Why Is Water Important?

Why Is Water Important? lesson plan

How do students use water, every day or for fun? Create a book about why water is important.

  • 1.

    Talk with students about all the ways people use water every day. On large chart paper, use Crayola® Markers to list ways that water is used where they live, including at home and school, manufacturing, electricity generation, and irrigation.

  • 2.

    On construction paper, students illustrate one way that water is important. Write a sentence describing the picture or label the drawing.

  • 3.

    Compile all of the pages to create a class book titled Why Is Water Important? Students read the book to each other and younger children in the school. Share ideas for conserving water.

Standards

  • LA: Participate in collaborative conversations with diverse partners about grade level topics and texts with peers and adults in small and larger groups.
  • LA: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from an array of strategies.
  • LA: Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
  • LA: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
  • SCI: Use observations to describe patterns of what plants and animals (including humans) need to survive.
  • SCI: Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
  • VA: Use visual structures of art to communicate ideas.
  • VA: Use different media, techniques, and processes to communicate ideas, experiences, and stories.

Adaptations

  • Possible classroom resources include: Water, Water Everywhere (Reading Rainbow Book) by Cynthia Overbeck Bix; Follow the Water from Brook to Ocean (Let's-Read-and-Find-Out Science 2) by Arthur Dorros; One Well: The Story of Water on Earth by Rochelle Strauss; A Drop Around the World by Barbara McKinney; The Magic School Bus Wet All Over: A Book About The Water Cycle by Pat Reif; Down Comes the Rain (Let's-Read-and-Find-Out Science 2) by Franklyn M. Branley.
  • Set up a center in the classroom that focuses on the water cycle. As students engage with the process, have them diagram the cycle.
  • Students work in small groups to document the weather for several weeks. When it is a rainy day, have students travel outside the school building to look at puddles of water that form. Students document or map where they find the puddles. The next sunny day, return to the puddle areas and document what they see. What has happened to the water? Encourage students to use appropriate vocabulary when discussing the process, such as evaporation, water vapor, gas, etc.
  • Encourage students to investigate where water comes form in their community. This may be accomplished by taking the class on a field trip or inviting a local municipal worker to come into the classroom to speak with the group. Trace the water back from their faucets to its source. How does water get into the lake, well, or other reservoir?