Homeschool Guide: These lesson plans are a guide for parents. Content may contain errors — always cross-reference with official exam board specifications.

water resources

FoundationHigherAll Boards

4 detailed 50-minute lessons with teaching scripts, worked examples, parent guides, and assessment criteria.

Fastmail

Lesson Overview

Total Lessons: 4
Tier: Foundation and Higher
Duration: 50 minutes per lesson (200 minutes total)
Exam Boards: AQA, Edexcel, OCR, Eduqas, CCEA

Learning Objectives

Prerequisites

Materials & Equipment

Lesson 1: Introduction: water resources

Duration: 50 minutes

Starter Activity (5 minutes)

Quick Recall

Write down everything you already know about water resources. Then check against the key terms: Key Point, Background, Key Concept. Use a mini-whiteboard or paper.

Main Content (35 minutes)

Parent/Teacher Guide:
Before lesson: Read the script below. Pre-teach key vocab: Key Point, Background, Key Concept.
If stuck: Re-read the revision notes (link above), then break the content into smaller steps.
Extension: See the Stretch & Challenge ideas in Lesson 4.
Teaching Script (35 mins):
Mins 0-5 - Hook: "Today: water resources. By the end you will be able to answer exam questions on it unaided. It connects to the rest of Geography because the ideas here recur across the spec."
Mins 5-20 - Direct Instruction: Work through the core ideas below one at a time; after each, ask your student to explain it back in their own words.
Mins 20-30 - Guided Practice: Model the worked example together, then let your student attempt the first practice question with guidance.
Mins 30-35 - Independent Practice: 2-3 practice questions from Lesson 3 below, with immediate feedback.
First Look

Start with the revision notes summary, then attempt: Explain why some areas of the world have water surplus while others have water deficit.

Plenary (5 minutes)

Check Out

Your student states one thing they learned and one question they still have about water resources.

Lesson 2: Core Concepts: water resources

Duration: 50 minutes

Starter Activity (5 minutes)

Review Previous Lesson

Quick recap: write 3 key points from Lesson 1 on water resources. Check them against the notes below.

Main Content (35 minutes)

Key Fact: 97.5% of Earth's water is saltwater. Of the 2.5% that is freshwater, 70% is locked in ice and glaciers. Only 0.3% of all water on Earth is accessible freshwater in rivers, lakes, and aquifers.
Key Point: Water surplus and deficit are not just about rainfall - they depend on the balance between water supply (from precipitation, rivers, aquifers) and water demand (from population, agriculture, industry). Canada has a surplus because its high rainfall combines with low population density. The Middle East has a deficit because very low rainfall combines with high population and water-intensive agriculture.
Definition: A dam blocks a river to create a reservoir (artificial lake) that stores water for use during dry periods. It also generates hydroelectric power and controls flooding.
Definition: Water transfer schemes move water from areas of surplus to areas of deficit through pipelines, canals, and aqueducts.
Definition: Desalination removes salt from seawater or brackish water to produce freshwater. The two main methods are thermal distillation (boiling) and reverse osmosis (pressure-filtering through membranes).
Background: Lesotho is a small, mountainous, landlocked country entirely surrounded by South Africa. It has abundant water (surplus) due to high rainfall in the Maloti Mountains. South Africa, particularly the industrial heartland of Gauteng (Johannesburg and Pretoria), has a water deficit.
TermMeaningExample
Canada (high rainfall, low population)Middle East (low rainfall, high population)
ScandinaviaNorth Africa
Northern RussiaCentral Asia (Aral Sea region)
Tropical rainforest regions (Amazon, Congo)Australia (interior)
Ireland, Scotland, WalesSouthern Spain, Italy, Greece
ClimateHot, dry climates increase water demand for irrigation and coolingSaudi Arabia uses desalination to meet demand in its arid climate
Population densityMore people = more water for domestic use, sanitation, and food productionSouth East England has water stress due to high population and low rainfall
WealthRicher populations consume more water (swimming pools, gardens, appliances)USA uses 5,700 litres per person per day (including industrial/food); Mali uses 1,200 litres

Practice (10 minutes)

Q: Explain why some areas of the world have water surplus while others have water deficit.

Answer: Water surplus occurs where rainfall exceeds demand (e.g. Canada, Scandinavia - high rainfall, low population density). Water deficit occurs where demand exceeds supply (e.g. Middle East - low rainfall, high population and agricultural demand). The balance depends on physical factors (precipitation, geology, seasonality) and human factors (population density, wealth, industrialisation, agriculture). Some regions have seasonal surplus and deficit (monsoon areas).

Plenary (5 minutes)

Explain Back

Your student teaches the key points back to you without looking. Fill any gaps immediately.

Lesson 3: Application: water resources

Duration: 50 minutes

Starter Activity (5 minutes)

Quick Recall

Recall the key terms: Key Point, Background, Key Concept. Define each in one sentence.

Main Content (35 minutes)

Parent/Teacher Guide: Let your student attempt each question alone first, then compare with the model answer. Award method marks for correct working even if the final answer is wrong.

Q1: Explain why some areas of the world have water surplus while others have water deficit.

Answer: Water surplus occurs where rainfall exceeds demand (e.g. Canada, Scandinavia - high rainfall, low population density). Water deficit occurs where demand exceeds supply (e.g. Middle East - low rainfall, high population and agricultural demand). The balance depends on physical factors (precipitation, geology, seasonality) and human factors (population density, wealth, industrialisation, agriculture). Some regions have seasonal surplus and deficit (monsoon areas).

Q2: Describe three factors that affect water consumption in different countries.

Answer: Factor 1: Wealth - richer populations consume more water for swimming pools, gardens, and appliances. The USA uses 5,700 litres/person/day compared to Mali's 1,200 litres. Factor 2: Agriculture - farming accounts for 70% of global water withdrawals; irrigation-intensive countries use much more water. Factor 3: Climate - hot, dry climates increase demand for irrigation and cooling, while cooler, wetter climates need less.

Q3: Using the Lesotho Highlands Water Project, evaluate the advantages and disadvantages of water transfer schemes.

Answer: Advantages: Lesotho gains $50 million/year in revenue and hydroelectric power; South Africa receives reliable water for 6 million+ people in Gauteng; infrastructure improvements. Disadvantages: 30,000 people displaced; lost farmland; inadequate compensation; health problems from construction; reduced river flow downstream. Overall, the project benefits both countries economically but the social and environmental costs for Lesotho's local communities are significant.

Q4: Explain why desalination is not a sustainable solution to water scarcity for most countries.

Answer: Desalination is energy-intensive (3-4 kWh per cubic metre), making it expensive and carbon-intensive unless powered by renewables. The brine waste produced is highly concentrated salt that damages marine ecosystems. It is only viable for wealthy coastal countries - Saudi Arabia can afford it, but many water-scarce LICs cannot. It does not address the root causes of water scarcity (overconsumption, poor management). It should be part of a strategy alongside conservation and efficiency improvements.

Q5: "Water conservation is more effective than increasing supply." How far do you agree?

Answer: Water conservation is more sustainable long-term because it reduces demand rather than creating new supply. Strategies like drip irrigation (saves 70%), greywater recycling (saves 30-50%), and metering (saves 15-20%) are cheaper and have fewer environmental impacts than dams or desalination. However, conservation alone may be insufficient in areas of absolute scarcity (e.g. Middle East) where supply must also increase. The most effective approach combines both: reducing demand through conservation while developing sustainable new supplies (e.g. Singapore's Four National Taps approach).

Q6: Describe three sustainable strategies for managing water resources.

Answer: Strategy 1: Drip irrigation delivers water directly to plant roots, reducing evaporation by up to 70% compared to flood irrigation. Strategy 2: Greywater recycling reuses water from sinks and showers for irrigation and toilet flushing, reducing household consumption by 30-50%. Strategy 3: Rainwater harvesting collects rainwater from roofs for domestic and agricultural use, providing an affordable, low-technology solution particularly suitable for LICs.

Plenary (5 minutes)

Error Review

Review any questions answered incorrectly. Identify whether the error was knowledge, method, or reading the question.

Lesson 4: Exam Practice: water resources

Duration: 50 minutes

Starter Activity (5 minutes)

Command Words

Review what these command words require: state (one point), describe (say what happens), explain (say why), compare (both sides), evaluate (judgement).

Main Content (35 minutes)

Exam-Style Question

Attempt a past-paper style question on water resources from the exam board past paper finder (see Resources), then mark it against the scheme.

Exam Tips: Know the Lesotho case study in detail - specific dams (Katse, Mohale), figures, and impacts | For water surplus/deficit questions, consider both physical and human factors | Use the term "water stress" correctly (consumption exceeding 20% of supply) | Always evaluate strategies - consider economic, social, AND environmental impacts | Remember that 70% of global freshwater is used for agriculture | Higher mark questions: argue for combining supply increase and demand reduction strategies | Singapore's Four National Taps is a useful case study for sustainable water management
Common Errors: Watch Out! Students often write vague answers without specific geographical evidence. Wrong: Writing generalised statements like 'it causes problems' Correct: Using specific data and named examples, e.g. 'the 2010 Haiti earthquake killed over 200,000 people due to poor building quality' Students often confuse causes and effects. Wrong: Mixing up what caused the event with what resulted from it Correct: Clearly separate causes (why it happened) from effects (what happened as a result) Students often describe rather than evaluate. Wrong: Listing strategies without assessing their effectiveness Correct: Weighing up strengths and weaknesses of each approach and reaching a supported judgement
Stretch & Challenge (Grade 8-9):
  • Synoptic links: explain how water resources connects to another Geography topic you have studied
  • Real-world: research one real-world use or example of water resources
  • Critical: "What are the limitations of the models used in water resources?"

Plenary (5 minutes)

Assessment Criteria
  • Got it: Confident explanation + correct worked examples
  • Getting there: Main points OK, needs support with detail
  • Not yet: Confused on key concepts - re-run Lesson 2

Homework & Consolidation

Recommended Resources

🎓 Smart Lesson (Guided)