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