In this unit, students investigate the need to manage water in California as both a phenomenon to explain and a problem to solve. In doing so, students develop a foundational understanding of California’s water supply systems, investigate the environmental, social, and economic factors that influence water management decisions, and reflect on ways to improve water management and ensure a sustainable water future for California.
While investigating water management in California, students will define the problem of needing to manage water sustainably, identify affected parties, and determine criteria and constraints for a solution. Students then ask questions about the factors that contribute to the water management problem and about potential solutions. This includes analyzing case studies and data to identify causes of the water management challenges, including aspects of water supply systems and climate-related causes. Students will evaluate the effects of past water management strategies, such as the Klamath River Dams and the Los Angeles Aqueduct, then engage in critical conversations about environmental justice issues related to water management. Using the class consensus final explanatory model, the unit culminates with students developing an action plan for addressing the water management problem in California.
Want to talk through the lesson plans? Need support customizing a unit for your classroom?
Drop into office hours on the 2nd and 4th Wednesday of each month from 4:00-5:00pm PT for free support from Holly or another Seeds to Solutions team member.
“There is something for all different kinds of learners. We are moving spaces, drawing, talking in big and small groups, writing. Some of my kiddos who would have been disengaged quite possibly the entire time were engaged in at least two or more parts of this lesson.”
“Students were curious and continue to be curious. They are more aware of their surroundings than before and continue to point out observations daily.”
“My kids have said, ‘Oh good, I like doing this,’ when we were starting the lesson each day. It’s a great topic. I also think it has made them more curious and do their own research.”
“From my students: ‘Thank you for teaching us this lesson because if you didn’t it would be bad for our environment.’ ‘This was awesome! Can you do more? Thank you!’ ‘Thank you for helping us in taking care of the environment.'”
“Students really enjoyed the hands-on activity. They were very interested to learn about the different pollutants that they’ve never heard of. It also developed their curiosity about air quality and pollution. It was an eye-opener for some that they are able to see what is mostly ‘unseen’ by everyone.”
“I love how the data was more interactive and chunked into smaller pieces. I also like how there was a way to bring all the knowledge and wondering back to come up with a conclusion to the problem.”
“This is engaging because it uses real data about the state students live in and shows changes within their lifetime, like the rise of warehouses and trucking during the pandemic.”
“I heard comments like, ‘I didn’t realize how much climate change affects my community,’ and, ‘This project made me think about what I can do to help.'”
“Every lesson was so thoroughly designed, the case study design book was beautifully organized, and it helped to give my class a real-life understanding of how college/graduate-level academic research works. Being able to connect their research back to environmental issues they actually experience was simply icing on the cake. Well done!”
“I am so amazed and impressed by the depth of resources that you embedded in the teacher guide. This is really well put together.”
“Using the maps and seeing things like schools and how close they are to hazards is really cool. They may not be super connected personally, but they can put themselves in the shoes of other kids and try to relate. I know it’s working because I have a kid that just watches Netflix all day, every day and he pulled out his earbud and participated!”
“They’ve never thought about stuff like this before, and now they’re sharing it. One girl said this was the only class that she went home and talked to her parents about.”
Mackenzie Clark, Curriculum Developer
Brianna Reilly, Curriculum Developer
Logan Schmidt, Curriculum Developer
Tiffany Baca, Metropolitan Water District of Orange County
Nina Barcelli, Science Educator
Jean Flanagan, BSCS
Dina Gilio-Whitaker, CSU, San Marcos
Monica Maynard, Montebello USD
Milton Reynolds, Steering Committee
Karen Swan, Metropolitan Water District of Southern California
Matt Ellinger, Designer
Sara Krauskopf, Curriculum Developer
Stacey Lane, Illustrator
Susan Lyons, Development Editor
Ladie Malek, Development Editor
Josh Paschedag, Curriculum Developer
Laura Tucker, Science Educator
Craig Manges, Lemoore Union HSD
Katherine Morris, The Waverly School
Perri Rios-Dominguez, Salinas UHSD
Noel Rohland, Mt. Diablo USD
