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Senior High School

Earth Science
First Semester - Quarter 1
Earth’s Water Resources
S11ES-If-g-15-16
Earth Science – Grade 11
Alternative Delivery Mode
First Semester - Quarter 1 - Earth’s Water Resources
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall

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over them.

Published by the Department of Education - Region III

Secretary : Leonor M. Briones
Undersecretary : Diosdado M. San Antonio

Development Team of the Module

Author: Catherine V. Ibay

Language Reviewer: Aldhe B. Cruz
Content Editor: Dayang Nandith Eden Concepcion G. Isidro

Illustrator: Christopher Rey C. San Jose

Layout Artist: Catherine V. Ibay

Management Team
Gregorio C. Quinto, Jr., EdD
Chief, Curriculum Implementation Division
Rainelda M. Blanco, PhD
Education Program Supervisor - LRMDS
Agnes R. Bernardo, PhD
EPS-Division ADM Coordinator
Marinella P. Garcia Sy, PhD
EPS – Science
Glenda S. Constantino
Project Development Officer II
Joannarie C. Gracia
Librarian II

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email address: lrmdsbulacan@deped.gov.ph
 Senior High School

Earth Science
First Semester - Quarter 1
Earth’s Water Resources
S11ES-If-g-15-16
 Introductory Message

For the facilitator:

Welcome to the Earth Science Alternative Delivery Mode (ADM) Module on Earth’s Water
Resources.

This module was collaboratively designed, developed and reviewed by educators from
public 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 Alternative Delivery Mode (ADM) Module on Earth’s Water
Resources.
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:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.

This part includes an activity that aims to check

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

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 This is a brief drill or review to help you link the
What’s In
current lesson with the previous one.

In this portion, the new lesson will be introduced to

What’s New you in various ways; a story, a song, a poem, a
problem opener, an activity or a situation.
This section provides a brief discussion of the
What is It lesson. This aims to help you discover and
understand new concepts and skills.
This comprises activities for independent practice to
solidify your understanding and skills of the topic.
What’s More
You may check the answers to the exercises using
the Answer Key at the end of the module.
This includes questions or blank sentence/
What I Have Learned paragraph to be filled in to process what you learned
from the lesson.
This section provides an activity which will help you
What I Can Do transfer your new knowledge or skill into real life
situations or concerns.

This is a task which aims to evaluate your level of

Assessment
mastery in achieving the learning competency.

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

Additional Activities
enrich your knowledge or skill of the lesson learned.

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!

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 What I Need to Know

This module encourages you to identify the various water resources on

Earth and explain how different activities affect the quality and
availability of water for human use. Various activities are provided for you to
strengthen your knowledge and skills regarding the topic

At the end of this module, you are expected to:

1. describe how water is distributed on Earth;
2. identify what powers the water cycle and how water moves through this
cycle;
3. list and describe sources of water pollution and its effects to the quality
and availability of water for human use; and
4. write ways to reduce water pollution.

What I Know

Let us see how much you know about the concepts and principles in this module. Some
of the concepts and principles that will be covered here might be familiar to you from the
Science classes that you had when you were in Junior High School.

Pre-assessment: In this section, you will answer questions that will assess your prior
knowledge about the various water resources on Earth and the effects of human
activities on the quality and availability of water for human use. Write your answer on a
separate sheet of paper.

Part I. IDENTIFICATION. Identify the term/s being described in each statement.

1. It is the source of energy that allows water to move around the planet.
2. It is the process of turning water from the liquid state to its gaseous state.
3. It is the process of converting water from the gaseous phase to its liquid phase.
4. It is the process wherein plants release water vapor through their leaves.
5. It is the process wherein the water droplets in the clouds fall to the ground as rain,
hail, or snow.

Part II. TRUE OR FALSE. Write True if the statement is correct and FALSE if it is wrong.
6. All forms of life need water to survive.
7. More than 97 percent of Earth’s water is stored in aquifers as groundwater.
8. Chemicals that are used in rice fields may go to a water supply thus, contaminating it.
8. Chemicals that are used in rice fields may go to a water supply thus, contaminating it.
9. Water can be extracted from the ground by digging or drilling well.
10. An aquifer is a layer of igneous rock and sediment with saltwater in between.

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Part III. ENUMERATION. Enumerate the items being asked on each statement.
11 - 13. Sources of water pollution
14 - 15. Tips on how you can contribute in the lessening of water pollution

What’s In

Name Drop!
In the previous module, you learned about the process of how heat from inside the
Earth (geothermal) and from flowing water (hydroelectric) are tapped as a source of
energy for human use. Let us recall some of the words that you encountered.

Directions: Read each sentences and identify the term or word being described. Supply
the missing letters to complete the word.

1. It generates electricity by capturing energy of falling water.

__Y__O__ __W__R P__ __ N__
2. It converts the kinetic energy of falling water into mechanical energy.
T__ __ B__ N__
3. It raises the water level of the river to create falling water.
__ __ M
4. It converts the mechanical energy from the turbine into electric energy.
__ __ N E __ __ T__ R
5. It conducts electricity from the hydropower plant to homes and business.
T__ __ N__ M__ __ __ I__ __ L__ __ E

What’s New

Water is Life!
Read the comic strip below and answer the guide questions that follow.

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Guide Questions:
1. How much water do you need to drink per day?
__________________________________________________________________
_______________________________________________________________________
2. Why do you need to drink water instead of soft drinks?
__________________________________________________________________
_______________________________________________________________________

What is It

Earth’s Water Resources

Water is the most critical nutrient necessary for sustaining life. If there is no water on
earth, life would not exist and we would not have the kind of biodiversity that we have
now.

Distribution of Earth’s Water

The water resources of the Earth are made up of 97% salt water and 3%
freshwater (Figure 1). This freshwater exists in the solid-state as ice, polar ice caps, and
glaciers and liquid form in freshwater ecosystems and groundwater. Freshwater
ecosystems and groundwater serve as storage locations for water and are known as
reservoirs. These reservoirs comprise 3% of the fresh water available on earth and
include oceans, glaciers, groundwater, lakes, rivers, and the atmosphere. Water
molecules present in reservoirs may pass through it very fast or may remain for a longer
time.

Water has unique properties that allow it to move through almost anywhere on
Earth. The water molecule found in your glass of water today could have been buried
with a fossil million years ago. In the prevailing billions of years, the molecule possibly
stayed solid in a glacier or liquid below the ground. The molecule surely was high up in

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in the atmosphere and maybe inside the stomach of a dinosaur. Where will that water
molecule go next? Will the water molecule change form and move around the planet in a
continuous process? Let us find out.

Rivers <1%
Others Other
3% 1%

Ground
water Lakes
22%
61%
Oceans 22%

97%
Ice Caps,
Glaciers
and In- Atmos-
land seas phere, Soil
77% Moisture
39%

Figure 1. Earth’s Water Distribution

Earth’s water exists in all three states and may be present in various environments.
As it transform from one state to another, it has to enter different processes. The process
by which water moves around on Earth’s surface is known as the hydrologic (water) cycle
and is powered by the solar energy that comes from the sun. The water cycle consists of
different processes.

Processes Involved in the Hydrologic Cycle

1. Evaporation - a process of turning liquid into its gaseous state. The gaseous state
produced in this process is called water vapor. The water vapor evaporates from the
surface water from oceans or freshwater ecosystems but only water molecules go to the
atmosphere, the salt and other minerals stay in the reservoir. The energy from the sun
causes this evaporation.
2. Condensation - a process of turning gaseous molecule to liquid phase. The gaseous
water molecule stays in the atmosphere until it undergoes condensation to become tiny
droplets of liquid. The droplets of liquids in clouds, which are blown about the globe by the
wind collide and grow, and fall from the sky as precipitation in the form of rain, hail, snow,
etc.
3. Transpiration - a process wherein plants absorb water from the soil and release excess
water vapor to the atmosphere through the pores of their leaves.

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 Figure 2. The Hydrologic (Water) Cycle

4. Precipitation - a process wherein liquid or solid water molecules released from the
clouds fall to the ground. When liquid water reaches the ground, it goes to rivers that
stream down to oceans and lakes. On the other hand, water molecules that cascade as
snow stay longer on top of the mountains. These snow may stay as part of the ice in
glaciers for hundreds or thousands of years. Sometimes, ice and snow change directly from
solid to gas without transforming into a liquid through a process known as sublimation.
When ice sublimes, it becomes water vapor again and will enter the atmosphere again.
5. Runoff - an important part of the water cycle wherein rainwater, melted snow and ice
flow down rivers and lakes. At the surface, the water may eventually evaporate and go back
to the atmosphere.
Some of the water that falls to the ground seeps to the soil to replenish Earth’s
groundwater. As it seeps through dirt and rock below the soil through pores, it infiltrates the
ground and fills the spaces between soil particles and fractured rock. This water stored in
the ground is important for plants and animal survival and is called an aquifer - a porous
rock, and sediment with water trapped in between. Aquifers may store freshwater for
centuries and is the biggest storage of liquid fresh water on Earth. The water it contains
may go back to the surface through springs or return to the ocean. The water present in
groundwater can be accessed by creating wells through digging or drilling land and is the
main source of water for community, industry, and agriculture. But due to undisciplined
human activities, water resources become polluted.

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 Figure 3. Groundwater is the biggest freshwater reservoir
Three Main Sources of Water Pollution
1. Agriculture - farm fields use big amount of chemicals such as fertilizers on a regular
basis. The chemicals dissolve in rainwater. Runoff may carry some of the chemicals to
nearby rivers or lakes. Dissolved chemicals causes an excessive amount of growth of
water plants and algae. This may result in dead zones within the water wherever nothing
can live. Also, some of the chemicals may seep in the ground and contaminate
groundwater. They may end up in water wells. If people consumed contaminated water,
they may get serious health problems. Waste (fecal matter) from farm animals also can
contaminate water. The waste contains microorganisms that cause sickness.
2. Industry - many industries produce waste products that are toxic such as lead,
arsenic, and mercury. Aside from these toxic chemicals, nuclear powerplants produce
radioactive wastes that are cancerous and pose serious health problems. Also, human
activities may spill oil in the ocean and other bodies of water which can seep into the
groundwater making it unsafe for human consumption.
3. Municipal, or community, sources - households and businesses in a community
may also pollute the water supply. Activities such as the application of fertilizers and
chemicals to lawns and farms cause water pollution. The chemicals and fertilizers
dissolve in rainwater and end up in nearby rivers or lakes. Also, underground septic
tanks develop leaks that may contaminate groundwater. Besides, treated wastewater
dumped by municipal sewage treatment plants pollutes rivers or lakes because they are
not be treated enough and still contain bacteria or hazardous chemicals.
Even though water resources become polluted due to human activities, we need
water for life itself and therefore, must protect it more than any other resource. found on
Earth. So how can we prevent water pollution?
Here are some tips which you can do to lessen water pollution:
1. Proper waste disposal - do not pour oil or household chemicals on the drain. Avoid
spilling them on soil because it can seep to the ground and might contaminate the water.
2. Lesser use of garden chemicals - use compost or organic fertilizers for your garden
needs. If it is possible, grow plants that require lesser chemicals or fertilizer to grow.
3. Avoid pet and farm animal wastes to enter water supply - the wastes may contain
disease-causing bacteria.

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 What’s More

Independent Activity 1. In a separate sheet of paper, illustrate a pie chart showing the
water distribution on Earth.

Independent Assessment 1.
Answer the following questions in a separate sheet of paper.
1. What percentage of Earth’s water resources is freshwater? saltwater?
___________________________________________________________
2. In freshwater resources, where can you find the largest amount?
___________________________________________________________
3. How much water is available for human consumption?
___________________________________________________________

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Independent Activity 2. In a separate sheet of paper, sketch a diagram of the hydrologic
cycle. It should contain the main processes that water undergoes to move around the
planet. Your sketch will be graded according to the accuracy of content, graphics -
effectiveness and relevance, labels, appearance, and spelling, and grammar. Please refer
to the diagram assessment rubric below.

Diagram Assessment Rubric

Excellent Good Fair Poor

4 pts 3 pts 2 pts 1 pt
Accuracy of At least 90% of the At least 75% of the At least 60 % of Less than 50% of
Content content included in content included in the content includ- the content included
the diagram is the diagram is ed in the diagram in the diagram is
accurate. accurate. is accurate. accurate.
Graphics - Graphics are of Graphics are ade- Graphics are Graphics lack effec-
Effectiveness excellent quality, quate, easy to somewhat effec- tiveness and rele-
and Relevance easy to read and read, and relevant tive but may in- vance. Images in-
relevant to the to the content. clude vocabulary clude multiple vo-
content. or spelling errors. cabulary or spelling
errors.
Labels All important items Almost all im- Many important Important items on
on the diagram are portant items on items on the dia- the diagram are not
clearly labeled. the diagram are gram are clearly labeled or are la-
clearly labeled. labeled. beled in a way that
isn’t clear.
Appearance The diagram is The diagram is Some elements of The diagram is not
very appealing in appealing in terms the diagram are very appealing in
terms of design, of design, lay out, appealing in terms terms of design,
layout, and neat- and neatness. of design, layout, layout, and neat-
ness. and neatness. ness.

Spelling Almost no spelling Few spelling error Some spelling Many spelling error
error. error

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Independent Assessment 2.
IDENTIFICATION. Supply each box with the process involved in hydrologic cycle.

3.
2.

4.
5.

1.

Independent Activity 3. Think of two to three of your family’s activities that in a way or
another contribute to water pollution and identify what is the source of those water pollution.
Write a two-liner statement that presents your advocacy on how you can avoid or eliminate
being an agent of water pollutants.
1. _________________________________________________________________
_________________________________________________________________

2. _________________________________________________________________
_________________________________________________________________

Independent Assessment 3. FILL IN THE BLANKS. Read the paragraph below.

Complete each statement by writing the missing words.
The main sources of pollution are community, (1)____________________ and
(2)_________________________. Groundwater gets polluted when people use
(3)___________________ to grow plants. Toxic chemicals may seep to the soil and
reach (4)_____________________. When people consumed contaminated water, they
may get serious (5)_______________________.
To prevent water-related illnesses, people should take an initiative to
(6)__________water resources. (7)______________from industry and community
should be disposed properly. Farmers are encouraged to use
(8)__________________ fertilizers in growing plants. Simple lifestyle change can
make a difference in protecting water resources.

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 What I Have Learned

Learning Check. In this section, you will answer questions based on what you have
learned from this module. Write your answer on a separate sheet of paper.
1. What percentage of Earth’s water resource is freshwater?

2. What is Earth’s water reservoir?

3. What powers the water cycle? How?

4. How would you differentiate evaporation from condensation?

5. What similarity does evaporation have with transpiration?

6. What are the 3 main sources of water pollution?

7. List 3 harmful substances that industries may add to water.

8. Identify three ways that people can do to reduce water pollution at home.

What I Can Do

Stay-cation. In this pandemic period, for our safety, we are encouraged to stay at
home. Have you enjoyed your summer staycation? Have you visited the different parts
of your home? For this section, you must identify the practical applications of the main
processes in the hydrologic cycle that you observed or are present in your home. Write
your answer on a separate sheet of paper.

• An Everyday Example of Evaporation

• An Everyday Example of Condensation

• An Everyday Example of Precipitation

• An Everyday Example of Run-off

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 Assessment

Read and analyze each question carefully. Choose the letter of the best answer.
1. Which of the following freshwater resources is correctly matched with its percentage
distribution?
A. Ice Caps, Glaciers and Inland seas : 61%
B. Lakes : 39%
C. Ground water : 22%
D. Atmosphere, Soil Moisture : 77%
2. How is water distributed on Earth?
A. Ninety seven percent (97%) of the Earth’s water is distributed in oceans
while three percent (3%) is fresh water.
B. Ninety seven percent (97%) of the Earth’s water is distributed in
freshwater while three percent (3%) is in the oceans.
C. Ninety seven percent (97%) of the Earth’s water is groundwater while three
percent (3%) is in polar ice caps.
D. Ninety seven percent (97%) of the Earth’s water is in polar ice caps
while three percent (3%) is groundwater.
3. How do people access groundwater?
A. They filter rainwater.
B. They dig or drill wells.
C. They collect water in dams.
D. They allow water to evaporate and condense.
4. Why is ground water commonly a better choice than surface water as a source of water
supply?
A. Groundwater water contains less dissolved minerals than surface water
which is more suitable for human needs.
B. Groundwater water contains more dissolved minerals than surface water
which is more suitable for human needs.
C. Groundwater is easier to extract than surface water.
D. Groundwater is cheaper to use than surface water.
5. The cycle of process by which water circulates between Earth’s reservoirs is called
_________________.
A. rock cycle B. hydrologic cycle
C. hydrogen cycle D. oxygen cycle
6. Which provides the energy that drives the water cycle?
A. geothermal B. hydropower
C. kinetic D. solar

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7. Water changes from liquid to gaseous state through evaporation. After this
process, where will it go?
A. atmosphere B. hydrosphere
C. geosphere D. biosphere
8. What is the role played by plants in the water cycle?
A. Plants and atmosphere interact through transpiration.
B. Plants and animals exchange gases.
C. Plants absorb solar energy.
D. Plants release of oxygen in the atmosphere as a by-product.
9. Which of the following is NOT a main source of water pollution?
A. Agriculture B. Hydropower plants
C. Industry D. Community
10. The following community or human activities contribute to water pollution, except:
A. applying chemicals in their lawns
B. pumping underground water
C. dumping treated wastewater into rivers or lakes
D. leaking underground septic tanks
11. Which of the following source of pollution is caused by an industry?
A. Nuclear power plants produced radioactive wastes
B. Farmers use pesticides and fertilizers
C. People dump animal feces in the river
D. Animal farm drains their wastes to the creek
12. How does a community pollute water?
A. when underground septic tanks developed leak contaminating ground water
B. when toxic waste products such as lead and arsenic enter bodies of water
C. when fertilizer mixed with water causing excessive growth of algae and
aquatic plants
D. when animal farm dump manure on bodies of water
13. How can you prevent garden chemicals from entering the water supply?
A. do not grow plants in the garden
B. grow plants that require lesser fertilizers
C. use clay soil when growing plants
D. use fertilizers once a week

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 14. Toxic substances from industry should not enter water system because...
A. it can pose serious health problems
B. it will affect the biodiversity in the aquatic ecosystem
C. it will contaminate groundwater making it unsafe for human consumption
D. all of the above.
15. How can you reduce water pollution?
A. proper disposal of motor oil and household chemicals
B. use compost or organic fertilizer for your garden needs
C. avoid pet wastes to go in water supply
D. all of the above

Additional Activities

Water Pollution ABC’s. Fill each blank with a pollution source beginning with each letter
of the alphabet.
A _______________________________
C _______________________________
E _______________________________
G _______________________________
I ________________________________
K ________________________________
M ________________________________
O ________________________________
Q ________________________________
S ________________________________
U ________________________________
W ________________________________
Y _________________________________
B ______________________________
D ______________________________
F _______________________________
H _______________________________
J _______________________________
L _______________________________
N _______________________________
P _______________________________
R ________________________________
T ________________________________
V ________________________________
X ________________________________
Z ________________________________

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 16
PRE-ASSESSMENT.
1. sun/solar energy 6. True 11. Community
2. evaporation 7. False 12. Industry
3. condensation 8. True 13. Agricultue
4. transpiration 9. True 14. Avoid Leak
5. precipitation 10. False 15. Proper Waste Disposal
NAME DROP.
1. Hydropower plant 4. Generator
2. Turbine 5. Transmission Line
3. Dam
LEARNING CHECK
1. 3%
2. Oceans, rivers, lakes, swamps, glaciers, polar ice caps, groundwater
3. Sun/Solar Energy
4. Evaporation is the transformation of water from liquid to gaseous state while condensation is the
transformation from gas to liquid phase.
5. Both process release water vapor.
6. Agriculture, Industry, Municipal/Community
7. Lead, Arsenic, Mercury
8. Proper waste disposal
Limited use of garden chemicals
Avoid pet wastes to enter water supply
STAY-CATION
Evaporation - Breathing
Precipitation - Rain
Transpiration - Plants as air purifier
Condensation - little droplets form on your cold water pitcher
Run-off - sink is designed the way it is so water can easily be pulled by gravity to drain.
INDEPENDENT ASSESSMENT 1.
1. 3% / 97% 3. 22% Groundwater
2. 77 % Polar Ice Caps, glaciers
INDEPENDENT ASSESSMENT 2.
1. Evaporation 3. Precipitation 5. Runoff
2. Condensation 4. Transpiration
INDEPENDENT ASSESSMENT 3.
1. industry 4. groundwater 7. wastes
2. Agriculture 5. illness/health problems 8. organic
3. fertilizer 6. protect
ASSESSMENT.
1. C 6. D 11. B
2. A 7. A 12. A
3. B 8. A 13. B
4. A 9. B 14. D
5. B 10. B 15. D
Answer Key
References
Braganza, Maria Chona. Earth Science. Manila, Philippines: Rex Book Store, Inc., 2012.
Mcguire, Thomas. Earth Science The Physical Setting. New York: Amsco School
Publications, Inc., 2005.
Palmer, Jane. “The creatures that can survive without water for year.” Bite-sized articles.
Posted in September 27, 2016. http://www.bbc.com/earth/story/20160926-the-
creatures-that-can-survive-without-water-for-years

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 For inquiries or feedback, please write or call:
Department of Education, Schools Division of Bulacan
Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email address: lrmdsbulacan@deped.gov.ph