The teacher begins by asking the students what percentage of the water that is found in the world can be used by humans.  The teacher provides them with the information that only 0.3% of all the water on earth can be used by humans.  That's less than even 1%!  This means that 99.7% is unusable by humans.  The class then brainstorms on what are the different sources of water (e.g.. ocean, rivers, etc.).  The teacher will provide them with this information located at  http://wwwga.usgs.gov/edu/earthwherewater.html . 
     By giving the students a sheet that tells them the total water volume (326,000,000 cubic miles) and the water volume for each of the 8 water sources, the students will then work with a partner to figure out the percentages.  The students will take these percentages and present this information in a graphic manner using a spreadsheet.  They can make a different types of graphs to demonstrate the percentages.  1 group may be asked to do a bar graph, while another may have to do a pie graph, etc.  This activity will show that the same information can be demonstrated in a variety of ways. 

Water and the Human Body

     The students will be provided, through a worksheet or on the overhead, with the percentages of water found in the human body and in different parts of the body.  This information, found in various internet sources,  is the following: 

• Up to 60% to 66% of the human body is water.
• The brain is composed of 70% to 75% water.
• Blood is 82% water.
• The lungs are nearly 90% water.
• Water helps regulate the temperature of the human body, it carries nutrients and oxygen to the cells, it helps protect organs and tissues, it cushions joints, and it removes waste.

Water at Home

     To begin brainstorming the ways in which water is used at home, the teacher will ask the students to tell her or him the ways they think water is used.  The teacher will construct a list on the board to have the students begin thinking about this topic.  Regarding the ways water is used at home, students can use the internet to discover how much water a person uses in a day and in what activities.  Sites to consider: 
          http://www.epa.gov/safewater/kids/scram.html
          http://wwwga.usgs.gov/edu/earthwherewater.html

     The students may also be allowed to use the Internet to try and find ways in which water can be preserved and not wasted or come up with ideas they already know will help preserve water.  A great site is  Drinking Water Week - Be Hydro-Logical .  The students will be able to work in groups of four and be assigned 1 or 2 facts from the sheet.  One group may also be in charge of the introduction and another with the conclusion.  With this, they will create a power point slide(s).  At the end, all the slides will be complied into 1 class power point project.
 

The students can create their own fable about the adventures of a water drop.  It can do with a water drop in the water cycle, or going through the faucets, etc.  A simple book can be made to display in the class library.

Facts and Data
Students can create a True/False quiz that their peers can try and answer.  The answers can be placed on a separate sheet.  A link that can be accessed for ideas is:  http://www.njawwa.org/kidsweb/waterfacts/waterfacts.htm

Game / Experiment
droplet
Water Cycle Experiment
 

TEKS 110.7 English Language Arts and Reading, Grade 5.
(b) Knowledge and Skills
     (5.7)  Reading/fluency.  The student reads with fluency and understanding in texts at appropriate difficulty levels.  The student is expected to:
            (C) demonstrate characteristics of fluent and effective reading (4-6).
    (5.9)  Reading/comprehension.  The student comprehends selections using a variety of strategies.  The student is expected to:
            (B) establish and adjust purposes for reading such as reading to find out, to understand, to interpret, to enjoy, and to solve problems (4-8).
            (G) paraphrase and summarize text to recall, inform, or organize ideas (4-8).
    (5.13)  Reading/inquiry/research.  The student is expected to:
             (C) use multiple sources, including electronic texts, experts, and print resources, to locate information relevant to research questions (4-8).
    (5.15)  Writing/purposes.  The student writes for a variety of audiences and purpose, and in a variety of forms.  The student is expected to:
            (C) write to inform such as to explain, describe, report, and nd narrate (4-8).
    (5.21)  Writing/inquiry/research.  The student uses writing as a tool for learning and research.  The student is expected to:
            (E) present information in various forms using available technology (4-8).
    (5.25)  Viewing/representing/production.  The student produces visual images, messages, and meanings that communicate with others.  The student is expected to:
            (B) produce communications using technology or appropriate media such as developing a class newspaper, multimedia reports, or video reports (4-8).

TEKS 111.17. Mathematics, Grade 5.
(b) Knowledge and skills.
     (5.3)  Number, operation, and quantitative reasoning.  The student adds, subtracts, multiplies, and divides to solve meaningful problems.  The student is expected to :
            (C) use division to solve problems involving whole numbers (no more than two-digit divisors and three-digit dividends without technology).
     (5.10)  Measurement.  The student selects and uses appropriate units and procedures to measure volume.  The student is expected to:
              (B) estimate volume in cubic units.
     (5.13)  Probability and statistics.  The student solves problems by collecting, organizing, displaying, and interpreting sets of data.  The student is expected to:
              (B) describe characteristics of data presented in tables and graphs including the shape and spread of the data and the middle number.