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Lesson Guide in Earth and Life Science

TOPIC Water Resources

SUBJECT Earth Science

A. Content Standards The amount of usable water resources on Earth

B. Performance The learners prepare a plan that the community may

Standards implement to minimize wasting of water in utilizing community
materials and resources.

At the end of the session, students are expected to:

1. Recognize how water is distributed on Earth (S11/ES-If-14)

C. Learning
1.1 Describe processes involved in water cycle that
distribute water on earth.
1.2 Illustrate or simulate the processes involved in water
1.3 Appreciate the significance of conserving water,
especially fresh water
Earth Materials and Resources
 Water Resources
A. References
1. Teacher’s
Guide pages
2. Learner’s
Manual pages
3. Textbook Earth Science by Mylene D.G. Oliva, DIWA Leraning Systems
pages Inc, 2016 pages 91-93
4. Additional
Materials from Laptop
Learning Multimedia projector
Resource (LR) Handouts
B. Other Learning Link :
Resources Videoclip on Video Clip on Why Care About Water? (A
National Geographic video )
A. Reviewing previous
Review on ways to address different environmental concerns
lesson or
related to the use of fossil fuels, geothermal energy and
presenting new
hydroelectric energy.
Let the students relate the previous lecture on fossil fuels,

geothermal energy and hydroelectric energy to the present
lesson on distribution of water on earth.

Video Clip on Why Care About Water? A National

Geographic video that talks about water as a scarce
B. Establishing a
resource and its vital role in sustaining life on earth. (3 minutes)
purpose of the
Based on the video, answer the following:
1. What is the importance of water on Earth?
2. Why is there a cry for water conservation?

C. Presenting
s of the new lesson
(PRE-ACTIVITY) Ask the following Guide Questions to the students:

1. Why does the earth appear blue from the outer

2. How much of the earth’s surface is covered with

THINK-PAIR-DRAW . Based on the video, think of how you can

show the distribution of water on earth using a graphic
organizer. Pair up with seatmate, and come up with an
illustrated output.

Based on the graphic organizers (pie chart) made by the
students, direct the discussion to global distribution of water
using the diagram below.

Points to cover:
 97.5% of Earth's water is in the Earth’s oceans
D. Discussing new
 2.5% of Earth's water is fresh water, mostly found as ice in
concepts and
the vast glaciers of Greenland and the immense ice sheets
practicing new
of Antarctica
skills 1
 0.4% of Earth’s freshwater that humans can easily use (liquid
freshwater) is found under the Earth’s surface as
groundwater, in lakes, rivers, and streams, and water vapor
in the sky.

Group Drill
The students will be presented with the diagram below. By
groups, they will race in giving the correct processes involved
in the water cycle.

Diagram Analysis – Modern day Water Cycle

The illustration below will be shown to the students and


Let the students compare the previous water cycle diagram
and the one below.

Discuss the diagram to explain the principal natural

components of water cycle:
 Evaporation
 Condensation
 Precipitation
 infiltration into the soil
 runoff on the surface
 groundwater discharge to surface waters and the
 evapo-transpiration from water bodies, the soil, and

Mention the difference between “Blue water” (the water in

rivers, lakes, and aquifers) and “green water” (feeds plants
and crops)

Picture Analysis
Present pictures showing places rich in freshwater water, and
places experiencing scarcity of freshwater.

E. Discussing new Let the students deduce the difference in freshwater

concepts and distribution by having:
practicing new Analysis of Theories, Concepts and Principles
skills 2 1. Explain the role of precipitation in the formation of
(DEEPENING) freshwater.
2. Why does precipitation vary greatly around the world?
(desserts, tropical places, and cold places)
3. Explain the relationship between the climate of a
place and its amount of precipitation?

4. How does climate change affect distribution of water?
5. Why should water be conserved?

Group Activity: Modern Day Water Cycle Concept Map

Each group will be asked to fill in the correct words/phrases to

complete the concept map (below) on how water is
distributed on earth.

F. Developing

G. Finding practical
applications of Allow each group to present through skit, song/jingle, or
concepts and skills poster their own suggestions of how to conserve water at
in daily living home and in school.

H. Making Based on the objectives stated previously, ask the following

generalizations questions:
and abstractions 1. How is water distributed on earth?
about the lesson 2. What is the role of water cyclec in the distribution of
(GENERALIZATION) water on earth?
3. How does man affect the distribution of water?

Group Quiz: To gauge the understanding of the students

I. Evaluating learning
about the global distribution of water, they will be asked by
groups to fill in the boxes the percentages water distribution
on earth.

Individual Essay Question:

Choose one question and answer briefly.

1. How does water contribute to the distribution of water

on earth?
2. If water cycle is countinuous, why is there still a need
to conserve water?
3. As a student, in what ways can you contribute in the
water conservation in your community?


(5 points) Exceptional – student responses far exceed what is

(4 points) Excellent – information is factually accurate and
offers extra supporting facts.
(3 points) Good – The student somewhat responds beyond
the basic level of the question to provide supporting details
and or interpretation.
(2 points) Fair – student responses, although somewhat
correct, are lacking in relevant details and supporting
examples and or interpretation.
(1 point) Not Mastered - student responses are largely
J. Additional Make a report cases of water shortage/problem in your
activities for community. Explain the cause and eefect effect the case
application or and come up with a roposal to address/avoid such from
remediation happening again.

Prepared by: MARIA TERESA O. DAGAN – SHS Teacher II


Training Facilitator Regional Science Supervisor