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Oh, No! A World Without Water

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Summary

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.

Coin Type(s)

  • Quarter

Coin Program(s)

  • America The Beautiful Quarters

Objectives

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

Major Subject Area Connections

  • Science

Minor/supporting Subject Area Connections

  • Language Arts
  • Technology

Grades

  • Kindergarten
  • First grade

Class Time

Sessions: Two
Session Length: 20-30 minutes
Total Length: 46-90 minutes

Groupings

  • Whole group
  • Individual work

Terms and Concepts

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

Materials

  • "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

Preparations

  • Make copies of necessary materials.
  • Bookmark Web sites to guide students to exactly where you want them to research, such as:
  • Fill in a sample on the "Life Without Water" worksheet ahead of time.
  • 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.

Worksheets and Files

  1. 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.
  2. Describe the America the Beautiful Quarters® Program for background information.  The program is described at www.usmint.gov/mint_programs/atb/.  Tell the students that the back of a coin is called the reverse, and "obverse" is another name for the front.
  3. 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.
  4. 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.
  5. 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).  Have them present the illustrations to the class.

Differentiated Learning Options

  • 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.
  • 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.
There are no related resources for this lesson plan.

Discipline: Language Arts
Domain: SL.1 Speaking and Listening
Grade(s): Grade 1
Cluster: Comprehension and Collaboration
Standards:

  • SL.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
    • Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
    • Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
    • Ask questions to clear up any confusion about the topics and texts under discussion.
  • SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
  • SL.1.3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Applying Knowledge to Language
Grade(s): Grades K–12
Standards:

  • 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 nonprint texts.

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Applying Strategies to Text
Grade(s): Grades K–12
Standards:

  • 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).

Discipline: Science
Domain: K-4 Content Standards
Cluster: Science in Personal and Social Perspectives
Grade(s): Grades K–12
Standards:

  • Personal health
  • Characteristics and changes in populations
  • Types of resources
  • Changes in environments
  • Science and technology in local challenges

Discipline: Technology
Domain: All Research and Information Fluency
Cluster: Students apply digital tools to gather, evaluate, and use information.
Grade(s): Grades K–12
Standards:

  • Plan strategies to guide inquiry
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
  • Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
  • Process data and report results

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Use of Spoken, Written, and Visual Language
Grade(s): Grades K–12
Standards:

  • Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Research
Grade(s): Grades K–12
Standards:

  • 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 nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. 

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Applying Strategies to Writing
Grade(s): Grades K–12
Standards:

  • Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.