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  • About
    • Why Seeds to Solutions?
    • Who We Are
    • Instructional Model
  • Browse Units
    • Elementary School
      • Kindergarten
      • 1st Grade
      • 2nd Grade
      • 3rd Grade
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      • 9th & 10th Grade: Life & Environmental Science
      • 9th & 10th Grade: Physical & Environmental Science
      • 11th Grade: Interdisciplinary Environmental Science
      • 12th Grade: Interdisciplinary Environmental Science
  • Resources
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    • Contact and Support
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7th Grade

Land Subsidence and Groundwater

Why is the Central Valley sinking, and what can we do about it?

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.

Lesson Overview

Anchor Lesson
  1. Why is the Central Valley sinking?
Investigation Lessons
  1. What was the Central Valley like before it started sinking?
  2. When and how did the Central Valley start to change?
  3. How does pumping groundwater contribute to the Central Valley sinking?
  4. What affects inflow into an aquifer?
  5. How does aquifer depletion affect communities in California?
  6. How are frontline communities responding to the impacts of the water crisis?
  7. What can we do about the water crisis in California?
Consensus Model Building
  1. Why is the Central Valley sinking?
Culminating Engagement
  1. How can we address the water crisis in our own communities?
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Unit Standards

California Environmental Principles & Concepts
  • Principles 1-2
History-Social Science
  • Historical and Social Sciences Analysis Skills
Science
  • NGSS MS-ESS3-1, MS-LS2-4
  • NGSS Science and Engineering Practices
  • NGSS Disciplinary Core Ideas ESS3.A, ESS2.C, LS2.C
  • NGSS Crosscutting Concepts
  • NGSS Connections to Engineering, Technology and Application of Science

What Teachers Are Saying

“Students were curious and continue to be curious. They are more aware of their surroundings than before and continue to point out observations daily.”

Elementary School
Teacher

“This did a great job of piquing students’ interest and sparking opposing points of view, which created lively discussions on the topic.”

Elementary School
Teacher

“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.”

Elementary School
Teacher

“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.'”

Elementary School
Teacher

“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.”

Middle School
Teacher

“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.”

Middle School
Teacher

“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.”

Middle School
Teacher

“This lesson brought in cultural stories from the original people who inhabited California. This is a perspective that is not often taught in science. I think that the kids liked having science be a little less facts and figures and more story.”

Middle School
Teacher

“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.”

High School
Teacher

“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.”

High School
Teacher

“I am so amazed and impressed by the depth of resources that you embedded in the teacher guide. This is really well put together.”

High School
Teacher

“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!”

High School
Teacher

Inside Each Unit

  • Teacher Guides Detailed, customizable lesson plans
  • Support Materials Visual aids, audio/video content for lessons, and more
  • Student Materials Worksheets, readings, handouts, and more
  • Standards Alignment Guidance on specific standards and frameworks being met
  • Professional Learning Handbooks for facilitation and culminating engagements

Acknowledgments

Unit Development Team

Katie Cox, Global Nomads
Katinka Lennemann, Global Nomads
Sandra Stein, Global Nomads

Global Nomads Youth Design Team

Nour Akkoush
Lois Akundo
Shahvhir Bhujwala
Sophia da Silva Bispo
Zoe Chan
İzzet Enes Çoğan
Emily Dersch
Glenis Fernandes
Natalia Grandio
Sarah Guadagnolo
Zeynep Gül
Jahswill Kalu
Joy Kalu
Choyoung Kim
Katinka Lennemann
Rainy Lu
Confidence Maduka
Ifeanyi Maduka
Vivian Sabelo Magagula
Buhle Magushana
Ellie McCampbell
Citlalli Mora
Jonathan Kamohelo Motubatse
Simran Nagpal
Abigail Ramsayer
Khahdija Shahbaz
Sydney Shell
Fatima-Zahrae Tarib
Efsa Tirtom
Robert Tuu
Lian Wang
Maya Wu
Arjumand Zehra

Reviewers

Mike Antos, Stantec Consulting
Clarissa Deverel-Rico, BSCS
Jonathan Griffith. Center for Education, Engagement, and Evaluation
Thomas Herman, San Diego State University
Julie Hilborn, San Mateo County Office of Education
Elaine Klein, BSCS
Cecilia Moreno, Sierra Unified School District
Mike Muraki, Sierra College
Ryan Smith, Colorado State University
Samantha Stickley, San Marcos USD
Jonathan Traum, USGS

Consultants

Mike Antos, Stantec Consulting
Dezaraye Bagalayos, Allensworth Progressive Association
Kenny Barrios, Tachi Yokut Tribe of the Santa Rosa Rancheria
Matt Ellinger, Designer
Anna Gurevitz, SocioEnvironmental and Education Network (SEEN)
Elaine Klein, BSCS
Stacey Lane, Illustrator
Ladie Malek, Development Editor
Cecilia Moreno, Sierra Unified School District
Jose Armando Munguia, TAC Farm
Steve Roderick. Concord Consortium
Ryan Smith, Colorado State University
Jonathan Traum, USGS

Pilot and Field Test Teachers

Brett Lackey, West Contra Costa County USD
Gabriella Isaguirre-Bersola, Los Angeles USD
Jennifer Kim, Laguna Beach USD
Marie Etherton, Southern Humboldt Joint USD
Sara Clover, Sea Crest School
Sara Brooks Long, Petaluma City Schools
Sarah Blair, East Bay Innovation Academy
Jackie Gardner, San Jacinto USD
Laureen Kuwaye, Rowland USD

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