Submissions Due: Feb1st, 2026

lOCAL Water hERO Action sTORYbOOK

Did you know that most of Florida’s clean drinking water comes from freshwater underground?

This water is stored in something called an aquifer, like a giant sponge under the ground! But if we waste water or let it get dirty, there might not be enough clean water for people, animals, and plants that need it every day. Florida is growing and getting warmer, so it's more important than ever to save and protect our water. That’s where YOU come in!

For this challenge, you’ll become an author and illustrator. Your mission: Create a storybook about a brave Water Hero who helps save water right at home! Maybe your hero: fixes a leaky faucet, turns off the tap while brushing teeth, takes shorter showers or teaches their family how to water the garden wisely. Even small actions at home can make a BIG difference for Florida’s water!

Are you ready? Let’s save water, one story at a time!

What You’ll Do:

  • Become a Water Hero storyteller - dream up your own hero who helps save water at home!

  • Write a fun and creative story that shows how small actions can protect our water.

  • Create colorful illustrations to bring your story to life.

  • Learn cool facts about where our water comes from and why it matters.

  • Use your imagination, and maybe some paint, photos, or natural objects, to decorate your book.

  • Share your finished storybook with your school to help inspire others to save water too!

 

Grades PK-2

Submission Details:

3 storybook submission per school

  • 10-15 pages (8.5x11”), excluding front and back cover

  • Must include: theme, setting, introduction, beginning/middle/end

  • Summary page on inside front cover

  • Illustrations required

  • Optional: multimedia elements (e.g. photos, natural objects, paint, cutouts, graphs)

    Projects can be submitted in person, though the mail, or digitally as a PDF

Judging Criteria

Projects will be evaluated on:

  • Water-Saving Message: Does the story show how the Water Hero saves water at home in clear and simple ways?

  • Story Structure: Does the story have a beginning, middle, and end that are easy to understand?

  • Creativity and Imagination: Is the Water Hero fun, unique, and full of creative ideas?

  • Illustrations: Are the drawings neat, colorful, and do they help tell the story?

  • Summary Page: Does the inside front cover include a clear summary of what the story is about and why it matters?

  • Submission Requirements: Did the student include everything needed, like page count, front/back covers, summary, and the right paper size?

Grades 3-5

Submission Details:

3 storybook submission per school

  • 10-15 pages (8.5x11”), excluding front and back cover

  • Must include: research background, theme, setting, introduction, beginning/middle/end

  • Summary page on inside front cover

  • Illustrations required

  • Optional: multimedia elements (e.g. photos, natural objects, paint, cutouts, graphs)

    Projects can be submitted in person, though the mail, or digitally as a PDF

Judging Criteria

Projects will be evaluated on:

  • Water-Saving Message: Does the story clearly show how the Water Hero helps save or protect Florida’s water in a meaningful way?

  • Story Structure: Does the story have a clear beginning, middle, and end that makes sense and flows well?

  • Creativity and Imagination: Is the story original and imaginative, with creative ideas about water conservation and a unique Water Hero?

  • Illustrations: Are the drawings neat, colorful, and do they help tell the story?

  • Research and Information: Does the story include true and clear facts about water or the environment in Florida?

  • Summary and Requirements: Is there a complete summary page, and does the story follow all the size and page guidelines?

Ready to get started?

Helpful Tools and Resources

 
 

Educational Standards:

  • Grades PK-2

    SS.K.G.3.2, SC.1.E.6.2, SC.2.E.7.3, SC.1.E.6.1, SC.2.P.8.4, SC.1.L.17.1, SC.2.E.7.2

    Grades 3-5

    SC.3.N.1.1, SC.4.E.6.6, SC.4.P.8.2, SC.4.L.17.4, SC.4.E.6.3, SC.5.E.7.2

  • Science (NGSS)

    PK-2

    • K-ESS3-3
       Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
      Examples: reusing paper, recycling bottles, and reducing pollution.

    • 2-ESS2-1
       Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
      Examples: dikes, windbreaks, planting grass or trees to prevent erosion.

    • 2-ESS2-2
       Develop a model to represent the shapes and kinds of land and bodies of water in an area.
      (Note: does not require quantitative scaling.)

    • 2-ESS2-3
       Obtain information to identify where water is found on Earth and that it can be solid or liquid.

    3-5

    • 3-ESS2-2
       Obtain and combine information to describe climates in different regions of the world.

    • 3-ESS3-1
       Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
      Examples: barriers to prevent flooding, wind-resistant roofs, lightning rods.

    • 4-ESS2-1
       Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
      Variables to test could include slope angle, vegetation, wind speed, or volume of water flow.

    • 4-ESS2-2
       Analyze and interpret data from maps to describe patterns of Earth’s features.
      Maps may include topographic maps of land/ocean floors, mountain ranges, volcanoes, and earthquakes.

    • 4-ESS3-2
       Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
      Examples: designing earthquake-resistant buildings, improving volcano monitoring.

    • 5-ESS2-1
       Develop a model to describe interactions among the geosphere, biosphere, hydrosphere, and/or atmosphere.
      Examples: ocean influence on climate and ecosystems, weather impact on landforms.

    • 5-ESS2-2
       Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about Earth’s water distribution.
      Focus: oceans, lakes, rivers, glaciers, groundwater, polar ice caps.

    • 5-ESS3-1
       Obtain and combine information about ways communities use science to protect Earth’s resources and environment.

    ELA

    K-2

    • Kindergarten

      • RL.K.6, RL.K.7 – Identify the roles of author and illustrator; describe how images relate to the story.

    • Grade 1

      • RL.1.7 – Use pictures to describe story elements such as characters, settings, and water scenes.

    3-5

    • W.3.2
       Write explanatory text with helpful illustrations.

    • W.5.2, W.5.3, RL.5.7
       Introduce a topic, use facts and domain-specific vocabulary, craft a narrative, and integrate visuals to support meaning.

    Social Studies – C3 Framework

    K-2

    • C3 Dimension 1: Inquiry

      • D1.1.K-2 – Explain why the compelling question is important to the student

      • D1.5.K-2 – Determine the kinds of sources that will be helpful in answering compelling and supporting questions.

    • C3 Dimension 2: Civics

      • D2.Civ.2.K-2 –  Explain how all people, not just official leaders, play important roles in a community.

      • D2.Civ.10.K-2 – Compare their own point of view with others’ perspectives.

    • C3 Dimension 2: Economics

      • D2.Eco.10.K-2 –  Explain why people save.

    • C3 Dimension 2: Geography

      • D2.Geo.5.K-2 – Describe how human activities affect the cultural and environmental characteristics of places or regions.

    • C3 Dimension 4: Communication

      • D4.3.K-2 –  Present a summary of an argument using print, oral, and digital technologies. 

      • D4.4.K-2 – Ask and answer questions about arguments.

    3-5

    • C3 Dimension 1: Inquiry

      • D1.3.3-5 – Identify the disciplinary concepts and ideas associated with a supporting question that are open to interpretation. 

      • D1.5.3-5 – Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration the different opinions people have about how to answer the questions.

    • C3 Dimension 2: Civics

      • D2.Civ.10.3-5 – Identify the beliefs, experiences, perspectives, and values that underlie their own and others’ points of view about civic issues.

    • C3 Dimension 2: Geography

      • D2.Geo.8.3-5 – Explain how human settlements and movements relate to the locations and use of various natural resources. 

    • C3 Dimension 4: Communication

      • D4.3.3-5 – . Present a summary of arguments and explanations to others outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, and reports) and digital technologies (e.g., Internet, social media, and digital documentary). 

Attention Teachers:

Join us for a Professional Development Session on November 3rd!

Mini-Grant Opportunity

Need help bringing your idea to life? Apply for a $500 Mini-Grant to support event materials, outreach, or project costs.