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

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.
Start with the revision notes summary, then attempt: Explain why some areas of the world have water surplus while others have water deficit.
Your student states one thing they learned and one question they still have about water resources.
Quick recap: write 3 key points from Lesson 1 on water resources. Check them against the notes below.
| Term | Meaning | Example |
|---|---|---|
| Canada (high rainfall, low population) | Middle East (low rainfall, high population) | |
| Scandinavia | North Africa | |
| Northern Russia | Central Asia (Aral Sea region) | |
| Tropical rainforest regions (Amazon, Congo) | Australia (interior) | |
| Ireland, Scotland, Wales | Southern Spain, Italy, Greece | |
| Climate | Hot, dry climates increase water demand for irrigation and cooling | Saudi Arabia uses desalination to meet demand in its arid climate |
| Population density | More people = more water for domestic use, sanitation, and food production | South East England has water stress due to high population and low rainfall |
| Wealth | Richer 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 |
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).
Your student teaches the key points back to you without looking. Fill any gaps immediately.
Recall the key terms: Key Point, Background, Key Concept. Define each in one sentence.
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.
Review any questions answered incorrectly. Identify whether the error was knowledge, method, or reading the question.
Review what these command words require: state (one point), describe (say what happens), explain (say why), compare (both sides), evaluate (judgement).
Attempt a past-paper style question on water resources from the exam board past paper finder (see Resources), then mark it against the scheme.