Watershed Curriculum Development: An Introduction to Watersheds

 

Watershed Curriculum Development

An Introduction to Watersheds

Grade Level(s): K-2

By: Elizabeth TJ Craig

 

·        Learning Objective(s)- Students will begin to explore features and characteristics of watershed habitats. Students will begin to describe Virginia's natural resources, including its waterways, and begin to explore the concept of a watershed. 

 

·       Lesson:

o   Items needed: Large Post-it paper, markers, new word for word wall made and ready, student science journals

o   New Science Word Wall word: Watershed (Quick definition: A watershed is an area of land where all the rain and snowmelt drain into a common water body, like a river, lake, or ocean.)

o   Gather students on the carpet and begin the lesson by asking students some of the following questions

§  Does anyone know or has anyone heard of a “watershed” before?

§  How are watersheds created?

§  What sorts of creatures or plants live in watersheds?

§  Has anyone been to or seen a watershed before?

o   Create a KWL chart (K (What I Know), W (What I Want to know), and L (What I Learned)) Fill in the “K (What I Know)” and the, “W (What I Want to Know)”

o   Lead the discussion to introducing and reading aloud the main book: Watersheds: A Practical Handbook for Healthy Water by Clive Dobson

 

 

·       Engagement:

o   Refer back to the “KWL chart” and review.

§  Was the prior knowledge correct?

§  Did the book address our, “What we wanted to know?”

§  *As the unit progresses save this chart and continue to add*

o   Have the students stand up and stretch and as they are moving in their areas have them think of their favorite animal in the wetlands. As the students go back to their seats begin asking students to share their favorite animal. As they share ask them to imagine what the habitat around them would look like. What sorts of plants would be there? Are there trees? Are there other animals or insects?

 

·       Activity:

o   Students open their Science Journals and begin writing, “In watersheds there are _______”. Allow the students to brainstorm the various watershed habitats. Encourage them to be creative but to remember that details are important when conveying a message.

§  For struggling students, have the reference the class “KWL chart”.

§  For students who can expand their writing, encourage them to write more than one sentence and to add details.

 

·       Reflection:

o   Come together and share your writing and drawing with the class. In students’ drawing are there details that show signs of a watershed? Did some students choose the same watersheds? Were some different?

 

·       Next Time:

o   If there were students who did not have time to share their writing and drawing then at the beginning of the next class they will be given and opportunity. Referencing the “KWL chart”, review the previous lesson and discuss any new knowledge that students may have researched. Define the features and characteristics of a watershed and begin exploring deeper into locations and protections some watersheds have.  

 

Classroom Watershed Library Suggestions:

 

·       Barbara Shaw Mckinney, & Maydak, M. S. (1998). A Drop Around the World: The Science Of Water Cycles On Planet Earth For Kids. Dawn Publications.

·       Beck, G., & Dobson, C. (1999). Watersheds: A Practical Handbook for Healthy Water. Firefly Books.

·       Costello, Brittany (2024). Finley's Watershed Adventure.

·       George Ella Lyon, & Tillotson, K. (2013). All the water in the world. Scholastic.

·       Gibbons, G. (1998). Marshes & swamps. Holiday House.

·       Hegarty, P. (2018). The River: An Epic Journey to the Sea. Caterpillar Books.

·       Jessica Bromley Bartram. (2021). Water Water. Fitzhenry & Whiteside.

·       Messner, K. (2017). Over and Under the Pond. Chronicle Books.