Show pictures used in previous lessons of farms, farm animals, and plants. Ask students: “What do plants and animals all need to live?” (Students should now be able to tell you that plants and animals all have basic needs). “Where do plants and animals get their food? Where do they get their shelter? Where do they get their air? Where do they get their water?” (Students should be forming an understanding that some basic needs are satisfied by the farmer, and some basic needs are satisfied by the environment in which they live.)
Day 1
Activity 1: How Much Water Is There?
Show students the Pennsylvania map (S-K2-5-3_Pennsylvania Map.doc). “What do you see in the pictures? These are pictures of bodies of water. Do these bodies of water look the same? How many of you have ever been to the beach? Can anyone tell me what you think the water in the ocean tastes like?”
“Now look at this map. This is a map of Pennsylvania. Do you see these squiggly lines? These lines on a map represent, or stand for, water. When we see blue lines like this on a map, it tells us that there is water in this area. Do you see large blue spaces on the map? This tells us that these bodies of water are very large. There is a large amount of water.” Show pictures of different bodies of water (S-K2-5-3_Pictures of Bodies of Water.doc). (Students may not have been to or seen the ocean, so spend time showing pictures and explaining the difference between fresh water and salt water.)
On the board list the different names of bodies of water: oceans, rivers, creeks, lakes, and streams. “How are these bodies of water alike? How are they different? Do some of these bodies of water look like they are moving? How can you tell they are moving?”
- Give each student a paper plate. Demonstrate to students how to fold the plate in half, then unfold the plate. Fold the plate again in the opposite direction so that when opened again the plate is creased to form four equal parts. Have students color three parts blue and one part brown. When students are finished, tell them that the earth is three parts water but only a small part is fresh water. You may note: “ 97% of the water on Earth is salty. Only about 3% is fresh water. Two thirds of the fresh water is in frozen form as glaciers, ice caps, and snow. This leaves only about 1% of all the water on Earth to meet our needs for fresh water.”
Ask students to explain their plates to you as you display them in the room.
Activity 2
Hold up the plate you used to demonstrate to students in the previous activity. Say to students: “We have just found out how much water is on the Earth. We also found out that just a small amount of this water is fresh water, good for plants, animals and people. Farmers, plants, and animals all need water to live. Where do you think the farmer gets water? Farmers must be very careful not to waste water and make sure the water stays clean and safe to drink. Why do you think a farmer must not waste water?” Allow students to discuss this question with a partner, then share their responses with the class. Then ask: “Why do you think farmers must make sure the water stays clean and safe to drink? What kind of water do you think the farmer uses: fresh or salt water? Water is something every person, animal, and plant needs to live. What kind of water do you need: fresh or salt water?”
“Look at the pictures of water again. What do you think would happen to the fresh water if things were thrown into it like garbage and chemicals? The farmer must be very careful with the amount of water that is used. Water must be conserved, not wasted. Sometimes a farmer may drill water wells to get water for plants and animals. Sometimes farmers will have rain collectors. These are large rain barrels that collect rain water that farmers can use to water plants and animals. The farmer knows that water is important and does not waste it. Do you think we need to conserve or not waste water? Why do you think it is important to conserve or not waste water?”
Gather students for a class discussion. Hold up the paper plate used as a model to represent the amount of water on the Earth. Say: “We see how much of water is on the Earth and we now know that just a small amount is fresh water.”
Ask students to tell all the ways they can remember that they used water yesterday when they went home. Record all student responses on the board or chart. Remind students to include bathing and brushing their teeth. Count up all the activities and record the number. Ask the students to think about this question: “Do you think every time you used water yesterday you were trying to conserve or not waste water like a farmer? Many times we don’t think about how much water we are wasting when we use it.” Show students an empty milk jug. Tell students this jug can hold a gallon of water. Most people use 88 gallons of water a day. Each of you use may not use 88 of these jugs of water but most grown-ups do.
“Let’s think about the farmer and how farmers conserve or do not waste water. Should we conserve water? What are ways we can conserve or not waste water?” Lead students to the understanding that they can also conserve water by doing some simple things.
“Saving water is as easy as turning off a faucet! Here are three simple things you can do at home:
- Don't keep the water running while you're brushing your teeth.
- Take shorter showers. Make it a game. Keep an egg timer in the bathroom and see who can get their showers down to three minutes. (And still get clean!)
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Ask your parent or guardian to fix the dripping faucet. Did you know that it can waste 20 gallons of water a day?”
Give each student a sheet of drawing paper. Tell students to draw a picture of one way they might conserve water at home. Tell students they should be able to talk to a grown-up about conserving water, using their picture.
Day 2
Activity 1: Protecting the Earth
Gather students and name ways they discussed previously to conserve water. Show students the Reduce, Reuse, and Recycle poster (S-K2-5-3_Reduce, Reuse, and Recycle Poster.doc). On the board write the three Rs that stand for Reduce, Reuse, and Recycle. Explain to students these are ways to conserve our natural resources.
- Tell students they are going to listen to a story that will tell other ways people can help conserve and keep the Earth clean. Read the book The Earth Book by Todd Parr, or other children’s literature about caring for the planet. Discuss with students other ways they can conserve and keep the Earth clean. Have students repeat Parr’s message: “I take care of the Earth because I know I can do little things every day to make a BIG difference.”
Write the sentence “I take care of the Earth because I know I can do little things every day to make a BIG difference” on several sheets of chart paper. Tell students they will each be given a sheet of paper (S-K2-5-3_Taking Care of Earth Worksheet.doc) and they are going to draw one way they can take care of the Earth. Allow students to discuss what they might draw in their picture. Allow duplications, but also give ideas or review ideas from the book. After students have completed their illustrations, bind the pages to create a class book titled Our Earth Book. Place the book in the class library for students to read.
- Extension:
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Students who might need an opportunity for additional learning can use picture cards to identify various bodies of water. Orally, students can tell one way to keep water clean.
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Students who may be going beyond the standards can design a plan to conserve water in the school or home. Explain the plan to the principal or another adult.
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Students who might need an opportunity for additional learning can combine this lesson with Earth Day activities.
