K-4 Full Water Curriculum
This activity allows students to observe the many different forms water presents itself in our lives.
Please review full curriculum in the PDF at the bottom of the page to gain full understanding of the lesson and activity.
Activity: Walk the Natural Land
Grades: K – 4
Subjects: Science
The majority of this planet is made up of water. Water is consumed by all living things (plants and animals, including humans). It is a part of the climate. It provides habitat for many animals and plants. It cleanses us, and it can be a lot of fun to swim in during the summer, or to skate on during the winter.
Water holds deep cultural significance to the Syilx. Water connects all things living and gives life. Water is everywhere and can take on many different forms. Walking the land in a natural area allows students to observe the many different forms water presents itself in our lives.
What To Do
- In groups (Gr. 3–4). Ask students to explain water to each other using their five senses (review the five senses with younger students). What does it smell like, taste like, feel like, sound like, and look like?
- Tell students that we will be going for a walk and looking for signs of water. Encourage students to be creative! Water can take many forms after all. If students are familiar with the water cycle suggest that they look to the sky as well, or maybe to the mountain tops. Encourage students to also note down any life they see relating to water (earth worms, flowers, birds, berries, fellow students, plants, fish, squirrels, etc.). They can write or draw.
- Prior to departure, go over safety protocols as a class and have a first aid kit.
Assignment
Assign each student a clipboard, paper, and pencil so they can write or draw everything they see. A graphic organizer that encourages students to draw “what I see, hear,” etc. may be helpful for younger students. (This could also be done in pairs or small groups).
While on the walk ask students to consider the seasons.
- What does water look like in the winter compared to the spring?
- What does it feel like?
After returning from the walk, have students share their findings with the class.
- How many signs of water did they find? Document it on a white board or a poster board.
- Is there anything missing that we could add?
- Anything that they expected to see?
- Why is that, do they think?
Put students into the same groups of 3–4 and repeat the first activity. Have them explain water to each other using their 5 senses.
- What does it smell like, taste like, feel like, sound like, and look like?
Discuss how their learning has changed from the first time doing this activity.
- Did they have more to say the second time?
Wrap up with a discussion about Syilx water perspectives and the interconnectedness of everything that was seen/discussed during this activity. The Syilx perspective is that water is life and connects every living thing, plants and animals. It is a relative, not a resource, and deserves our respect.
The Syilx perspective is that water is life and connects every living thing.