Our Wondrous World, period by period — fitted to your timetable.
Tell Meyy your periods and their length; it plans every chapter of Our Wondrous World to fit, and you tick off sections as you teach.
A Teaspoon of Freshwater
Water on Earth · Discussion and Connection
Ask: 'Has anyone seen a well, pond, or step-well in their neighbourhood or village? Who built it and who uses it?' This draws out community water-harvesting knowledge without labelling it.
0-7Teacher holds up a full glass of water and a teaspoon, inviting students to guess: if this glass were all of Earth's water, how much might be drinkable freshwater? Students share guesses aloud before the teacher demonstrates by scooping one teaspoon out.
7-18Class opens Textbook p. 4 and discusses whether ocean water can be drunk and what it can be used for. Teacher draws out the idea of salt, linking it to taste and to harm for crops. Students then open Textbook p. 5 and look at the freshwater source images.
18-30Students individually identify the freshwater sources pictured and write their names in their notebooks, following the prompt on Textbook p. 5. Pairs then compare their lists and add any source they missed.
30-37Brief whole-class share: students call out names, teacher lists them on the board. Discussion: which sources are nearest to our school or home? Which do we use for drinking? Teacher prompts mention of traditional community water structures where students know of them.
37-40Students write one sentence in their notebooks: 'Only a tiny amount of Earth's water is freshwater, and we use it for ______.' Teacher signals the close of this unit.
Competency (C-2.1). Identifies natural and humanmade systems that support their lives (water supply, water cycle, river flow systems, seasons, life cycle of plants and animals, food, household items, transport, communication, electricity in the home)
Learning outcome. Students can distinguish between saltwater and freshwater sources and explain why only a small fraction of Earth's water is available for human use.
The Earth has a large amount of water in its oceans, rivers, and glaciers. Most of this water cannot be used for drinking or growing crops. Which of the following best explains why?
- A Freshwater sinks underground and can never be reached.
- B Most of Earth's water is salty and unfit for drinking or farming.
- C Ocean water is too cold for living beings to use.
- D Rivers carry water away from where people live.
B. Most of Earth's water is salty and unfit for drinking or farming.
What each wrong option reveals
- A Selecting this shows confusion between ocean water and groundwater — the student may have merged the percolation concept with the ocean, misunderstanding that groundwater is already underground and accessible by wells.
- C Selecting this suggests the student confuses the property of salt with temperature — a misconception that water is unusable because of cold rather than because of its mineral content.
- D Selecting this reflects a geography-based misconception: the student thinks rivers are far from people rather than that water quality is the issue.
Also saved as 8 periods or 11 periods.
- 2Ice, Water, Steam — Watching Water Change
Water has Different Forms - 3A Bag That Makes Rain
Water Cycle - 4Water Seeping Underground
Groundwater - 5Mustard Seeds Find Their Way Downhill
Surface Water - 6Follow the Flow — Reading India's River Map
Surface Water - 7Who Lives in the Water? — Freshwater Creatures
Life in Water - 8Waxy Leaves — Nature's Waterproofing
Life in Water - 9Who Eats Whom? — The River Food Chain Game
Life in Water - 10Life by the Water — Observation Visit Preparation and Reporting
Life in Water - 11Matching Water's Many Forms
Let us reflect - 12Design a Water-Wise Home or School
Let us reflect - 13Origami Fish — Water Life in Your Hands
Let us reflect - 14Water — The Whole Story
Synthesis
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