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Page 2—Getting started Start a class discussion by asking students to brainstorm ways water is used. Write their ideas on the board along with the examples from the workbook. Ask students if they think some water uses are more important than others. For example, talk about using water to grow food versus using water to wash a bike. Put stars next to uses that students find more important. Have students talk about what life would be like if they could not do some of the less important things because there was not enough water. Ask what life might be like if they had no running water at all. Note: The words in green in the workbook are intended to be used as vocabulary words (students may need your help pronouncing them). Supports Language Standards: CCSS.ELA-Literacy.L.3.4a,d CCSS.ELA-Literacy.L.4.4a,c CCSS.ELA-Literacy.L.5.4a,c CCSS.ELA-Literacy.L.3.6 CCSS.ELA-Literacy.L.4.6 CCSS.ELA-Literacy.L.5.6 Supports Speaking & Listening Standards: CCSS.ELA-Literacy.SL.3.1c,d CCSS.ELA-Literacy.SL.4.1c,d CCSS.ELA-Literacy.SL.5.1c,d Page 3—The water cycle Explain that the water cycle is everywhere. Ask students to point out local examples. For example, give students a map of your county or state and look at local bodies of water. Discuss “watersheds”— how the water in an area, such as rain or streams, will tend to drain to a common waterway, such as a river or an ocean. Have students do library and/or Internet research about your local watershed and draw it on their maps. You might consider “adopting” the watershed as a class: learning more about its features and ways to protect it. (Maps and other information on watersheds are available at www.epa.gov/learn-issues/ learn-about-water.) Supports Language Standards: CCSS.ELA-Literacy.L.3.4a,d CCSS.ELA-Literacy.L.4.4a,c CCSS.ELA-Literacy.L.5.4a,c CCSS.ELA-Literacy.L.3.6 CCSS.ELA-Literacy.L.4.6 CCSS.ELA-Literacy.L.5.6 Supports Speaking & Listening Standards: CCSS.ELA-Literacy.SL.3.1c CCSS.ELA-Literacy.SL.4.1c CCSS.ELA-Literacy.SL.5.1c Supports Writing Standards: CCSS.ELA-Literacy.W.3.7 CCSS.ELA-Literacy.W.4.7 CCSS.ELA-Literacy.W.5.7 CCSS.ELA-Literacy.W.3.8 CCSS.ELA-Literacy.W.4.8 CCSS.ELA-Literacy.W.5.8 Teacher’s/Leader’s Guide for The activities below can help reinforce the material in this Who Knew? ® workbook when used in the classroom. Many are experiential, helping students work together to better understand issues related to water conservation and to improve skills needed for success in school and life. You can also use these activities to help students meet select Common Core State Standards for English Language Arts (CCSS.ELA) and for Mathematics (CCSS.Mathematics). Correlations to specific standards are listed below each activity. Visit www.corestandards.org/ELA-Literacy and www.corestandards.org/Math to learn more. The Water Savers Issue C O M P A N Y Channin ® 2016 Edition ©2007 Channing Bete Company, Inc. All rights reserved. (10-16-B) Channing Bete Company, One Community Place, South Deerfield, MA 01373 • 20D-0066 To reorder call (800) 628-7733 or visit www.channing-bete.com and ask for item number PS91931 Follow your organization’s policies and regulations (for example, those that apply to parental notification and consent) when using these activities.