Anticipation guides are used in this investigation of water and interactions with water.
Invitation to Learn
I am Water, by Jean Marzollo; ISBN 0-590-26587-3
A Drop of Water, by Walter Wick; ISBN 0-590-22197-3
Water, Water Everywhere, by Joan Wade Cole and Karen K. Welch; ISBN 0-8332-1126-9
Water Dance, by Thomas Locker; ISBN 0-15-201284-2
Background for Teachers
This activity employs the use of anticipation guides as a teaching
strategy. To prepare an anticipation guide teachers prepare a list of
statements, about the topic, for students to discuss before reading
or beginning the investigation. Some of the statements need to be
true and some need to be false. This strategy can be used to activate
background knowledge before reading or doing an activity, as well
as to simulate interest, compare before and after decisions, reverse
misconceptions, and assess students' understanding of new knowledge
Intended Learning Outcomes
5. Understand and use basic concepts and skills.
Invitation to Learn
- Anticipation Guide -- This is an activity that allows you to
asses what your students already know about water. Read the
following statements to the children. Have them show thumbs
up if they think the statement is correct; show thumbs down if
the statement is incorrect. Record the number of students that
agree with the statements and how many disagree. Do this for
each statement. In order for the statement to be true all parts of
the statement need to be true.
Water is important for animals.
Rocks need water.
All living things need water.
Water is for cooking.
People do not need fresh water for drinking or cooking.
- Read the book I Am Water by Jean Marzollo.
- Review the statements. On chart paper, interactively write
about why the statements are true or false.
- Divide your class into groups and give each group a Water Alpha
Box graphic organizer. Have each group fill in each box with
at least one water word that corresponds with the letter on the
- Place the Water Alpha Box poster at the front of the room. Have
each group share words from their list to complete the class
- Keep the Water Alpha Box displayed for the remainder of the
- Show the students a plate with uncooked macaroni noodles
sprinkled with cheese, Jell-O powder and uncooked spaghetti
noodles. In a clear drinking glass, empty a packet of Kool-
Aid powder. Point to the spaghetti and ask, "What is this?
(Spaghetti). "Would you like to eat it?" "What does the
spaghetti need to make it edible/something you would want to
eat?" (to be cooked).
- Point to each of the other items and ask the same questions.
- On a dry erase or white board write: Spaghetti, Jell-O, Macaroni
and Cheese, Kool-Aid.
- Ask, "What does a person need to cook spaghetti? Write the
word "water" under "spaghetti" on the board. Ask the same
question for the remaining foods and write water under each
word. Tell the students that water is important when preparing
food. Discuss other things that water is important for. (For
example, cleaning, drinking, having fun.)
- Teach the song Water is Special. (Sing to the tune, London
Bridges Falling Down)
- Put the children in groups and have them create a new verse to
the song. Let the children refer to the Water Alpha Box if they
- Share the new verses to the song.
- Have the students illustrate the verses of the song Water is
Special. Put one line from the song on each page and have the
students illustrate each page, creating a class big book of the
song, Water is Special.
- Have the students read and act out the song for Readers'
- Give the students paint brushes, paper and dry tempera paint.
Ask them to paint a picture. Point out that they need water in
order to paint. Add water and have them paint.
- Have the students create their own anticipation guides about
water and its uses. The students can then quiz each other.
- Have the students keep track of how water is used to prepare
- Have the students take home the anticipation guides they
created in class and use them to teach their families what
they've learned about why water is special.
- Have the students create a bingo card using pictures of how
we use water in our homes. While at home have them color a
bingo square each time they use water in one the ways on their
bingo card. When they get bingo, they can return their card to
school for a reward.
- Have the students draw or write one way we use water for each
of the following; drinking, cleaning and having fun.
- Have the students play water charades. Assess whether the
students can correctly think of a water word from one of
following categories to act out: cleaning, cooking or having fun.
If they need assistance have them use the words from the Water
Alpha Box graphic organizer.
- Invite students to create a poster, advertising the importance of
Head M.H. , Readence J.E. (1986). Anticipation guides: meaning through prediction. In
E.K. Dishner, T.W. Bean, J.E. Readence and D.W. Moore, (Eds.) Reading in the Content Areas.
Anticipation guides are used before and after reading in a context
area or conducting an investigation. Inquiry connections using
this technique include the application of new knowledge, citing
evidence for decisions, and allowing students to debunk their own
misconceptions and assess their own language.
Akerson, V.L., Hanusein, D.L. (2005) A collaborative endeavor to teach the nature of
scientific inquiry, there's more to science than meets the "I". Exemplary Science: Best
Practices in Professional Development. 1-10.
The authors found that when teachers were taught how to adapt
curricula to emphasize inquiry and the nature of science, they were
able to confront and change their own ideas of how science should
be taught. They were better able to develop strategies for teaching
science as inquiry while emphasizing the nature of science to their own