This
introductory
activity
uses
an
inquiry-based
approach
as
an
entry
point
and
a
source
of
motivation
for
students
to
study
water.
The
first
step
involves
making
a
water
web
through
concept
mapping
and
creating
a
KWLH
(Know–What–Learn–How)
chart.
Through
this
process,
students
will
identify
their
current
knowledge
about
water
and
determine
what
they
want
to
know.
After
completing
the
activities
in
this
module,
students
will
reflect
on
what
they
learned
and
how
they
learned
it.
Guiding
questions
on
the
topic
are
also
provided
to
help
frame
the
learning
process
for
students.
|
Content Standard 2: Benchmark A, B (K-4)
Content Standard 1: Benchmark Visual Arts A, B, C (K-4)
Content Standard 2: Benchmark Theatre A, B; Visual Arts A, B (K-4)
Content Standard 4: Benchmark Theatre A; Visual Arts A, B (K-4)
Content Standard 6: Benchmark Theatre A; Visual Arts A (K-4)
Content Standard 7: Benchmark Theatre B; Visual Arts C (K-4)
Students
will:
- Diagram
a water web
highlighting
ways in which
water is used
in their home
and community.
- Create
a water journal
documenting
the importance
of water in
their community.
- Assemble
a water gallery
focusing on
a theme about
water use,
water conservation,
the importance
of water in
their community,
or other topic
of interest.
Materials
Kidspiration® software
butcher
paper
markers
journal
materials
(see
suggestions
in
A
Dozen
Journal
Formats
[ pdf])
Water
Web
-
Use
Kidspiration®
software
or butcher
paper to
develop
a concept
map (see
Water Web)
relating
to the
topic of
water.
-
Write
WATER
in
the
center
of
the
web.
As
a
class,
brainstorm
words
and
ideas
that
are
connected
to
the
topic
of
water.
-
Have
students
outline
ideas
using
a
KWLH
(Know–What–Learn–How)
chart.
Divide
the
chart
into
four
columns.
In
the
first
column,
list
what
students
Know
about
the
topic
of
water.
In
column
2,
list
What
they
would
like
to
know.
After
students
research
water,
list
in
column
3
what
they
Learned
about
the
topic;
How
they
learned
it
should
be
listed
in
column
4.
To
help
guide
the
discussion
about
water
in
your
community,
present
other
questions
that
the
students
will
be
researching:
-
How
is
water
used
by
my
family
and
in
my
community
today?
- How
was
water
used
in
the
past?
- Where
does
my
water
come
from?
-
Why
is
water
important
in
my
community?
-
Inform
students
that
they
will
be
actively
involved
in
learning
about
water
in
the
community.
- Have
them
create
a
Water
Journal
(see
A
Dozen
Journal
Formats
[pdf])
to
record
what
they
learn
from
their
discoveries.
Direct
students
to
create
a
cover
for
their
journal
using
a
water
theme.
Ask:
What
comes
to
mind
when
you
hear
the
word
water?
Provide
materials
appropriate
to
the
design.
- Mention
that
activities
will
include
talking
with
family
members,
visiting
a
water-related
or
historic
site,
inviting
guest
speakers
for
classroom
visits,
investigating
historic
photographs,
and
reading
and
writing
stories.
- Explain
that
at
the
end
of
the
exploration,
they
will
create
a
Water
Gallery
at
their
school.
This
can
be
in
the
classroom,
a
hallway,
the
school
library,
or
any
other
location
to
demonstrate
what
they
learned
about
water
in
their
community.
-
After
completing
the
activities
included
in
this
module,
have
students
select
their
favorite
entry
from
their
Water
Journal
and
present
it
to
the
class.
Ask
them
why
it
is
their
favorite
journal
entry
and
what
they
learned
about
water
in
completing
it.
You
may
wish
to
videotape
presentations
and
have
copies
for
parents
and
guardians.
-
On
the
KWLH
chart,
have
students
complete
what
they
Learned
and
How
they
learned
about
water
in
their
community.
-
Create
a
Water
Gallery
in
their
classroom
or
school.
Have
them
choose
a
theme
about
water
use:
water
conservation;
the
importance
of
water
in
their
community,
etc.
-
After
selecting
a
theme,
talk
with
students
about
how
they
want
to
present
their
ideas
in
the
gallery.
Students
may
want
to
display
selections
from
their
journal
or
use
individual
ideas
to
recreate
as
a
group
project.
They
may
also
want
to
create
a
dramatic
performance
with
songs
or
write
and
perform
a
play
to
enhance
the
exhibit
in
the
gallery.
-
Assemble
the
display
or
performance.
Invite
parents
and
other
family
members,
community
members,
school
administrators,
state
legislators,
etc.
-
How
well
did
students
demonstrate
what
they
learned
about
water
use
in
their
home
and
in
the
community?
-
How
well
did
students
demonstrate
knowledge
about
where
water
comes
from
in
the
community?
-
How
successful
were
students
in
determining
the
importance
of
water
in
the
community?
|
