Students investigate the sinking of California’s Central Valley, a phenomenon otherwise known as land subsidence. Using the phenomenon as an anchoring point, students explore California’s water crisis and its intersection with historical colonialism, groundwater mechanics, and environmental justice through an engaging, character-driven narrative. The unit begins with Jolfy, a cyborg coyote from the future, who alerts students that the Central Valley is sinking. Along the way, students meet other characters who provide key insights: historian Yoimut, hydrogeologist Carl, climate scientist Mariah, and farmworker and local council member Jaden.
Students explore the Central Valley’s transformation from a water-rich ecosystem under Indigenous stewardship to its current state, shaped by colonization, industrial agriculture, and irrigation networks. Students investigate how aquifers work, how excessive pumping and climate change deplete groundwater, and how this impacts ecosystems and frontline communities. Students also examine solutions, such as managed aquifer recharge, water conservation, and climate action. The unit fosters critical thinking and empowers students to envision sustainable solutions for their communities.
“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.”
“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.”
“For my students who may not engage with abstract concepts, the real-life relevance of turning waste into soil for growing plants offers a clear, meaningful goal that they can understand and feel proud to participate in.”
“The message that there are solutions to help us combat climate change and that people are working together to solve problems helped students stay in a place of curiosity; they didn’t show anxiety over the content.”
“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.”
“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.”
“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 have learned ways to improve my teaching, and I have been at this for 38 years. The students are gaining a deeper understanding of what climate change is: what causes climate change, and the impact of climate change on crop yield.”
“When you’re out in the workforce, you’re trying to solve problems that don’t have a clear, immediate answer. So doing stuff like this helps give students practice.”
“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.”
“The kids become more engaged because now they are actually actively doing things. They’re really having to look for themselves. It’s not given to them on a platter, but all the resources are right there.”
“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!”
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