TCNJ Lesson Plan

Water Read Aloud

Student Name: Kristen Gombas

Grade Level: Pre-K - K
Guiding and/or Essential Questions:
Where does water come from?
Why do we need water?
What are ways to help protect water?
Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,
possible misconceptions, prior lesson content)
Students should know that water comes from the environment and that humans use it for
many things. They should be able to name uses for water. Some older students may be familiar
with the water cycle or that water can be polluted.
Standards:
NGSS:
-

K-ESS3-1: Use a model to represent the relationship between the needs of different plants
and animals (including humans) and the places they live.
K-ESS3-3 Earth and Human Activity: Communicate solutions that will reduce the impact
of humans on the land, water, air, and/or other living things in the local environment.

Common Core:
-

CCSS.ELA-LITERACY.RL.K.1: With prompting and support, ask and answer questions

about key details in a text.
CCSS.ELA-LITERACY.RL.K.7: With prompting and support, describe the relationship
between illustrations and the story in which they appear

NJ Preschool Standards:
-

5.4.4 Demonstrate emergent awareness of the need for conservation, recycling, and
respect for the environment
RL.PK.1 With prompting and support, ask and answer key elements in a familiar story or
poem.
RL.PK.7 With prompting and support, using a familiar storybook, tell how the
illustrations support the story

Learning Objectives and Assessments:

Learning Objectives

Assessment

Students will identify uses for water.

Students will explain why water is important by

listing ways the earth needs water.
Teacher will assess for correct uses and the
relationship to humans or the earth by having
students come up with ways we use water.
Students will recognize that humans have an
Students will explain ways humans affect water
effect on the state of water in the world.
by participating in the pollution activity and
reflecting on the status of the water.
Teacher will assess for accurate connections
being made between human actions and water
state by listening to student responses.
Materials/Resources: (List materials, include any online or book references and resources)
- All the Water in the World by George Ella Lyon and Katherine Tillotson
- one-gallon glass jar (or another type of container)
- sponge cut in shape of a fish
- fishing line tied to a pencil at one end and Freddy at the other (Freddy should hang in the
middle of the jar)
- small amounts of the following: soil, pancake syrup, salt, paper dots, brown sugar, soapy
water, red and green food coloring
- Copy of Freddy the Fish on note cards.
- Freddy the Fish activity: http://www.earthsciweek.org/classroom-activities/freddy-fish
Plan for set-up/distribution/cleanup of materials:
The book and discussion will be prepared before-hand. The pages for questioning will be
marked. Before the Freddy the Fish activity, the sponges need to be cut and attached to the
container with the fishing line. Water will poured in. The other materials will be sorted into small
containers prior to the lesson. The materials should be ready and placed in the classroom ready to
go. After the story, a song will be turned on so students can have a movement break. During this
time, the materials will be placed on each table or group of desks. After the activity, the Freddy
containers will be put by the sink to be cleaned. The other materials can be thrown out or moved
to another area for cleaning later.
Step by Step plan (numbered):
Part 1: Read Aloud
1. Students will come the rug for a read aloud. The will be asked to name ways they use
water. The answers will be recorded on the board or poster paper. The list will remain on
the board as the story is read. Students will then be asked where they thing water comes
from. I will explain that water comes from the environment, so it is called a natural
resource. Students will clap out the words with me and repeat comes from the
environment.

2. The book will be introduced. On the first page I will pause and explain that all the water
that is on the earth is all that we will ever have. There is no way to get more. Students
will be asked where water is found on earth.
3. On the page that asks where water comes from, reading will be paused and students will
share their answers.
4. On the page with the houses with the rain and says wealth of water, students will be
asked if that is a lot of water or only a little, and how they know. They will be asked if we
get a lot of water.
5. The page will be turned, but they words will not be read yet. Students will be told to look
at the picture and try to guess if there is a lot or little water. They will explain their
answers with what they see. After the words are read, students will be asked how much
water is there. The empty cup and brown plants will be pointed out.
6. On the page with the mother and child, I will pause and explain to students that living
things need water, no matter if it is a person, tree, or tiger. Students will be asked to name
more living things that need water.
7. When the book is finished, the students will be asked if they can think of anymore ways
we use water. They will be added to the list. I will look at the list and say that we use
water for a lot of things, and all living creatures need it to survive. It is very important.
What do you think will happen if we waste water? The students will answer. I will
explain that if we use too much, there wont be enough.
8. Then I will ask, if water is important, should we keep it clean or dirty? Students will be
told that a lot of water is dirty, but how do they think it gets dirty? After answers, I will
tell them that humans get water dirty.
Part 2: Exploration
1. Students will be told that they will see how human affect the water. First they will stand
up and get wiggles out. Materials will be placed on each table. Students will sit back
down and be given the instructions. At each table there will be a fish in water. They
should not touch it. The other materials are pollutants, or bad materials put into the earth
or water. They should not touch those unless directed by the teacher. The teacher will
read a part of the story and you will complete the actions. Every student gets a turn to add
materials to the water. Students will be split into small groups and go to their assigned
table.
2. The Freddy the Fish activity will be completed. Students will listen as the story is read
and add the correct pollutants when necessary.
3. When the story is over, students will describe what they think Freddy is feeling. Can he
survive for long in this type of water? What are ways this can be stopped? Students will
each be asked what they can do to protect earths water.
a. Extension activities include writing a better ending, and trying to clean the water.
b. Kindergarten students can be given a writing prompt based on this.
Key Questions (that you will ask):
-

How do you use water? What do you use water for?

Where does water come from?
Where is water found on earth?

Is that a lot of water in the picture or a little? How do you know? Do we get a lot of water
where we live?
Look at the picture, is there a lot or a little water? How do you know?
What living things need water?
What happens when we waste water?
Should water be clean or dirty?
How does Freddy feel in polluted water? Will he be able to live for a long time?
What are ways humans can protect water?

Logistics:
Timing: 40 minutes
Part 1: 15-20
Part 2: 20-25 mins
Transitions:
Between the two parts, there will be a movement break. This can be any song from a CD
or playlist that students can follow on their own. During this time materials can be placed on the
tables. Students will sit down after the song and wait for directions. After the activity, students
can assist with clean up moving their materials (not the fish container) to a specified spot. They
should meet on the rug when finished.
Classroom Management:
Groups for the activity will be made before hand so students who cannot sit together will
be at separate tables. Seating arrangements for the rug can be made before-hand as well. Students
will be given reminders for attention during the read aloud. If they are too out of control, they
will sit in a chair until calmed down. After each action in the activity, students attention will be
captured with the use of a bell or other familiar noise. Students who cannot use self-control with
the materials, wont be able to participate, only observe the water changes. It should be stressed
that nothing is to be put in mouths.
Differentiation
Groups can be determined based on needs. Students who need extra help or reminders
should be grouped with several peer role models. The activity can also be shortened if there are
too many elements to process. This may be done for younger students. There will be less steps to
complete and less actions to think about. For higher level classes, the activity could be extended
by trying to filter the water.