In many countries, notably Morocco, preserving water resources  is an aparamount and vital challenge for a sustainable development in the broad sense.

Admittedly, the natural factor such as the unequal distribution of precipitation in time and space, influences the availability of water in the world, but the human factor intervenes amply to deepen the problem: Inadequate management of resources, waste, pollution ...

It is  clear that the training of citizens who are responsible and able to adopt rational behavior remains the cornerstone of any approach aiming at resolving the problems related to water. This is an ethical responsibility of education systems that must work in this direction.

In this context, the present study comes to answer the questioning: Did students operationalize the knowledge acquired on water during their learning?

In order to do this, a survey was carried out among students in the last year of the primary cycle, in  Fez-Boulemane region, in schools belonging to rural and urban areas.

As the subject is broad, complex and multidisciplinary, the questions were formulated on the basis of a detailed analysis of the whole primary school curriculum.

At the end of this study, which is part of a more general study on the Moroccan education system as a whole, we have been able to highlight some findings, draw some preliminary conclusions and propose recommendations in perspective.