Lesson 10: The Water We Use

By this point in the WaterWays program, students have learned that water is special, that water is necessary for life and that water is home to many animals. Students are not always aware of the role water plays in our everyday life. This lesson will show students ways we use water and ways we can save water.

Access the water management districts’ online waterwise plant guide or download the publication Waterwise Florida Landscapes from the District Web site.

You may also order a free hard copy at the following link: http://www.sjrwmd.com/publications/. Using one of these resources, place colored photographs of as many plants as you can on the waterwise plant list and have them on display around the room before students do the “Plant it smart” activity.

1. Ask students to think of one thing they have done (or plan to do) today that used absolutely no water. As they share their ideas, point out that water was used in manufacturing or preparing something used in this activity. For an example, you may point out that water was used to produce the raw materials used in making a pencil. The idea is to show the hidden uses of water we all depend on daily.

2. Have students read parts 1 and 2 to find out how people “spend” water. Ask discussion questions:

(part 1)

• What do we mean by “water is like money in the bank”?
• Should folks save water only when it is scarce?
• What countries around the world have less water to use than we do?

(part 2)

• How much water does each person use every day? This could be expanded by asking students to calculate their family’s water use for a week, a month or a year.

3. Have a student read aloud the “Imagine that!” in part 2 and discuss with the class. This could be expanded by asking students to calculate the number of gallons of water used if each student in the class received one Sunday newspaper, etc.

4. Have students read parts 3 and 4. Ask discussion questions:

(part 3)

• Why is it not a good idea to use the toilet as a waste can?
• How much water do you waste if your toilet leaks?
• How much water do you waste if you leave the water running when you brush your teeth?

(part 4)

• List four other ways you can save water. (Accept any reasonable answer.)

5. Ask students if they have a nice-looking yard at home. Do they help with the yard work? Some of them may admit that they don’t enjoy working in the yard. Explain that they will be learning how to have a nice-looking yard that requires less work and conserves water, all at the same time!

6. Have students read parts 5 and 6. Ask discussion questions:

(part 5)

• What is waterwise landscaping?
• Lawn and garden irrigation account for how much of all residential water used?
• How could improving the soil in your garden or yard reduce your need for water?
• What are drought-tolerant plants?

(part 6)

• Why is it smarter to water your plants early in the morning or late in the day?
• What is the importance of using mulch?
• Why is it important for everyone to practice water conservation?

FCAT-style questions based on the content of Lesson 10 have been prepared to assist students in preparing for the Florida Comprehensive Assessment Test.

• Lesson 10 FCAT-Style Questions
• FCAT Reading Rubric
• Sample Responses

1. On a sheet of paper, have students list at least five ways that people use water. For each type of water use, show a way that water could be used more efficiently than is commonly practiced. For example, a student who lists car washing could mention using an automatic shutoff nozzle to turn the water on only when needed; another option might be taking the car to a car wash facility that recycles its water.

2. FCAT-Style Questions, Lesson 10 Online Quiz or Lesson 10 Quiz worksheets may be used.*

1. Have students navigate to the Lesson 10 Experiment, “Plant it smart.”

2. Divide class into cooperative groups and have them read “What you will learn,” “What you will need” and “Here is what you do.”

3. Have students draw a bird’s eye view of their yard.

4. Hand out the plant list sheets and the plant cut-out sheets.

5. Have students do the experiment. Designs should include less grass and more native or drought-tolerant plants, mulched areas and appropriate materials for walkways. Remind students to refer to the plant list for shade and sun tolerance. Students should be able to give reasons for the changes they made. Designs should be kept for the extension activities.

6. Have students read and discuss “What do you think?”

7. Have students read and discuss “Make a difference!” Give each student a copy of the Home Water Use Survey to take home and complete.

8. Have students read and discuss “What do you know about native plants?”

Answers for the FCAT-style questions and the online and offline quizzes can be downloaded at answers.html. The quiz answer keys are password-protected. You can obtain the password by registering via a short form.