use

Q1. Which do you estimate is larger – your direct water use or your indirect water use?
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B. Your diet and lifestyle make up the largest part of your individual water footprint. If
you are to have your breakfast, which option in Figure 2 would you choose and why?

Figure 2. Filipino Breakfast Set Menu I

A. dried fish and B. egg, rice and banana C. adobo, rice and banana
champorado
Your reasons may be personal – food budget, energy needs, nutrient value, or simply
an appetite for a craving. Yet your choice is very much related to local and global freshwater
resource consumption. Consider Figure 3 and choose which breakfast you will have based
on how large or how small you want your water usage to be.

Q2. Which menu do you estimate, requires the least amount of water for growing and
processing the raw food and beverage materials from the fields to your fork? Why?

Q3. For reasons of a fair comparison and decision, how will you keep your investigation fair?

Figure 3. Filipino Breakfast Set Menu II

D. egg, fish, rice, banana E. egg, adobo, rice, banana F. egg, embutido, rice,
and milk and milk banana and milk

What Is It

Of Direct and Indirect Water Uses

As you have listed on Table 1, there are two categories of water use: direct and
indirect. You directly use water in different activities like hand washing, drinking, cooking,
bathing, cleaning and many more. You also use water indirectly through the food you eat,
the things you buy, and even the energy you use. The water used to produce or process a
commodity, commercial goods or service is referred to as virtual water. The measurement
of virtual water along the full production - consumption chain is referred to as a water
footprint.

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 Let’s say you drank one liter of tap water last night. Due to this action, you directly
consumed one liter of actual tap water. If today, you bought 1-L bottled water and drink all of
it, you would have directly consumed one liter of bottled water. But you also indirectly used
the many liters of virtual water needed (and some amount possibly got wasted) to produce
and supply the water bottle itself. Depending on where and how the bottle was produced,
you just added five liters or more of freshwater to your water footprint because of that action.

Your personal water footprint is the total volume of water required in the production of
the services and goods you patronize and use. So, in which type of water use did you
consume more water? Drinking tap water or drinking bottled water? What can you do
minimize your total water consumption even if you still prefer bottled water to tap?

How did you estimate which water use is larger? Within this week you will make a
simple water audit of your direct water use for 24 hours. To help you prepare for it, analyze
Table 2 for direct and indirect water uses and the total volume per use.

Table 2. Direct and Indirect Water Use

Direct Water Use for Liters of Water Indirect Water Use Liters of
Activity1 Used (Goods) 2 Virtual Water
1-min shower, regular flow 10 1 pair of jeans (1000 g) 10,850
1-min shower, low flow 7 1 bed sheet (900 g) 9750
1-min standard faucet flow 8 1 T-shirt (250 g) 2720
1-min with aerator faucet flow 6 1 diaper (75 g) 810
1 standard toilet flush 6 1 cotton bud (0.333 g) 3.6
1 old inefficient toilet flush 22

Indirect Water Use (Food)3 Liters of Virtual Sources:

Water Content 1. www.epa.gov/watersense/using-water-efficiently
60 g large-sized egg 196 2. A.K. Chapagain A.Y. Hoekstra H.H.G.
250 ml of milk (1 glass) 255 Savenije R. Gautam (2005). The water
100 g chocolate 1720 footprint of cotton consumption, Value of
100 g mango 180 Water Research Report Series No. 18,
100 g banana (small) 79 UNESCO-IHE, Delft, the Netherlands.
1 kg cabbage 237
1 kg potato 287 3. M.M. Mekonnen and A.Y. Hoekstra
1 kg corn 1222 (2010), "The Green, Blue and Grey Water
1 kg rice 2497 Footprint of Crops and Derived Crop
1 kg beef 15415 Products," and "...of Farm Animals and
1 kg chicken 4325 Animal Products," Value of Water
1 kg fish (freshwater)4 3160 Research Report Series No. 47 and 48,
1 kg fish (marine)4 1490 UNESCO-IHE, Delft, the Netherlands.
1 kg pork 5988 4. https://doi.org/10.1016/j.jclepro.2017.03.134

What you are reading now is printed on an A4 sheet of paper. The global average
water footprint for this paper alone is estimated to be between 2-13 liters. The exact amount
depends on the type and origin of the paper materials used. If recycled paper is used
instead of raw paper materials, then an estimated 40% of virtual water is saved.

Generally, water is required in the different paper production stages – from growing
wood to processing pulp into paper products. But most of the water is required in growing
the tree, where water consumption refers to the forest evapotranspiration. Then, there’s the
additional water used during the manufacturing processes in the industrial stage, mostly due
to the evaporation and contamination of groundwater and surface water.

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 How much water was used to grow your rice and chicken, to manufacture your shirt
and skirt, your books and music gadgets? Surprisingly, you may not see your indirect water
use, yet it accounts for most of your water footprint. With your daily actions and choices, you
directly and indirectly use, reuse, and wastewater.

Later this week, you will do a household water audit. This is a quantitative analysis
of water use from entry into the home up to its discharge as waste or excess water. Doing a
water audit involves calculating your direct water use and identifying simple ways for
reducing water consumption. Practice how to do a simple water audit for virtual water
uses.

What’s More

Activity 2: Water Audit - Virtual Water Use Table 3. Breakfast Virtual Water Audit
1. List the main raw food and beverage ingredients
for meals D, E, and F on Figure 3. For a fair test,
use 60 grams of vegetable or meat per serving.
2. Use Table 2 for reference and
conversion of virtual water used in proportion to
one serving. Write the corresponding amount of
required water to grow and produce each raw
product.
3. Compute and compare the total amount
of virtual water content for each meal. A sample
virtual water audit was done for you as a guide.
(Computations did not include water used during
cooking).
Q4. Why do food and beverage products have
different virtual water contents?
Q5. What did you learn about crops and
animal’s virtual water footprints?
Q6. What surprised you most about indirect water
use?

What Is It

Of Water Footprints
 Ingredient Virtual
Water Used
(L)
Menu C
60 g large-sized egg 196
40 g rice (1 cup) 99.88
100 g banana (small) 79
Total Virtual Water 374.88
Menu D
60 g large-sized egg
60 g freshwater fish
40 g rice (1 cup)
100 g banana (small)
250 ml of milk
Total Virtual Water
Menu E

Menu F

When you compare how much water is used to make a variety of products, you can
be guided on how to reduce your virtual water consumption or your „water footprint‟. Virtual
water applies to products only, while water footprint as introduced by Hoekstra in 2002
applies not only to products but also to a process, a producer, a consumer or a nation. It has
three components:
 The green water footprint refers to consumption of green water resources like
rainwater that is stored as soil moisture in the root zone. Green water also
evaporates from plants by evapotranspiration and is important for agriculture, forestry
and horticulture.
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  The blue water footprint refers to consumption of blue water resources like surface
water and groundwater. This can evaporate, naturally flow or become part of the
product. Domestic, industry and irrigated agriculture uses blue water.
 The grey water footprint refers to polluted water or water used to dilute pollutants to
satisfy water quality standards. This is what goes into bathroom floor drains, sinks
and sewage facilities.

The Philippines has abundant water resources with an annual average rainfall of
about 2,400 millimeters. The surface water potential is 125,790 million cubic meter (MCM)
while the groundwater potential is 20,200 MCM.

By 2025, the estimated water demand in the country is 85,401 MCM per year but the
estimated available water by then is only 60,586 MCM/yr. Supply cannot meet demand.
More often, water tends to be available in the wrong place, at the wrong time with the wrong
quality (National Action Plan to Combat Desertification, Land Degradation and Drought,
2010-2020).

On the average, 70%, 20% and 10% of global water consumption was used in the
agricultural, industrial and municipal sectors respectively (Shiklomanov, 1999). During 1996
to 2005, 89.7%, 5.8% and 4.5% of the Philippine water footprint was used in the
agricultural, industrial and municipal sectors. Of the blue water resources, 63% was used
for rice production, while grey water (contaminated water) volume came mostly from
industrial use at 44% and from domestic use at 33%. So water pollution was mostly
generated by industrial and domestic activities. Indeed, water footprint assessments
reveal patterns of indirect water use of individuals, businesses and nations just as water
audits do for direct water use.

What’s New

Activity 3: Water Run along Freshwaters Table 4. Human Activities on a

Freshwater Resource Ecosystem
A. What is the nearest body of freshwater resource
ecosystem that you visit often? Is it a spring, a
stream, a river, a pond, a lake or a bay? Remember
walking along this freshwater ecosystem. Are the
bordering lands rural or urban, agricultural or
industrial, residential or uninhabited, forested or
barren?

A lot can happen from the water source to the

mouth that affects the quality and quantity of
freshwater resources. Try to identify and list on your
science notes some land and water uses that you have
observed before. You may include local pastime
activities popular in this place? The first ones are done
for you in Table 4.

6
 Land Use Water Use
camping water rafting

7
Q7. How will land use activities on lakesides affect people, plants, or animals downstream?

Q8. Why would activities on rivers or lakes affect people, plants, or animals downstream?

8
B. In Figure 4, anthropogenic (man-made) impacts on a lake and its surroundings are
listed as drivers of change with ecological impacts. An ecosystem change happens when
people interact with their surroundings to satisfy their basic needs and improve their well-
being. We describe these interactions as “drivers” of ecosystem change.

Figure 4. Water Runs along Freshwaters

Adapted from the diagram created by Jane Hawkey, Ian Image Library
(ian.umces.edu/imagelibrary/). Copyright © 2017 and is licensed under CC BY-NC 4.0
International in the article “First Human Impacts and Responses of Aquatic Systems: A
Review of Palaeolimnological Records from around the World.” The Anthropocene Review
5, no. 1 (April 2018): 28-68. Source DOI: 10.1177/2053019617740365.

1. On your science notes, make a sketch similar to Figure 4.

2. Match the man-made drivers of ecosystem change with their associated ecological
impacts and lake responses.

(HINT: Drivers 1 and 2 are land use or land conversion activities on the natural drainage
area. While, drivers 3 and 4 are water use or water diversion activities on the water
resource ecosystem.)

Q9. What are the four main drivers of ecosystem change?

Q10. How would you classify your answers on Table 4 according to these drivers of
change?

3. Draw or label the human activities in the assigned locations.

C. There are numerous ways people affect freshwater resource ecosystems. A sample
list is shown on Figure 5. You may add ideas from it to your work on Parts A and B.
Figure 5. Water and Land Uses in a Freshwater Resource Ecosystem

5. Using your sketch and Fig. 4, analyze the specific lake responses and write the symbol ↓
for a decrease, ↕ for fluctuating increase and decrease, or ↑ for an increase associated to
each driver of change. The first one for sedimentation under Driver 1 was encircled for you
as an example. That first circle indicates an increase in sediment loads.

Q11. How will cutting of trees affect water quality?

Q12. How will pipe discharges from industries and homes affect water availability?

Q13. Which activities do you think have the greatest impact on water quality and availability?

What Is It

Of Water Marks from Muddled Ripples

The first „detectable‟ human impact within a lake catchment may not immediately
cause a response or change in the aquatic system because of its negligible degree of impact
caused by say a small population size or the use of less invading technologies. Bodies of
water adapt to slow changes, but over time with the rise of technological advance, population
surge, intensified activities and resource use, then ecological shifts start to occur
significantly.
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 Human activities (settlements, industry, and agricultural developments) can disturb
the components of the natural water cycle through land use diversions, water use/reuse and
discharge of wastes into the natural groundwater and surface water pathways. A
consolidated look of your answers for Activity 3 may be illustrated similar to Figure 6.

Figure 6. Water Marks from Muddled Ripples

Human activities in natural drainage areas can cause soil erosion and pollution.
These are direct drivers of ecosystem change. Erosion affects freshwater ecosystems
due to the transportation and deposition of sediments, nutrients and contaminants to surface
water systems. This results in sedimentation, flooding, turbidity, and eutrophication
which can fill downstream water reservoirs faster than planned.

On the other hand, high levels of lead, copper or mercury in sediment loads are
indications of heavy metal contamination. Effluents, discharges and even nutrients come
from domestic, industrial and agricultural (fertilizer and fungicide) runoffs. These lead to
water acidification and the worst cases of eutrophication. Due to high nitrogen and
phosphorus loads in water, eutrophication is globally considered as the most prevalent
water quality problem. In addition, contaminated surface waters and groundwater are costly
and difficult to clean.
 Moreover, habitat modification changed the physical flow of water into the ecosystem
through the manipulation of surface water level and groundwater reservoirs. The creation of
dams, bridges, harbors, or electric power plants can cause flow diversion or intensive water
withdrawal and/or water recharge. These results in fluctuations of water level, salinization,
nutrient loads, turbidity and the light environment.

Biological invasions, like the introduction of non-native species of fish on a lake that
has no fish before, can induce important shifts in breeding, feeding and nursing patterns, and
even promote algal blooms and the dominance of invasive species.

On the other hand, people have been disposing untreated wastes into the air, land
and water resources. Pollution degrades ecosystems and affects rainfall, surface and
ground waters. Pollution sources that impact our water resources can develop at different
space and time scales. The 2006 United Nations World Water Development Report 2
categorized the freshwater pollution sources in the following nine categories:

 Organic matter from industrial wastewater and domestic sewage can deplete
oxygen from water as it decomposes and suffocates aquatic life.
 Pathogens and microbial contaminants from domestic sewage, livestock and
natural sources can spread infectious diseases through contaminated drinking water
supplies.
 Nutrients from agricultural run-offs, and industrial discharges can over stimulate the
growth of algae that leads to eutrophication. Furthermore, high levels in nitrate in
drinking water leads to illness in people.
 Salinization from saltwater intrusions causes salt residue build-up in soils due to
over irrigation or over-pumping of coastal aquifers. As irrigated waters evaporate
from soils, salt residues are left on the soil to accumulate.
 Acidification from electric power generation, industrial stacks, and vehicle emissions
including acid mine tailings can lower the pH of soils and water.
 Heavy Metals from industries and mining sites can accumulate in the tissues of
shellfish and fish. These are toxic to aquatic life and humans.
 Toxic organic compounds and micro-organic pollutants from industrial sites,
automobiles, agricultural fields, and municipal wastewaters can be toxic to aquatic
fauna and humans.
 Thermal Pollution from stored water in dams and reservoirs that warms up due to
discharges from cooling towers can change the aquatic oxygen levels and rates of
decomposition in the receiving waters.
 Silt and suspended particles from natural soil erosion due to road building,
agricultural activities, construction, deforestation, and other land use changes can
reduce water quality for drinking and recreation. These can also degrade aquatic
habitats by choking aquatic organisms with silt and disturbing breeding and feeding.
The quality of water is affected by chemical, microbiological and thermal pollution
(Carr and Neary, 2008; Mayers et al., 2009; UNEP, 2010a):
 Chemical contamination can be caused by excess in nutrients, heavy metals, and
persistent organic pollutants, resulting in acidification, changes in salinity and
increase in sediment loads.
 Microbiological contamination due to bacteria, viruses and protozoa in water is a
leading global human health hazard.
 Fluctuating natural water temperature cycles can affect metabolic rates and
biological functions resulting in long-term population declines.
 What’s More

Human Impacts on Freshwater: Water Clear Reflections

Just as there are direct and indirect water usages, there are also direct and indirect
drivers that change water resource ecosystems. A direct driver clearly impacts ecosystem
processes while an indirect driver works by influencing one or more direct drivers:
 direct drivers are physical and biological factors that include climate change, land
conversion, plant nutrient use, and the onset of diseases and invasive species
 indirect drivers are demographic; economic; socio-political; cultural and religious;
and scientific and technological factors

Table 5 is an adapted summary of land use changes and the major threats on water
resource ecosystems around the world (UNEP, 2004b). Only five out of eighteen freshwater
ecosystems were selected and shown for you to analyze and synthesize.

Table 5. Some major threats to selected coastal and freshwater ecosystems and services
Ecosystem Goods and Services Threats
Rivers many environmental, economic reclamation, drainage, flow regulation,
(e.g. fish, water supplies, transport, dam construction, hydroelectric power,
disposal, biological cleaning, pollution, deforestation, soil erosion and
climate regulation, etc.), religious degradation, climate change and alien
and spiritual values invasive species
Inland deltas water supplies, sediment and drainage, irrigation, regulation of water
nutrient retention, recreation flow, pollution, deforestation, soil
erosion, agricultural intensification,
overexploitation of fish and other food
species, climate change

Lakes water supplies, fiber, fish, pollution, agricultural intensification,

waterfowl, recreation, groundwater eutrophication, deforestation, soil
recharge, religious and spiritual degradation, overexploitation of fish and
values food species, climate change,
waterborne disease control

Groundwater Water reservoirs, water storage, Irrigation, pollution, agricultural

aquifers nutrients storage intensification, eutrophication,
deforestation, soil erosion,
overexploitation of food species,
waterborne disease control
Freshwater water and food supplies, stop-over irrigation, pollution, agricultural
springs sites for migratory species, intensification, overexploitation of fish
recreation, religious and spiritual and other food species, alien invasive
values species

Source: UNEP and UNEP-WCMC, 2004

11
 What I Have Learned

Activity 4: Are We In Hot Waters?

Landscape modification as a direct driver of ecosystem change is considered to have

a very significant impact on water resource ecosystems. Complete the sentence for each
indirect driver as each further influences land conversion threats to water resources.
On Table 6 write a hashtag, and a brief explanation for your generalizations on land
conversion threats.

Table 6. My Generalizations on Land Conversion Threats to Water

Indirect Drivers Ecosystems and Services as Influenced by Indirect Factors

1. Demographic As population grows, the demand for

2. Economic Ensuring clean and safe water for our homes has environmental and
financial costs because
#

3. Socio-political Poor land management contaminates waterways giving the public and
the local water authorities a reason to
#

4. Cultural and Our everyday choices and actions impact the availability and quality of
Religious water, therefore we all have

5. Science and As future technologist, engineer or scientist, I can

Technology

#
12
 What I Can Do

Activity 5: I WASH (Individual Water Audit for Safer Hands)

The Philippine Water Code defined the domestic purpose of water as not
exceeding 250 liters per capita per day of water by a single household. How does your water
usage in your household compare to this water regulation guideline?
Conduct a personal water audit of your direct water use at home over the next 24-
hour period. How will you go about gathering and recording data for each type of water use?
What technological and behavioral solutions can you apply for a more efficient water use at
home?
In the Philippines, 7 million or 15 percent of urban Filipinos lack basic hand washing
facilities at home (WHO/UNICEF, 2019). Hand washing is critical wherever people meet and
touch surfaces at home and also in public places like schools, health care facilities,
workplaces, commercial areas and transportation utility hubs. So special emphasis on safe
hand washing is integrated in the water audit as it is an important hygiene practice against
respiratory and water-borne diseases.
Table 7. MY 24-HOUR WATER USE
# of # of minutes # of liters
# of water # of liters
predicted water runs per minute
Activity uses per used per
water uses per use per use
day day (L)
per day (min) (L/min)
Drinking
Cooking / Food Preparation
Kitchen Dish washing
Urinal/toilet flushing
Sanitation Toilet cleaning
Services House cleaning
Showering/bathing
Brushing of teeth
Face washing
Hand washing
Before and after eating
Before and after caring
Personal for the sick
Hygiene After blowing nose,
coughing or sneezing
After handling money,
garbage, animals, dirt
After using the toilet
After visiting a
public space
Laundry
Plant care
Other Animal care
Activities
Automobile/bicycle
care
Signature: Date: My total water consumption for today
(Liters)

13
 Additional Activities

Additional Activity Options:

Option 1: Facilitate the conduct of the I-WASH (Individual Water Audit for Safer Hands) for
the rest of the members in the household and make comparisons. Which activities do each
of you consider necessary to meet your basic needs? Which activities do you consider
beyond your basic needs?
Option 2: Write a persuasive letter to your parent or guardian regarding ways you can help
in using water more efficiently at home.
Option 3: Do the Family WaSH (Water, Sanitation and Hygiene) Survey and design a
research study based on it alone or combined with the I-WASH data of the entire family.

Family WaSH (Water, Sanitation and Hygiene) Survey

Place a check in the box corresponding to your household water, sanitation and hygiene
information.
Table 8. Household Source of Water Drinking Cooking Water for
Water Water Handwashing
Piped Water (waterworks system) into dwelling/public tap
Tube well or borehole (pump)
Dug Well (protected/unprotected)
Spring (protected/unprotected)
Rainwater
Tanker Truck/Cart with small tank
Surface water (river, dam, etc.)
Bottled/Mineral Water
Method Drinking Water Treatment
Boil
Add bleach/chlorine
Use water filter (ceramic, sand, charcoal)
Use improvised filter (cloth/sponge)
Solar disinfection
Let it stand or settle
Not applicable (if bottled water)
Type Handwashing Station
Tippy Tap
Raised Bucket with tap/outlet
Suspended bottle or bag with outlet/hole/pop-up plug
Sink with tap
Foot pump sink
Type Toilet Facility
Water Sealed (flush with septic tank)
Water Sealed (pour with septic tank)
Not Water Sealed (pour/flush without septic tank/latrine)
No toilet facility (bush/field/river, etc.)
Methods Waste Disposal
By collector system
Burning
Composting
Dumping/Throwing
Summary
The freshwater in our world is found in three main places:
 Atmospheric water in the air either as a solid (hail, snow), liquid (fog, mist, rain) or
gas (invisible water vapor)
 Surface water as runoff and base-flow into and from the catchment areas like lakes
 Groundwater in the cracks and spaces of soil, sand, and rocks underground,
generally adequate and of high quality that does not require treatment for human
use.

Two categories of water use:

 direct - use of actual water in activities
 indirect.- virtual water used to produce or process a commodity, commercial goods
or service

Water footprint - the measurement of virtual water along the full production - consumption
chain of supply. There are 3 water footprint components:
 green water footprint - consumption of green water resources like rainwater and is
important for agriculture, forestry and horticulture.
 blue water footprint - consumption of blue water resources like surface water and
groundwater. Domestic, industry and irrigated agriculture uses blue water.
 grey water footprint - polluted water or water used to dilute pollutants to satisfy
water quality standards. This is what goes into bathroom floor drains, sinks and
sewage facilities.

15
Water footprints differ. Products, services and goods require different amounts of virtual
water use along the different supply chain processes of growing, feeding, producing,
manufacturing and processing into a commodity.

Water footprints for crops are lower than those for animals because animals feed on
plant materials. Using, reusing, recycling goods, services and energy with lower water
footprints conserve big amounts of water more than the conservation of direct water use
conception.

Conservation of actual/direct water use delivers immediate benefits and savings.

Safe hand washing is an important hygiene practice against respiratory and water-borne
diseases. Saving clean water from other non-essential activities means more water
available much needed for the frequent safe hand washing needs.

Water Audit - quantitative analysis of water use from entry up to discharge in a system

Water conservation can be a technological or a behavioral solution for water availability

An ecosystem change happens when people interact with their surroundings to satisfy their
basic needs and improve their well-being. We describe these interactions as “drivers” of
ecosystem change

Human activities for land use, land conversion, land take (activities on the natural drainage
area), water use, and water diversion impact the quality availability of water for human needs.

Main direct drivers of freshwater ecosystem change

 Soil erosion - affects freshwater ecosystems due to the transportation and
deposition of sediments, nutrients and contaminants to surface water systems. This
results in sedimentation, flooding, turbidity, and eutrophication.
 Pollution - effluents, discharges, nutrients and sediments are pollutants from
domestic, industrial and agricultural (fertilizer and fungicide) runoffs
 habitat modification – creation of structures like dams, harbors, power generation
plants, wastewater treatment facilities, etc. to manipulate or divert water flow
 introduction of species – non-native species of fish induce shifts in feeding, nursing
and breeding and the spread of invasive species

Eutrophication is a global prevalent freshwater quality problem due to the high nitrogen
and phosphorus loads in water and causes harmful algal blooms, dead zones and fish
kills.

The quality of water is affected by chemical, microbiological and thermal pollution.

Indirect drivers of ecosystem change are demographic; economic; socio-political; cultural

and religious; and scientific and technological factors which influence or modify a direct
driver.
 Assessment

Post-test
Write the letter of your choice that best completes the statement or answers the question.

1. Which term is referred to as a green water resource?

A. Rainwater
B. Groundwater
C. Surface water
D. Polluted water

2. Why will activities that lead to sedimentation affect the quality of freshwater in lakes?
A. Additional sediment loads on the lake decrease water depth.
B. Deposited soil sediments carry food to aquatic plants and animals.
C. Fertilizer run-offs will add organic matter and heavy metals to the lake.
D. Rain over denuded lands will deposit silt to the lake as sediment pollutants.

3. Which is considered a direct water use?

A. Buying notepads made from recycled paper.
B. Eating greens and grains more than processed meat.
C. Turning off fans and lights when no one is using the room.
D. Turning off the tap when washing the face or brushing the teeth.

4. Based on the global average, which among the following has the largest water
footprint in L/kg?
A. Rice
B. Pork
C. Fruits
D. Vegetables

5. Which food product pollutes the greatest volume of water per kilogram of production?
A. Egg
B. Potato
C. Banana
D. Chocolate

32
6. Why will the use of pesticides cause water pollution? It leads to the pollution of
A. air when chemicals break down and produce gases that go into surface waters.
B. household drinking water when chemicals enter underground pipes that corrode.
C. nearby irrigated water when farm animals lay on mud to cool off during heavy rains.
D. surface waters when heavy rain carry chemicals from the soil to rivers downstream.

7. Which makes use of virtual water?

A. Buying food from farms.
B. Fixing your leaky faucets.
C. Installing a low-flow showerhead.
D. Watering your lawn in the early morning.

8. Nenita is a science club member. Which event could be part of her conservation poster?
A. Learn how to make a school water audit.
B. Learn how to nurse stray animals on campus.
C. Learn how to build a campfire without using a match.
D. Learn how to balance a Science and Technology Fair budget.

9. Which activity will help freshwater stay clean the most and why?
A. Mixing food and garden waste for composting will save fresh water.
B. Introducing new fish species for an aquaculture project adds water purifiers.
C. Leaving crop residues to cover newly harvested cornfields prevents soil erosion.
D. Disinfecting wastewater at the discharge points treats water before infiltration to soil.

10. Why is soil erosion by rushing waters considered a great soil threat?
A. The soil volume is reduced in eroded areas and increased in deposited areas.
B. Water changes the physical composition of the soil affecting soil management.
C. The soil’s chemical composition is enhanced by changing soil texture and structure.
D. Water carries topsoil and nutrients, then deposits it to receiving areas as pollutant
34
Answer Key

35
36
APPENDIX I. Sample Template for Learner’s Notes
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into no-till corn residue (USDA-NRCS photo by Jason Johnson)
For inquiries and feedback, please write or call:

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