3D

Children's Music

I Love the Water

Lesson One | Lesson Two

Lesson One by Delores Gallo

Aim: To review why we love and need water and why other living things need water.

Materials

  1. Photos or pictures of a pool a lake, the ocean.
  2. Pictures of washing-hands, food, tools, dishes, paint brushes, clothes.
  3. Pictures of watering a plant, a fish in a bowl, a bird in a bird bath, a dog drinking.
  4. 3D song and player
  5. Art materials: water colors or tempera paint.

Learning Objectives
By the end of the lesson, Students will:

  1. Identify and describe the ways in which we use water.
  2. Discuss why we need water
  3. Identify other living things that need water (plants, animals, fish, birds.)
  4. Actively listen to song and imagine themselves enacting the song lyric.
  5. Act out different ways to move in water.
  6. Act out one water related activity; other students guess, observe & infer the activity (e.g. watering plants, splashing in puddles, taking a bath, etc. )
  7. Paint a picture of themselves engaged in a water related activity.

Activity 1

What do you enjoy doing in the water or with water?  What places do people like to swim?(show picture of pool, lake, ocean.)  How does water help us to stay healthy?(wash hands, wash food, stay hydrated, get exercise, have fun). What other living things need water as much as we do?  As students give responses teacher shows pictures of plants, animals, fish and birds.

Activity 2

Now let’s listen to a song that celebrates how much we love the water.  Let’s lay on our backs to listen and imagine ourselves floating in the water with the girl.  Play song.   Discuss what the girl looked at while floating  on her back. (clouds, trees, birds)  Clouds are formed by drops of water.  What shapes have you seen in the clouds? What shapes did you think the clouds were that the girl saw? Ask students to act out different ways to move in water (e.g. walk in water, float, demonstrate different swimming strokes).

Activity 3

Each students acts out one water related activity; other students observe and identify activity(splashing in puddles, watering plants,  taking a shower or bath)

Activity 4

Paint a picture of yourself doing something you love to do with water while we listen to the song again.

 

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Back to Lesson One

Lesson Two by Amy Doyle

Aim: Why is water important in our lives?

Materials

  1. Small, plastic, “water-themed” toy
  2. Large map of the world
  3. Drawing supplies
  4. “I Love the Water” by 3D

Learning Objectives
By the end of the lesson, students will:

  1. Examine a map and identify land masses and water.
  2. Recall that most of the human body and most of the globe is composed of water.
  3. Dramatize various strategies for eliminating pollution in their daily lives.
  4. Discuss how to keep the earth cleaner.
  5. Illustrate why water is important in their own lives.

Activity 1

Select one student to be “it.” This student will stand in the middle of the circle formed by the other students, who are standing. Students standing in the circle will pass around a water toy (a rubber ducky, a plastic fish, goggles). The student in the center will close her or his eyes for a few seconds, then yell “stop!” Whoever is holding the water toy will be asked to list 3 things that have water in them. If they can do it, they are “it” and the game proceeds. You can use this same question or change it to other topics related to water: name three blue things, name two times you’ve gotten wet, name three things that live in the ocean, name two things besides fish that you might find at a beach, name three living things that drink water.

Activity 2

  1. Ask students: what’s in your body? They will probably answer, “water” considering the first activity. Draw an outline of a person on a white board or chalk board and ask for volunteers to color in as much of the body as they think is made up of water. After students have done this one at a time, color in the actual percentage (just over 60% on average, though babies and children have more than adults and women have less than men. Still, the concept that most of our bodies are composed of water more than anything else might surprise them).
  2. Show a map of the world and ask students if there is more land or more water on the earth.
  3. If our bodies need so much water we need to make sure we keep our lakes, rivers, and oceans clean.

Activity 3

  1. Tell students that keeping the air clean, keeps our water clean.
  2. Break students into groups with the task of creating a skit that demonstrates their assigned way of keeping the earth clean. Assign one of the following strategies for keeping the earth clean to each group and tell them to create a skit about it.
    1. Finishing your meals
    2. Walking or biking instead of driving
    3. Drinking water from the faucet instead of from water bottles
    4. Buying things used from a yard sale or thrift store instead of new from a store
    5. Using both sides of paper for art work
    6. Turning off any lights in the house that aren’t being used
    7. Playing outside or reading instead of watching tv or playing video games
  1. After each skit discuss how it helps keep the earth clean. Finishing meals means that less food has to be transported in trucks to get to the store to be bought; walking or biking means less fuel will be emitted into the air from cars; drinking from the faucet means less oil will be burned to make the bottles (each bottle of water requires one quarter of that bottle’s worth of oil to just make the bottle); buying used things means that less coal and oil is burned to produce new things in a factory; using both sides of paper means fewer trees are cut down; using less electricity means burning less coal, the biggest pollutant of the air and hence the water.

Activity 4

Play “I Love the Water” after students drink some clean, safe, free water from the drinking fountain. Ask them to think about a time when they are happy in the water and to draw it.