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Oh, No! A World Without Water!

Grades K and 1
Science, English, and Technology

Lesson Plan


The teacher will introduce the concept of water as being essential for life.  Students will then research five national sites.  Students will take a virtual visit to the sites and then illustrate a "With and Without Water" scenario for a chosen national site.


Students will demonstrate an understanding of water as being essential for life.


  • Read the chosen text on water to the students.  Create a class list based on the text of the importance of water and the forms of life that need water to survive.  Discuss with the students what their lives would be like if they did not have water and how it would be different from their lives with water.  Model completing the "With and Without Water" illustration based on the ideas discussed.
  • Describe the America the Beautiful Quarters® Program for background information.  The program is described at  Tell the students that the back of a coin is called the reverse, and "obverse" is another name for the front.
  • Examine with the students five quarter designs.  Locate each of the sites on a class map.  Note their position in relation to your school's location.  Answer any student questions.  Demonstrate from the Web site how to explore the images of the national sites, using your own state as an example.
  • Introduce the students to the "Life Without Water" worksheet.  Explain to them that they are to choose at least three things from a national site that would be affected if there were no water there.  Allow them time on the computer to research one of the featured sites.  Have the students record their findings on the worksheet.
  • Have the students complete the "With and Without Water" project using their "Life Without Water" worksheets and the illustration (on a digital drawing software program if available).  Present the illustrations to the class.


  • Take anecdotal notes about the students' participation in class discussions.
  • Use the students' worksheets and projects to evaluate whether they have met the lesson objectives.

Differentiated Learning

  • Allow students to work in pairs.
  • Allow students to use a scribe to label their worksheets.
  • Allow students to use a template to complete the project.

Connection to

Print Me

Worksheets associated with this lesson plan



You will create a digital "With and Without Water" illustration of your chosen national site.

Step-By-Step Directions

  1. Use the links on to choose a national site you want to virtually visit and explore the images on that site.
  2. Record on your "Life Without Water" worksheet at least three things you see on the site that would be affected if there were no water.
  3. Create your illustration using the information gathered on your "Life Without Water" worksheet. Use digital drawing software if you'd like and it's available. Remember that your illustration must include how the things survive with water and also how they would be affected if there were no water.
  4. Present your project to the class when it is complete.



National Science Teachers Association (

  • Science in Personal and Social Perspectives:  Students will understand the types of resources and changes in environments.


National Council of Teachers of English ( and International Reading Association (

  • Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.  They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
  • Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
  • Students conduct research on issues and interests by generating ideas and questions, and by posing problems.  They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
  • Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
  • Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).


International Society for Technology in Education (

  • Research and Informational Fluency:  Students apply digital tools to gather, evaluate, and use information.

Side Box


Two 20- to 30-minute sessions

Materials List

  • "Life Without Water" worksheet (1 per student)
  • 1 class map of the United States
  • Images of five quarters showing national sites
  • 1 copy of an age-appropriate text that gives information about water, such as:

    • Why Should I Save Water by Jen Green
    • Water, Water Everywhere by Mark J. Rauzon and Cynthia Overbeck Bix
    • A Drop Around the World by Barbara Shaw Mckinney and Michael S. Maydak
  • Chart paper
  • Writing materials
  • Digital drawing software program
  • Computer access


  • Conservation
  • Uses of water
  • National sites
  • Essential for life

Helpful Hints

  • Create a template on the software program you will be using to help students complete the "With and Without Water" illustration.
  • Make sure to model for the students how to create a "With and Without Water" picture.
  • Fill in a sample on the "Life Without Water" worksheet ahead of time.
  • Make copies of necessary materials.
  • Bookmark Web sites to guide students to exactly where you want them to research.

Student Side Box

What You Need

  • "Print Me" worksheets
  • Internet access

Related Materials

  • Life Without Water (worksheet)
  • Oh, No! A World Without Water! (Project Guide)

Related Links

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