The Curriculum Framework for the WET in the City Curriculum and Activity Guide consists of three major areas: conceptual, affective, and skills. The framework is based on current educational research, water-related curricula, and national education reform efforts. It incorporates key concepts related to learning about water and water resources.

• Water has unique physical and chemical characteristics.

  The nature of the water molecule determines the physical properties of water and its behavior. The physical and chemical properties of water are unique and complex.

  
  Lessons: H2Olympics, Hangin' Together, Is There Water on Zork?, Water Match, What's the Solution?

• Water is essential for all life to exist.

  Life processes, from the level of the cell to that of the ecosystem, depend on water. Both the quantity and quality of water contribute to the sustainability of life on Earth.
  
  

Lessons: Aqua Bodies, Life in the Fast Lane, No Bellyachers, Poison Pump, Super Sleuths, Thirsty Plants, Water Address

• Water connects all Earth systems.

  Water is an integral part of Earth's structure and plays a unique role in Earth's processes. It is found in the atmosphere, on the surface, and underground. The water cycle is central to life on Earth and connects Earth systems.
  
  

Lessons: Capture, Store, and Release, Get the Ground Water Picture, The Incredible Journey, Rainy-Day Hike, The Thunderstorm, Urban Water Safari, Water Models, Wet Vacation

• Water is a natural resource.

  All living things use water. The available freshwater supply on Earth is limited and must sustain multiple users. Multiple uses of water can lead to water resource issues.
  
  

Lessons: Acid Rain Reactions, A-maze-ing Water, Color Me a Watershed, Common Water, A Drop in the Bucket, Energetic Water, Fishable Waters, From Source to City, Great Water Journeys, The Long Haul, A Recipe for Clean Water, Sum of the Parts, Urban Waterway Checkup, Water Meter, Water Works 

• Water resources are managed.

  Multiple use of water resources leads to diverse and sometimes conflicting demands, which require water resource management practices. Management decisions involve distribution of water resources and protection of acceptable water quality and quantity.
  
  

Lessons : AfterMath, Back to the Future, The Best Use for Brownfields, Design Away Floods, Every Drop Counts, A Grave Mistake, In Water We Trust, Leadbusters, Money Down the Drain, The Price Is Right, Reaching Your Limits, Sparkling Water, Super Bowl Surge, Water Work Shuffle

• Water resources exist within social constructs.

  Over time, societies develop water management systems and practices to meet the needs of diverse water users. People's values, attitudes, and beliefs shape political and economic systems that are dynamic.
  
  

Lessons: Choices and Preferences, Water Index, Dilemma Derby, Environmental Justice for All, H 2 O Heroes, Hot Water, Pass the Jug, Perspectives, Water Concentration, Water Court, Whose Problem Is It?

• Water resources exist within cultural constructs.

  Cultures express connections to their unique water environments through art, music, language, and customs. Cultures around the world hold similar and contrasting views toward water.
  
  

Lessons: Raining Cats and Dogs, The Rainstick, Water Celebration, wAteR in motion, Wish Book

The following affective components of water education are interrelated; they are not necessarily listed in sequential order. People's attitudes and values are constantly evolving; classifying them and placing them in discrete categories can be difficult. The categories listed below are based on arrangements presented by various professional environmental educators (Caduto 1985; Engleson 1994; Marcinkowski 1993).

• Awareness

People's awareness of and sensitivity toward water and water related concepts and issues.

• Attitudes

People's attitudes (opinions, likes, dislikes) toward water and water-related concepts and issues.

• Values

People's values (consideration of worth, need to cherish, importance) toward water and water-related concepts and issues.

• Behavior

People's behavior toward and expression of water and water-related concepts and issues, influenced by awareness and sensitivity, attitudes, and values.

The following is a list of thinking and process skills utilized when learning about water and water-related concepts and issues. The skills listed are based on those advocated by the Association for Supervision and Curriculum Development and the American Association for the Advancement of Science.

The organization of skills is based on the scientific method of investigation and Bloom's Taxonomy of cognitive thinking skills. The structure is logical and efficient for identifying skills within the activities from the WET in the City Curriculum and Activity Guide . The first four skill areas involve learning, assimilating, and processing information. The last three pertain to applying information, evaluating, and presenting results. While learning often progresses in the order in which the levels are presented, this sequence will vary in certain situations.

• Gathering information

includes: reading, observing, listening, collecting, researching, interviewing, measuring, computing, calculating, recording.

• Organizing information

includes: matching, plotting data, graphing, sorting, arranging, sequencing, listing, classifying, categorizing, estimating, mapping, drawing, charting, manipulating materials.

• Analyzing information

includes: identifying components and relationships among components, identifying patterns, comparing, formulating questions, contrasting, discussing.

• Interpreting information

includes: generalizing, summarizing, translating, relating, inferring, making models, drawing conclusions, defining problems, identifying cause and effect, confirming.

• Applying learned information

includes: planning, designing, building, constructing, composing, inventing, predicting, hypothesizing, proposing solutions, problem solving, decision making, developing and implementing investigations and action plans.

• Evaluating application of learned information

  includes: establishing criteria, verifying, testing, assessing, and critiquing results.
  
  

• Presenting evidence of learning from application and evaluation processes

includes: demonstrating, writing drawing, describing, public speaking, reporting, persuading, debating.