Save That Water!

K, 1, 2

Learners will use what they have learned in previous lessons to summarize why water conservation is essential, how it is an example of Environmental Stewardship and what they can do to make others more aware.

Lesson Rating 
One forty-five minute class period

The learner will:

  • define water conservation.
  • discuss methods of water conservation.
  • discuss potential problems due to lack of water.
  • create informational posters to promote water conservation in the community.
  • Book: Why Should I Save Water?
  • Completed student homework from Lesson One
  • Large chart paper
  • Student drawing paper
  • Student handwriting paper
  • Pencils
  • Materials
  • Markers/crayons/colored pencils
  • Glue sticks
  • Masking tape
  • Green, Jen. Why Should I Save Water?  (Why Should I? Books) Barron''s Educational Series (February 28, 2005) ISBN: 0764131575


  1. Anticipatory Set:Ask learners the following questions: “Who likes water?” “What is your favorite thing to do with water?” “What would happen if there was no water?” “How could we make sure that we never run out of water?” Be prepared to supplement other questions to keep learners centered on the idea of water conservation.

  2. Read Why Should I Save Water? Emphasize the idea of water conservation. Pause occasionally to recall previously read information.

  3. Share learners’ homework from Lesson One. Learners should have brainstormed ways in which to conserve water. Use large chart paper to record their ideas. You may choose to tally next to the items that repeat. Ask learners if any of the home conservation ideas can be applied to school. Place a star by those ideas.

  4. Use a new piece of chart paper to create a class list of water conservation methods. (e.g. turning off the water while washing hands) Post this in the classroom. You may choose to illustrate (cut out from a magazine) each method for ease of understanding. Be sure to include the list with your weekly classroom newsletter. Post this list where learners can see it in the classroom.

  5. Have learners choose their favorite conservation method, or the conservation method they choose to try. Distribute drawing paper and or writing paper. Have learners illustrate and/or write about their method. Learners should share their methods with the class, as comfort level permits. Display illustrations in the hallway and distribute tothe communitywho wish to post them. Teacher Note: For younger ordifferently ablelearners allow them to draw a picture of ways to conserve water and then dictate their thoughts to the teacher or older student. Learners could use pictures from magazines to illustrate their method and then dictate to the teacher or older student what the picture illustrates.

  6. Revisit the concept of water conservation often.


Learners should be able to talk about and share with others the feasible methods in which they are able to conserve water. Through this conversation, learners should also connect the three states of matter that water canbecome as well as the water cycle. For successful completion of this lesson, learners should have created a visual and/or text commentary on how to conserve water. This should be done to the best of their abilities.

Cross Curriculum 

Learners will create posters to be displayed throughout their school andthe communityto promote water conservation in their area.

Philanthropy Framework

  1. Strand PHIL.I Definitions of Philanthropy
    1. Standard DP 01. Define Philanthropy
      1. Benchmark E.3 Recognize that citizens have a responsibility for the common good as defined by democratic principles.
  2. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 03. Philanthropy and Economics
      1. Benchmark E.13 Describe limited resources and scarcity.
      2. Benchmark E.5 Recognize the wise use of resources as <i>stewardship</i>.
  3. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 01. Reasons for Individual Philanthropy
      1. Benchmark E.3 Define stewardship and give examples.
      2. Benchmark E.4 Give an example of how citizens act for the common good.

Academic Standards

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