Worksheet Kindergarten Health & Consumer Science
Mia's Water Bottle Tally: A Kindergarten Hydration Worksheet
A kindergarten health worksheet where students count and compare a character's water breaks across a school day and answer simple water-safety questions.
Objectives
- Students will count and add a character's water breaks within a school day.
- Students will compare two counted groups of cups and tell which is greater.
- Students will identify safe and unsafe ways to get a drink of water at school.
Teacher overview
Mia is a kindergartner who keeps track of her water breaks during the school day, and this worksheet uses her simple tally as the setting for counting, adding, subtracting, and comparing within 10. Alongside the counting items, two items ask students about water safety, since recognizing where safe drinking water comes from is a practical skill at this age. Read every item aloud and let students point, circle, or use counters rather than writing independently if that is still difficult.
A worked example to model first: if Mia fills her bottle 1 time before lunch and 3 times after lunch, count all the fills together, 1, 2, 3, 4, to find the total of 4.
Layout note: Before copying the page, draw 4 cups beside the word Morning and 6 cups beside the word Afternoon for items 2 and 3, and three simple pictures (a water fountain, a full water bottle, and a puddle outside) for item 5.
Student Worksheet
- Mia fills her water bottle 2 times before lunch. She fills it 3 more times after lunch. How many times in all?
- Count the cups by the word Morning. There are 4 cups. Write the number.
- Count the cups by the word Afternoon. There are 6 cups. Write the number.
- Did Mia drink more in the morning or the afternoon?
- Look at the three pictures. One is a water fountain. One is a full water bottle. One is a puddle outside. Circle the safe ways to get a drink. Cross out the one that is not safe.
- True or false. No grown-up is watching. It is safe to jump into a pool alone.
- Mia has 8 stickers for her chart. She puts one sticker on the chart for each water break. She used 3 stickers on Monday. How many stickers are left?
- Tell why our bodies need water every day. Use one sentence.
From Water for Schools (waterforschools.org). This material is in the public domain (CC0) and may be copied, edited, and shared freely.
Answer Key
- Answer: 5 times. 2 fills before lunch plus 3 more after lunch is 2 + 3 = 5 total fills.
- Answer: 4 cups. Counting the cups drawn under "Morning" gives a total of 4.
- Answer: 6 cups. Counting the cups drawn under "Afternoon" gives a total of 6.
- Answer: Afternoon. 6 cups is more than 4 cups.
- Answer: Circle the water fountain and the personal water bottle; cross out the puddle. Puddle water outside is not clean drinking water, while a fountain or a filled personal bottle is a safe source.
- Answer: False. Always swim with a grown-up watching, even in shallow water like a small wading pool.
- Answer: 5 stickers. Starting with 8 stickers and using 3 on Monday leaves 8 − 3 = 5 stickers for the rest of the week.
- Answer: Our bodies need water every day to stay healthy and to help us move, think, and feel our best. Accept any reasonable answer that names a real need water meets in the body.
Differentiation
Support (below grade level)
Provide counters for items 1 through 4 and 7 so students can build each group physically before writing a number. For item 5, reduce to two picture choices at a time (fountain versus puddle, then bottle versus puddle) instead of sorting three pictures at once.
Extension (above grade level)
Ask students to keep their own one-day water-break tally using tally marks, then bring it in to add to a class total the next morning. For item 4, ask how many more cups Mia drank in the afternoon (2). For item 6, have students explain one more water-safety rule they know, beyond having a grown-up watching.
ELL supports
Pre-teach fountain, bottle, puddle, and safe using simple pictures side by side, pointing to each while naming it. Allow items 5 and 6 to be answered by pointing or a thumbs-up/thumbs-down gesture, and accept a one-word answer for item 8, such as "healthy" or "strong."
Extensions
Set up a simple class water-break chart like Mia's, with a sticker added each time a student takes a water break during the day, and revisit the counting and comparing skills from this worksheet using the class's own real numbers at the end of the week. Pair the worksheet with a short walk to the school's water fountain to practice using it safely and to talk about why it is a better choice than an outdoor puddle.