The lesson impresses on your students the importance of water for all life on Earth. The molecular structure of water is described, and several sources of water are listed such as the ice caps and groundwater. Then the uses of water are noted, from the mundane daily uses like brushing your teeth to bigger uses like hydroelectric power. The lesson wraps up with suggestions for water conservation. The lesson can be used in conjunction with a lesson about the water cycle.
Sample Classroom Procedure / Teacher Instruction:
- Distribute a small cup of water to each student, Dixie cup size is plenty. Ask students the following questions for discussion, in any order: What is the liquid? How does it feel? Where is it found? What is it made of? What are some things you can do with it? Is there an odor to it? Is there anything special about it?
- Allow for responses and discussion. Allow students to drink the water and ask: What does it taste like? Are there other ways to get water besides from a faucet or a cup? Is all water the same?
- Allow for further responses and discussion. Introduce Water, Water Everywhere.
- Distribute Water, Water Everywhere content pages. Read and review the information with the students. Expand on several sections of the content, asking students for examples of the three forms of water, what sources of water they might be near, expanding the water cycle review, etc. Save the final question for the lesson closing. Use the additional resources to enhance understanding.
- Distribute Activity page. Read and review the instructions. Pair students. Allow students time to imagine a typical day. You may assist students by giving them hints about when and how water is being used at their home or in the neighborhood.
- Once completed, the students will share their responses. Display a chart of the different ways water is used. Discuss how the uses could be reduced or other ways for conserving water each day. Conduct a discussion about conservation and recycling of water.
- Distribute Practice page. Check and review the students’ responses.
- Distribute the Homework page. The next day, check and review the students’ responses. Ask students to correct the false statements. Students may share their pictures.
- In closing, ask students: Besides using water for drinking, what is the most important use of water for you? Why?
- Allow for responses and discussion.
- On a Friday, distribute the students’ activity pages. Tell students to take them home and record the different times they use water throughout the weekend, or tell when others use water.
- On the following Monday, allow students to share their “Water Journal”.
Common Core State Standards:
CCSS.ELA-Literacy.RI.1.7, CCSS.ELA-Literacy.RI.2.3, CCSS.ELA-Literacy.RI.2.7, CCSS.ELA-Literacy.RI.3.3, CCSS.ELA-Literacy.RI.3.7
Class Sessions (45 minutes): At least 2 class sessions
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