Graphic organizer Grade 2 Health & Consumer Science

My Water Day: A Grade 2 Drinking Plan at Bayberry Court

A four-part time-of-day organizer where grade 2 students plan when and where they will drink water, then write an informative closing sentence.

Grade: Grade 2
Subject: Health & Consumer Science
Material: Graphic organizer
Time: 25 min
Prep: No prep
Materials: Printed organizer, one per student

Standards

W.2.2 Common Core ELA

Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

How this material aligns: The organizer collects facts about four drinking times and a definition row, then students use the closing box to write an informative concluding sentence.

All materials for W.2.2 →

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This material is in the public domain (CC0) and may be copied, edited, and shared freely, without attribution. Updated 2026-07-23.

Objectives

Students will name four times in a school day when drinking water makes sense.
Students will identify where water is available to them at each of those times.
Students will write one concluding sentence explaining their own drinking plan.

Vocabulary

Key words: plan, thirsty, bottle filler, sip

Teacher overview

This organizer is a four-row time-of-day frame that walks a second grader from morning through evening, asking at each stop where water is available and what the body is doing that makes a drink worth taking. Bayberry Court School uses it after a hydration lesson, once students can give reasons for drinking water and need practice turning those reasons into a plan. A word box after the rows asks for two definitions, and the closing box turns the whole grid into one written sentence, which is the piece that carries the informative writing standard.

Each student fills in a copy for their own day, so no two organizers match. Keep a completed one posted while students work, since the exemplar below is written to be read aloud as a model rather than copied.

My Water Day: A Grade 2 Drinking Plan at Bayberry Court — Grade 2 Health & Consumer Science

Name: ____________________________ Date: ______________

Organizer

My Water Day

Name: write your name. Date: write today's date.

Time of day	Where I get my water then	What my body is doing then	My plan in one sentence
Morning at home	Write the place.	Write what you are doing.	Write your plan.
Before recess or PE	Write the place.	Write what you are doing.	Write your plan.
After recess or PE	Write the place.	Write what you are doing.	Write your plan.
Evening at home	Write the place.	Write what you are doing.	Write your plan.

Word box. Write what each word means in your own words.

Word	What it means
thirsty	Write what it means.
bottle filler	Write what it means.

My closing sentence. Write one sentence that tells someone else your whole plan.

From Water for Schools (waterforschools.org). This material is in the public domain (CC0) and may be copied, edited, and shared freely.

Completed Exemplar

My Water Day

Name: Cleo. Date: the first Monday in May.

Time of day	Where I get my water then	What my body is doing then	My plan in one sentence
Morning at home	The kitchen sink	Waking up after a long sleep	I will drink one cup before I get my coat.
Before recess or PE	The bottle filler by the gym	Getting ready to run	I will fill my bottle on the way outside.
After recess or PE	The hallway fountain	Hot and out of breath	I will take a long drink before I sit down.
Evening at home	The kitchen sink	Slowing down before bed	I will drink a small cup with dinner.

Word box.

Word	What it means
thirsty	The dry feeling that tells you your body wants water
bottle filler	A spout on the wall that fills a bottle without a cup

My closing sentence. I drink water four times a day, and the best times are before recess and right after recess, because that is when my body loses the most water.

Differentiation

Support (below grade level)

Give these students a version with the first row filled in as a model and with two picture choices in each remaining cell of the second column, such as a sink and a fountain, so the place can be circled instead of written. Scribe the closing sentence as the student dictates it, and accept a drawing in the third column.

Extension (above grade level)

Ask these students to add a fifth row for a time the frame leaves out, such as a sports practice or a long car ride, and to explain in one more sentence why that time deserves its own row. A second challenge is to write a second closing sentence aimed at a first grader rather than an adult.

ELL supports

Pre-teach morning, recess, evening, and plan with a picture card for each, arranged on the board in the same order as the rows. Provide the frames "I get water at ___" and "I will drink water when ___." Allow the word box to be completed with a labeled drawing, and accept the closing sentence in the home language with the time words written in English.

Extensions

Collect the organizers and build a class tally of which time of day students named most often, then ask what makes that time the one most students chose. Some classes send the organizer home so a family member can add an evening row of their own, which turns a school plan into a household one.