Day 3: Water Usage at Home

Common Core/ EALRS/ Next Generation Standards:

CCSS.ELA-LITERACY.RI.5.5: Compare and contrast the overall structure

(e.g., chronology, comparison, cause/effect, problem/solution) of
events, ideas, concepts, or information in two or more texts.
3.1.2 Uses an effective organizational structure.

5-ESS3-1. Obtain and combine information about ways individual

communities use science ideas to protect the Earths resources and
environment.

3-5-ETS1-1. Define a simple design problem reflecting a need or a want

that includes specified criteria for success and constraints on
materials, time, or cost.

Objectives:

Students will be able to compare and contrast different numbers and

align them in a graph.
o Aligned Standard: CCSS.ELA-LITERACY.RI.5.5: Compare and
contrast the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or
information in two or more texts.

Students will be able to describe the main ideas in an organized

structure.
o Aligned Standard: 3.1.2 Uses an effective organizational structure.

Students will be able to state their ideas on how to conserve water.

o Aligned Standard: 5-ESS3-1. Obtain and combine information

about ways individual communities use science ideas to protect
the Earths resources and environment.

Students will be able to analyze different ideas for saving water and
the materials and costs for their solution.

o Aligned standard: 3-5-ETS1-1. Define a simple design problem

reflecting a need or a want that includes specified criteria for
success and constraints on materials, time, or cost.
Goal: Students will be given a graph to take home and see how many
gallons of water they are using daily at home.

Overview: The students will be asked to take home a worksheet and

calculate the amount of gallons of water they use at home in one day. They
have the amounts in gallons for each shower, brushing teeth, bath,
dishwasher, and flushing the toilet. They will then bring their data back to
the class and we will graph the amount of gallons each student got for each
utility. This will give the students a better idea of how much water they are
using at home on a daily basis.

Materials:
- Hand out Water Usage at home
- Computer with Word access for a graph

Rest of the day:

Math: Calculating how much water the whole school uses, using the data
from the classroom.
Reading: Read aloud Why Should I save water? By Jen Green
Social Studies: Looking up amounts of water used in different countries on
the chrome books in class. Take notes for a poster later.
P.E.: Sharks and minnows.

Water Usage in Gallons Worksheet

1 minute in the shower= 2 Gallons

Bath (full tub) = 30 Gallons

1 flush of the toilet= 1 Gallon

Brushing teeth without running water= .25 Gallon

Dish Washer= 7 Gallons

Hand washing dishes= 2 Gallons

Day 5: Where Does Water Come from?

Common Core/ EALRS/ Next Generation Standards:

CCSS.ELA-LITERACY.W.5.7: Conduct short research projects that use

several sources to build knowledge through investigation of different aspects
of a topic.

3.2.2 Uses language appropriate for a specific audience and purpose.

3.1.1 Analyzes ideas, selects a narrow topic, and elaborates using specific
details and/or examples.
5-PS1-3. Make observations and measurements to identify materials based
on their properties.
5-ESS3-1. Obtain and combine information about ways individual
communities use science ideas to protect the Earths resources and
environment.

Objectives:

Students will be able to investigate the different sources of water and

where communities get it from.

o ALIGNED STANDARD: CCSS.ELA-LITERACY.W.5.7: Conduct short

research projects that use several sources to build knowledge
through investigation of different aspects of a topic.
Students will be able to demonstrate appropriate language in the class
discussion.

o Aligned Standard: 3.2.2 Uses language appropriate for a specific

audience and purpose.
Students will be able to analyze their observations and express what
their outcomes of the project were.

o Aligned standard: 3.1.1 Analyzes ideas, selects a narrow topic,

and elaborates using specific details and/or examples.

Students will be able to create different observations on the four types

of water based on its properties.
o Aligned Standard: 5-PS1-3. Make observations and
measurements to identify materials based on their properties.

Students will be able to investigate ways to protect water as our

resource from different communities.
o Aligned standard: 5-ESS3-1. Obtain and combine information about
ways individual communities use science ideas to protect the
Earths resources and environment.

Goal: Be able to illustrate the differences between groundwater and surface

water, highlight some of the common contaminants in natural water, and
encourage student thought on the sources of drinking water.

Overview: The students will be taste testing the different waters. There will
be four labeled cups that contain one type of water. They will then work in
groups to identify the different tastes, smells, and appearances in the water.
They will write down their observations and identify what they think is in
each cup. They will then write their guesses up on the whiteboard. Reveal
the final answers and discuss with the class their observations and what
other impurities might be found in these waters. Also, bring in the sources for
water in their community.

Materials:
- 1 gallon of distilled water
- 1 gallon of tap water
- 1 gallon of mineral water
- I gallon of filtered tap water
- Cups for the class
- Whiteboard and markers

Rest of the day:

Math: Lesson on measurement. Gallons has been brought up a lot this week,
how many quarts, pints, cups in 1 gallon.

Reading: Read aloud Clean Water For ELirose by: Ariah Fine. This is a book
about the lack of clean drinking water in the world and how we can help.

Social studies: Look up the Sources where India gets their water from. Do
they drink form water bottles or a well?

Art: The students will use watercolors to paint a drawing of where different
countries get their water from.

Taste Test Follow Up Questions

Name: _________________

1. Whataresomepossiblesourcesofwaterinyourcommunity?

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2. Whichtypeofwatertastedbest?Why?
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3. Whichtypeofwaterwouldyouconsidersafertodrink,groundwaterfromaspring,orsurfacewaterfroma
stream?

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