In this unit, students investigate the water shortage in California as both a phenomenon to explain and a problem to solve. Students begin by defining the problem of water shortage and identifying all of the parties who are affected. This prompts students to wonder about solutions to water shortages and ways to meet water needs in communities across the state. Students investigate rainfall and compare it to water use. They also explore the water supply system, from dams and reservoirs, to aqueducts to transport water between regions.
Students analyze case studies and data to identify causes of the water shortage. They also evaluate the effects of past water management strategies, such as the Los Angeles Aqueduct and the Klamath River Dams. In doing so, students investigate the environmental, social, and economic factors that influence water management decisions, and reflect on solutions to improve water management and ensure a sustainable water future for California. The unit culminates with students developing an action plan for addressing the water shortage in their own community.
“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.”
“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.”
“I truly enjoyed teaching this. It has been heartwarming to see them care about other living things and the environment.”
“WOW! What incredible and engaging lessons to do with my students. They loved this opportunity to be scientists, explore and think about the food they eat, and I loved the ways that they began to model. I am so excited about these lessons and cannot wait to share them with my coworkers.”
“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.”
“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 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.”
“What I find interesting is that students are discussing the material outside of class time. I heard students discussing the ideas before class in the hallways and even during lunch periods.”
“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.”
“I am so amazed and impressed by the depth of resources that you embedded in the teacher guide. This is really well put together.”
“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.”
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