Water Use Lesson
Target Grade Level / Age Range:
K-2
Time:
30 minutes
Purpose:
Students will explore humans’ demands on the world’s water supply and discuss ways to
conserve it.
Materials:
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Clear container with wide mouth opening
At least 4 sponges cut into 8 inch pieces
Water
Markers
Paper towels
Chart paper
Bowl
Suggested Companion Resources
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What is a Watershed by Deborah Pex
Water, sources, use, conservation by Nancy Carlson
Water and Food Production https://youtu.be/YojQPg2-N5s
Water https://youtu.be/coSJLMloZVg
Water Cycle Song: https://youtu.be/N3BIf4GFwLY
Uses of Water: https://youtu.be/Y4XxUb1aLuQ
Vocabulary
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Limited resource – a set amount of a necessary resource that can be all used up
Background – Agricultural Connections
Water is an essential part of agriculture. Both crops and livestock require water to live and
adequate amounts of water to thrive. Agriculture is a huge user of water, making it imperative that the
water that is used is not wasted. Farmers also have to be cautious when using fertilizers and chemicals
to not pollute groundwater. Because water is a limited, non-renewable resource, farmers are careful to
use minimal amounts of it to ensure that animals and crops are hydrated but water is not wasted.
Interest Approach or Motivator
Tell students that water is a limited resource, meaning we only have a set amount of it and it
can be used up. Ask students to think of ways water is used throughout the day, starting with the
morning and ending at night. Record student responses on the chart paper. Examples may include
showering, brushing teeth, drinking water, water in windshield washer fluid in the car, water used to
cook meals, water used to produce plastic products, water used to grow food, etc.
Procedures
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Cut the sponges so there is an 8-in piece for each water use. Tell students that the sponges
represent the water that is used up by that function and must either be treated be used again or
cannot be used again.
Place the clear container filled with water on the floor or a table in front of students. Mark the
starting water level in the container.
Ask a student to place a sponge in the container for the first listed water use. Have students
watch as the sponge “uses up” some of the water in the container.
Continue to have students add sponges to the container until all of the uses are represented by
a sponge in the container.
a. Ask students: are these all the uses of water? Do you think there may be more that
aren’t listed?
b. How did the sponges effect the water level in the container?
c. Can the water that has been used up be reused?
Gently remove the sponges from the container without squeezing and place them in the bowl.
Lift the container to show students the remainder of the water. This represents what happens if
we use water carelessly – it will all be gone!
Discuss with students ways that water can be conserved by both students. Examples could
include:
a. Taking shorter showers
b. Taking showers instead of baths
c. Turning water off when brushing teeth
d. Collecting rainwater in a rain barrel
e. Not watering lawns and gardens
Explain to students that agriculture uses a lot of water, but that water is necessary to produce
food to eat, clothes to wear, and fuel to power cars and trucks. What are some ways that
farmers can still meet the needs of their crops and livestock while maintaining a clean and safe
water supply?
a. Farmers manage nutrients from fertilizers and animal wastes by storing them correctly
and only applying them in small amounts when necessary
b. Farmers can keep animals in barns as opposed to in pastures where they can stand in
creeks and pollute water
For each conservation or water reduction method, squeeze a sponge back into the container.
Ask students to observe, and notice that while the water level rises, it never reaches the initial
level of the water in the container. Ask students to talk with a partner or write about why they
think that is.
Did you know? (Ag facts)
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Did you know that the U.S. uses: 39% of freshwater for irrigation and growing food, 48% of
freshwater for industry, and 13% of freshwater for domestic use (showering, laundry, etc.)
The daily drinking-water requirements per person are 2-4 litres. It takes 2,000 – 5,000 litres of
water to produce a person’s daily food.
Extension Activities
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Have students keep a journal over the course of a week. Have them track the number of
minutes the spend with water running brushing their teeth or taking a shower. Challenge them
to reduce that time to conserve fresh water.
Sources/Credits
Adapted from Nikki Thies, Polk County teacher
Author(s)
Kelsey Faivre, IALF
Organization Affiliation
Iowa Agriculture Literacy Foundation
Agriculture Literacy Outcomes
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Agriculture & the Environment Outcomes:
o Describe the importance of soil and water in raising crops and livestock
o Identify natural resources
Plants and Animals for Food, Fiber and Energy Outcomes:
o Identify the importance of natural resources (e.g., sun, soil, water, minerals) in
Farming
Food, Health and Lifestyle Outcomes:
o Recognize that agriculture provides our most basic necessities: food, fiber (fabric
or clothing), energy, and shelter
Education Content Standards
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K-ESS3-1. Use a model to represent the relationship between the needs of different plants or
animals (including humans) and the places they live.
K-ESS3-3. Communicate solutions that will reduce the impact of humans on the land, water, air,
and/or other living things in the local environment.