Water, Glorious Water
Learners will identify the uses of water and understand its importance to our world.
- identify uses of water.
- state why water is essential to our world.
- illustrate their favorite use of water
- taste water.
- understand that it is the civic responsibility of everyone to conserve water.
- student copies of Parent Letter as homework. Be sure to have the assignments back in time for Lesson Four.
- Read-aloud copy of the book, The Drop In My Drink: The Story of Water On Our Planet
- basic art materials
Interactive Parent / Student Homework:See Attachment One, Lesson One
- Maydak, Michael S., McKinney, Barbara Shaw. A Drop around the World. California: Dawn Publications, 1998. ISBN: 1883220718
Anticipatory Set:Ask learners the following questions: “Where do we see water?” “What does water look like?” “What does water feel like?” “What do you use water for?” “Who or what needs water?” “How do we get water?” Be prepared to elaborate on questions or ask them in a different manner depending upon the prior knowledge and experience of your learners.
Read the book, A Drop Around the World
Ask learners, “What is your favorite use of water?” and write their brainstormed list on a chart.
Ask and discuss, “What would happen if there was not enough water for these uses?”
Tell the students that in 2015-16 in Flint, Michigan, families were not able to use the local water because it wasn't safe. This could happen in other communities too.
Have a discussion with students around the water crisis in Flint. Discuss the things that families are doing/did in Flint to conserve water. They could not use the tap water for cleaning or drinking/cooking so they had to use bottled and filtered water very conservatively.
Make a co-created chart of their responses and use it to lead into their illustrations below and refer to it in lesson 4, “Save That Water!”
Tell the learners that there is only a limited supply of water on the Earth. Ask: Does anyone know what the word conserve means? (To use something carefully so as not to exhaust the supply) Show this brief video to describe the need for conservation. https://youtu.be/rl0YiZjTqpw
Ask: "Who is responsible for conserving water or keeping the water we have clean and usable?" Tell the learners that when we take care of the Earth’s resources we are being good stewards of the Earth. (Someone who takes care of the Earth and its resources.)
Distribute drawing paper and materials. Each learner should illustrate their own favorite use of water. (e.g. drinking, water sports,) Learners should share their illustration as they feel comfortable. They should be asked individually or as a group if they would be able to do their illustrated activity without water. Learners should also be asked: “What could we do to make sure there is enough water to always do their favoriteactivity?”
Display illustrations in the hallway under the caption “If there was not enough water, I would not be able to ……”
Reward learners’ hard work with a delicious glass of ice cold water!
Learners should be considered to have successfully completed the lesson through active participation in verbal discussions and the completion of their individual illustration.
Learners’ art work will be displayed with the caption “If there was not enough water, I would not be able to ……” for peers and visitors to view. This will spark interest and thought around the idea of potentially not having enough water to do the things they love.
Strand PHIL.I Definitions of Philanthropy
Standard DP 01. Define Philanthropy
Benchmark E.3 Recognize that citizens have a responsibility for the common good as defined by democratic principles.
Strand PHIL.II Philanthropy and Civil Society
Standard PCS 03. Philanthropy and Economics
Benchmark E.13 Describe limited resources and scarcity.
Benchmark E.5 Recognize the wise use of resources as <i>stewardship</i>.
Strand PHIL.III Philanthropy and the Individual
Standard PI 01. Reasons for Individual Philanthropy
Benchmark E.1 Describe one reason why a person might give or volunteer.