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.
“I truly enjoyed teaching this. It has been heartwarming to see them care about other living things and the environment.”
“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.”
“This did a great job of piquing students’ interest and sparking opposing points of view, which created lively discussions on the topic.”
“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 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 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.”
“Students really wanted to share their food traditions and look into how climate change might affect their food traditions.”
“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.”
“I am so amazed and impressed by the depth of resources that you embedded in the teacher guide. This is really well put together.”
“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.”
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
