Our Water, Our Lives: California

Lesson 1 

Overview: In this lesson, students will understand the sources and importance of water availability and the causes of drought in California. To understand the reasons for drought, students must understand where water comes from and how it is measured. Teachers will utilize photos, models, charts, graphs, and USGS sources to assist students in understanding this focus. 

NGSS Alignment: 

• Earth and Human Activity (5-ESS3): Students who demonstrate understanding can: Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment. (5-ESS3-1) 

• Science and Engineering Practices: Obtaining, Evaluating, and Communicating Information: Obtaining, evaluating, and communicating information in 3–5 builds on K–2 experiences and progresses to evaluating the merit and accuracy of ideas and methods. Obtain and combine data from books and other reliable media to explain phenomena or solutions to a design problem. (5-ESS3-1) 

• Disciplinary Core Idea - Human Impacts on Earth Systems (5-ESS3.C): Human activities in agriculture, industry, and everyday life have had significant effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth's resources and environments. 

• Crosscutting Concepts - Systems and System Models: A system can be described in terms of its components and their interaction 

Materials Needed: 

• Device to allow students to research (iPad, Chromebook, etc.) 

• Paper 

• Writing instruments 

• Construction or poster paper to use in student-designed presentations 

• Markers, crayons, or any available media to produce charts, posters, and other presentation aids   

• Measure tape or device 

• Science presentation board (if available) 

By the Numbers: 

• The California Water Science Center calculates surface water flow and annual runoff, using a network of more than 500 streamgages that collect real-time data at locations across the state. 

• Parts of Northern California receive 100+ inches of precipitation per year; the state's southern areas receive a few inches of rain annually in the desert regions. Seventy-five percent of California's available water is in the northern third of the state (north of Sacramento), while 80 percent of the urban and agricultural water needs are in the southern two-thirds of the state.  

• California has more irrigated acreage than any other state, thanks to massive water projects that include dams, reservoirs, aqueducts, and canals to deliver water to users.  

Vocabulary: 

• aquifers - a body of porous rock or sediment saturated with groundwater. Groundwater enters an aquifer as precipitation seeps through the soil. 

• drought - a drought is a period of drier-than-normal conditions that results in water-related problems. 

• groundwater - water that exists underground in saturated zones beneath the land surface.  

• land subsidence - a gradual settling or sudden sinking of the Earth's surface due to Earth materials' subsurface movement. Principal causes of land subsidence are aquifer-system compaction, drainage of organic soils, underground mining, natural compaction, and sinkholes. 

• runoff – the flow of water on the ground surface when excess rainwater, stormwater, meltwater, or other sources, can no longer seep into the soil. 

• precipitation - any liquid or frozen water that forms in the atmosphere and falls back to the earth. The five different types of precipitation are rain, snow, hail, freezing rain, sleet. 

• surface water – any body of water found on Earth's surface, including both the saltwater in the ocean and the fresh water in rivers, streams, and lakes. 

Related Links: DOI and USGS link policies apply 

California Drought 

     https://ca.water.usgs.gov/california-drought/index.html 

The Role of Snowpack, Rainfall, and Reservoirs in Buffering California Against Drought Impacts; California Water Science Center January 20, 2016 

     https://www.usgs.gov/news/role-snowpack-rainfall-and-reservoirs-buffering-california-against-drought-impacts 

U. S. Drought Monitor

     https://droughtmonitor.unl.edu/Maps/ComparisonSlider.aspx 

Sustainable Conservation California, Sustainable Water Guide 

     https://suscon.org/wp-content/uploads/2020/11/California-Water-Guide_150ppi.pdf

 

Lesson Plan (5-E) 

Engage 

Description: 

Driving Question: Where does California get its water? In this lesson, we will learn about the components that make up California’s water resources. Teachers can utilize the "By the Numbers" component to create excitement or initiate discussion regarding the lesson plan topic. 

Activity Ideas: 

Fun, engaging research opportunities: Have students research, discuss, and record the answers to the following questions with a partner. 

1. What are the two major sources of water in California? (Groundwater and surface water)  

2. How many people live in California? (More than 38 million) 

3. What supplies water to the groundwater and surface water resources? (Groundwater: found beneath the earth's surface in the pores and spaces between rocks and soil called aquifers. Surface water: water that runs into rivers, lakes, and reservoirs.) 

Explore 

Description: 

Conduct a teacher-facilitated discussion regarding droughts in California. Divide the class into groups of four and have each group explore the charts and information provided in the California Drought. The teacher can choose particular questions based on the information provided, or it can be open-ended, allowing students the freedom to make that decision. For example, in the Comparison tab, there is a Drought Comparison chart that can be used to compare data. The teacher can develop questions as they see fit that would best support learning for their class. 

Activity Ideas: 

In this cooperative learning task, students will study the website and interpret what the datasets are showing. Students should describe their findings and comprehension in their own way. Allowing this process will afford the teacher an informal initial assessment of student understanding regarding this topic. 

Student Task: Students, you are a team of USGS scientists and are tasked with identifying the most interesting information in the California Drought. Using this link, look at the different tabs. What five discoveries can you make? Discuss as a group and write down your reasons why your audience should learn this information. Be ready to present to the rest of the class. 

Using the related link, The Role of Snowpack, Rainfall, and Reservoirs in Buffering California Against Drought, students will develop a summary including the essential points and the overall purpose of the website. Students will complete a worksheet to assist them with understanding what type of information should be included in their summary. When students complete this worksheet, they should be instructed that these are the type of facts that need to be included in future summaries. The teacher can modify the worksheet to fulfill their vision of a good summary. 

 

Explain 

Description: 

Formal introduction of essential vocabulary regarding this topic.  

Use the seven words provided and have students search for definitions and discuss them in their small groups. Please provide an appropriate amount of time for students to search, define, and complete this portion of their worksheet. Having students explore different words and share definitions offers efficient use of time and an opening for oral communication. 

Activity Ideas: 

Students will be given appropriate time to search for and define essential vocabulary. Students can use the lesson’s related links to assist in this vocabulary search to provide them with a reason to investigate the sites in a less formal setting. 

 

Elaborate 

Description: 

Students will use what has been introduced and apply this foundational knowledge to extend their learning. Using the U. S. Drought Monitor, students will be given time to explore the different components found and develop a group presentation with the most interesting facts discovered.  

Activity Ideas: 

Each group will define the topics discussed in the video and create a list of the main topics presented. 

In groups, students will take on the role of USGS scientist and discuss the information provided in the U. S. Drought Monitor. This assignment aims to provide students with an opening to explore datasets and discuss their approach to deciphering the information. Though the information selected is necessary, the emphasis should be on allowing students with an experience to work on understanding how data is used in the real world. 

Each group will need to investigate the tabs in this related link as chosen by the teacher. The information provided is vast, and individual instructors must select what they deem appropriate for their students. Students will develop presentations, using charts, maps, or photos to the help the audience better understand the topic. 

 

Evaluate 

Description: 

The teacher will evaluate students based on their understanding of California’s drought issues.  

Student knowledge will be assessed on the completeness of the obtainment of the requested information, the quality and effort of their presentation, and their ability to exhibit what they know.   

Activity Ideas: 

Students must incorporate an understanding of water sources, the impact of rainfall, snowpack, and reservoirs on California's droughts, and the information in the Drought Monitor website. They will identify five facts they found of interest regarding droughts as a group.

 

Lesson 2 

Overview: Students will understand how human actions affect California’s ability to survive drought. Students will research how human actions affect the ecosystem and what can be done to mitigate the problem. 

NGSS Alignment: 

• Earth and Human Activity (5-ESS3): Students who demonstrate understanding can: Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment. (5-ESS3-1) 

• Science and Engineering Practices: Obtaining, Evaluating, and Communicating Information: Obtaining, evaluating, and communicating information in 3–5 builds on K–2 experiences and progresses to evaluating the merit and accuracy of ideas and methods. Obtain and combine data from books and other reliable media to explain phenomena or solutions to a design problem. (5-ESS3-1) 

• Disciplinary Core Idea - Human Impacts on Earth Systems (5-ESS3.C):  Human activities in agriculture, industry, and everyday life have had significant effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth's resources and environments.  

• Crosscutting Concepts - Systems and System Models: A system can be described in terms of its components and their interaction 

Materials Needed: 

• Device for students to research (iPad, Chromebook, etc.) 

• Paper (construction or printer) 

• Writing instruments  

• Construction or poster paper to use in student-designed presentations 

• Markers, crayons, or any available media to produce charts, posters, and other presentation aids  

• Science presentation board (if available) 

By the Numbers: 

• The water year that ended on September 30, 2021, was the second driest on record https://drought.ca.gov/current-drought-conditions/  

• All 58 counties in California were under a drought emergency proclamation at the end of September 2021. https://drought.ca.gov/current-drought-conditions/ 

• Warm temperatures in California in April and early May have made 2021 a critically dry year. The snow melted, and runoff evaporated faster in the Sacramento, Feather, and American River watersheds. https://drought.ca.gov/current-drought-conditions/ 

• Most rain and snow fall in California from November through April. It fills the reservoirs and aquifers that we use to supply homes, businesses, and farms. It also supports fish and wildlife that depend on our rivers and wetlands. https://drought.ca.gov/current-drought-conditions/ 

Vocabulary: 

• contaminants - substances that make the water or land impure, unclean, or polluted.  

• nitrates - sodium nitrate or potassium nitrate used as a fertilizer. 

Related Links: DOI and USGS link policies apply 

Increased Pumping in California's Central Valley During Drought Worsens Groundwater Quality 

     https://www.usgs.gov/news/state-news-release/increased-pumping-californias-central-valley-during-drought-worsens 

U.S. Drought Monitor - California  

     https://www.drought.gov/states/California 

DROUGHT FOR KIDS by the National Drought Mitigation Center University of Nebraska 

     https://drought.unl.edu/Education/DroughtforKids.aspx 

Maven’s Notebook CALIFORNIA’S WATER SYSTEMS 

     https://mavensnotebook.com/the-notebook-file-cabinet/californias-water-systems/ 

USGS, California drought, visualized with open data 

     https://labs.waterdata.usgs.gov/visualizations/ca_drought/index.html 

 

Lesson Plan (5-E) 

Engage 

Description: 

Driving Question: How do human actions affect California droughts? How does the pumping of groundwater affect us differently during droughts? 

In this lesson, we will learn how our actions directly impact droughts in California. Teachers can utilize the "By the Numbers" component to create excitement or initiate discussion regarding the lesson plan topic. 

Activity Ideas: 

Fun, engaging research opportunities: 

With a partner, have students utilize the websites USGS - California drought, visualized with open data (related link) and DROUGHT FOR KIDS by the National Drought Mitigation Center University of Nebraska to practice their research skills. Have students complete the provided worksheet.  

Explore 

Description: 

Conduct a teacher-facilitated discussion regarding the information the Drought for Kids website. This is a student-centered discussion with the teacher as the facilitator to continue student thought and discussion. Divide the class into groups of four and have each group discuss the information presented in the website. You can choose the topic to ensure greater coverage of the examples given, or it can be open-ended, allowing students the freedom to make that decision. 

Activity Ideas: 

In this cooperative learning task, students will study the information provided on the Drought for Kids website. They will acquire a foundational understanding of drought and become aware of how they can be part of the solution to drought.  

Students should be allowed to describe their findings and comprehension in their own way. Allowing this process will afford the teacher an informal initial assessment of student understanding regarding this topic. 

Student Task:

Students, you are a team of USGS scientists and were given the task of creating a presentation about drought to a group of citizens. Using the Drought for Kids website, identify the most important knowledge that these citizens should know about drought. 

 

Explain 

Description: 

Formal introduction of essential vocabulary regarding this topic. Students will define the two vocabulary words, in addition to the terms found in the U.S. Drought Monitor website (see below). They may work in partnerships or groups. 

• D0 - Abnormally Dry  

• Soil is dry; irrigation delivery begins early 

• Dryland crop germination is stunted 

• Active fire season begins 

• D1 - Moderate Drought 

• Dryland pasture growth is stunted; producers give supplemental feed to cattle 

• Landscaping and gardens need irrigation earlier; wildlife patterns begin to change 

• Stock ponds and creeks are lower than usual 

• D2 - Severe Drought  

• Grazing land is inadequate 

• Fire season is longer, with high burn intensity, dry fuels, and large fire spatial extent 

• Trees are stressed; plants increase reproductive mechanisms; wildlife diseases increase 

• D3 - Extreme Drought  

• Livestock need expensive supplemental feed; cattle and horses are sold; little pasture remains; fruit trees bud early; producers begin irrigating in the winter 

• Fire season lasts year-round; fires occur in typically wet parts of state; burn bans are implemented 

• Water is inadequate for agriculture, wildlife, and urban needs; reservoirs are extremely low; hydropower is restricted 

• D4 - Exceptional Drought  

• Fields are left fallow; orchards are removed; vegetable yields are low; honey harvest is small 

• Fire season is very costly; number of fires and area burned are extensive 

• Fish rescue and relocation begins; pine beetle infestation occurs; forest mortality is high; wetlands dry up; survival of native plants and animals is low; fewer wildflowers bloom; wildlife death is widespread; algae blooms appear 

Activity Ideas: 

Students will be given appropriate time to search for and define essential vocabulary. This exercise provides an opportunity to develop research skills and use technology to understand an issue. 

 

Elaborate 

Description: 

Students will use what has been introduced and apply this foundational knowledge to extend their learning. Students will be divided into groups of four and will utilize the Maven’s Notebook CALIFORNIA’S WATER SYSTEMS website to research and create a presentation. This exercise will help students develop research and presentation skills regarding a real-world issues or concepts in California. 

Activity Ideas: 

In groups, students will take on the role of USGS scientists and discuss the information presented in the Maven’s Notebook CALIFORNIA’S WATER SYSTEMS website. Utilizing only information provided by this source, students will create an informative presentation for the rest of the class.  Students will include charts, maps, or photos to help the audience understand the topic. 

 

Evaluate 

Description: 

The teacher will evaluate students based on their understanding of California drought. Student knowledge will be assessed based on the completeness, the quality, and effort of their presentation, including posters, charts, and other material, and their ability to exhibit that they know. 

Activity Ideas: 

Students must incorporate an understanding of the drought issues faced by California, research the unique facts presented, and present to the class the solution to the issue they are investigating. The focus of this exercise is to create an opportunity to empower students to see themselves as part of a solution to these issues created by humans.

 

Lesson 3 

Overview: The focus of this lesson is how water is used in California and how the drought has impacted the state economy and people. This lesson provides students with an understanding of the use of water in California and drought's effects. Students will have an opportunity to research and understand how water is a part of local culture, a source of jobs, recreation, aquaculture, irrigation of crops, and other natural resource uses. Students will develop research skills, presentation skills, and be given an outlet to share their new knowledge using a student-chosen method. 

NGSS Alignment: 

• Earth and Human Activity (5-ESS3): Students who demonstrate understanding can: Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment. (5-ESS3-1) 

• Science and Engineering Practices: Obtaining, Evaluating, and Communicating Information: Obtaining, evaluating, and communicating information in 3–5 builds on K–2 experiences and progresses to evaluating the merit and accuracy of ideas and methods. Obtain and combine data from books and other reliable media to explain phenomena or solutions to a design problem. (5-ESS3-1) 

• Disciplinary Core Idea - Human Impacts on Earth Systems (5-ESS3.C):  Human activities in agriculture, industry, and everyday life have had significant effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth's resources and environments. 

• Crosscutting Concepts - Systems and System Models: A system can be described in terms of its components and their interaction 

Materials Needed: 

• Device for students to research (iPad, Chromebook, etc.) 

• Paper (construction or printer) 

• Writing instruments 

• Construction or poster paper to use in student-designed presentations 

• Markers, crayons, or any available media to produce charts, posters, and other presentation aids  

• Science presentation board (if available) 

By the Numbers: 

• Total water use in California has been declining since 1980 

• California uses more water than any other state.  

• More water is used each day for irrigation than any other water use category 

Vocabulary: 

• aquaculture water use – water use associated with the farming of finfish, shellfish, and other organisms that live in water  

• commercial water use – water for motels, hotels, restaurants, office buildings, other commercial facilities, and institutions 

• domestic water use – water used for indoor household purposes such as drinking, food preparation, bathing, washing clothes and dishes, flushing toilets, and outdoor watering lawns and gardens  

• hydroelectric power water use – water used in generating electricity at plants where the turbine generators are driven by moving water 

• industrial water use – water used for fabrication, processing, washing, and cooling. Includes industries such as chemical and allied products, food, mining, paper, and related products, petroleum refining, and steel. 

• irrigation water use – water that is applied by an irrigation system to assist crop and pasture growth or to maintain vegetation on recreational lands such as parks and golf courses 

Related Links: DOI and USGS link policies apply 

Water Use in California (Dept. of Water Resources, 2018) 

     https://www.ppic.org/publication/water-use-in-california/ 

The California Drought (National Geographic) 

     https://www.nationalgeographic.org/media/california-drought/ 

USGS Water Use Terminology 

     https://www.usgs.gov/mission-areas/water-resources/science/water-use-terminology 

Total Water Use in the United States – USGS Water Science School 

     https://www.usgs.gov/special-topics/water-science-school/science/total-water-use-united-states 

 

Lesson Plan (5-E) 

Engage 

Description: 

Driving Question: Thinking about what this resource provides for humans, what are three industries that you think will be most affected by drought? Should more steps be taken to conserve water in California? 

In this lesson, we will learn how the California drought has affected many aspects of life in the state. This lesson will allow us to research and consider the many ways that California's water resources influence everyday lives. 

Teachers can utilize the "By the Numbers" component to create excitement or initiate discussion regarding the lesson plan topic. 

Activity Ideas: 

Fun, engaging research opportunities: 

1. With a partner, have students use the Water Use in California (related link) to discuss and record what they learned about how and where Californians use and get water. Students will create a 10-slide slideshow to present this information to discover or practice with this presentation tool.  

2. Visit The National Geographic California Drought (related link). Use the infographic to answer the following questions provided by the teacher. 

3. What resource is most depleted during a drought? (Water)  

4. Why would this be a concern to Californians? (Their agricultural economy depends on water.) 

5. How can a drought cause a ripple effect on jobs? (Planting, harvesting, production, and selling are all affected.)  

6. How do fallow (unplanted) areas impact an economy? (If the land is not used, crops are not planted, which means a loss of profit.)  

7. You have researched the importance of water in human survival. Using the Total Water Use in the United States USGS Water Science School site (related link), you will study and present on the different ways humans use water with your group. Each group member needs to research and record five unique key facts that other students should know. Each group member should be assigned a tab in this resource to ensure better coverage of this extensive USGS resource. Students will develop a diagram to display the five key facts of each group's choosing. Use one 8x10 sheet of paper for each student. These papers can be included in your final presentations. 

Explore 

Description: 

Conduct a teacher-facilitated discussion regarding the related links. This is a student-centered discussion with the teacher as the facilitator to continue student thought and discussion. 

Students can share their various work (slideshows, diagrams, etc.) and their input during this time. This session aims to allow students an avenue to share their approach, newfound knowledge, and aha moments. This exercise enables students to develop presentation skills while having autonomy. 

Activity Ideas: 

In this cooperative learning task, students will study the importance of water to human survival. They will learn about the various water uses and the importance of conserving water. 

Students should be allowed to describe their findings and comprehension in their way. Allowing this process will afford the teacher an informal initial assessment of student understanding regarding this topic. 

 

Explain 

Description: 

Formal introduction of essential vocabulary regarding this topic.  

Use the six words provided and have students search and discuss them in their small groups. Provide an appropriate amount of time for students to search for definitions and complete this portion of their worksheet. Having students explore different words and share definitions provides efficient use of time and an opening for oral communication. 

Activity Ideas: 

Students will be given appropriate time to search for and define essential vocabulary using the USGS Water Use Terminology.  

 

Elaborate 

Description: 

Students will use what has been introduced and apply this foundational knowledge to extend their learning. Students will be allowed to join a different group for this task. The group they join will be based on a topic related to drought that they find most interesting. Groups will be limited to ensure equal distribution of students amongst groups. Students will list their top three choices and bring their choices to the teacher to create the groups. This approach ensures that students are basing their choice on genuine interest. Choices should be individual and without input from classmates. 

Student will research and prepare a presentation about the information they learned about drought. 

Activity Ideas: 

Each group will need to research a drought-related topic and develop a presentation. Students can decide the format but must ensure that the vital information is covered. Students will develop presentations and produce charts, maps, or photos to provide the audience with an avenue for a greater understanding of knowledge. Students can use any method deemed appropriate by the instructor, for example: 

• Make an instructional video 

• Create an interactive notebook 

• Make a pamphlet or brochure 

• Write a newspaper article 

• Perform a puppet show  

• Hold a debate 

• Hold a mock court case 

• Create a game show 

• Have a panel discussion of "experts" 

• Compose a rap or other song 

• Use Venn diagrams to compare different aspects of the topic 

• Design a comic strip about the topic 

• Create a children's story about the topic 

• Create an informative map 

• Write a fable or myth about the topic  

• Other 

Evaluate 

Description: 

The teacher will evaluate students based on their understanding of the information deemed important by the instructor and their ability to develop a complete, factual, and interesting presentation regarding their topic 

Student knowledge will be assessed on the completeness, the quality, and effort of their presentation, including posters, charts, and other material, and their ability to exhibit that they know the information. 

Activity Ideas: 

Students must incorporate an understanding of the issues related to drought. Each student must research and contribute a minimum of three unique facts that they will present to the class in their group. This exercise aims to create an opportunity to empower students to enjoy the learning process while developing an understanding of the methods utilized to present varied information on the website.

 

Lesson 4 

Overview: STEM-Inspired Connection Lesson – Developing a Creative or Innovative Solution to a Current or Future Problem. Students will research and develop a diagram and model of a desalination apparatus and decide if this is the best solution to obtaining fresh water. 

In California, drought has impacted everyday life as well as the success of the nationally important California agriculture industry. In this lesson, students will begin to research and develop an understanding of new, innovative methods to purify water to allow for human consumption. After initial open-ended research, students will focus on desalination to understand if or how this method can improve the current problems faced by drought. 

Teachers, please feel free to modify the unit as you see fit. The focus is to create opportunities for students to think and understand that their ideas count. We want students to start thinking of themselves as future scientists and engineers to solve these STEM-centered problems. The goal is to help students believe that they can improve these issues with their unique experience and knowledge. 

NGSS Alignment: 

• Engineering Design (3-5-ETS1): Students who demonstrate understanding can:  

• Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. (3-5-ETS1-1)  

• Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. (3-5-ETS1-2) 

• Plan and carry out fair tests in which variables are controlled, and failure points are considered to identify aspects of a model or prototype that can be improved. (3-5-ETS1-3) 

• Science and Engineering Practices  

• Asking Questions and Defining Problems: Asking questions and defining problems in 3–5 builds on grades K–2 experiences and progresses to specifying qualitative relationships. 

• Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost. (3-5-ETS1-1)  

• Planning and Carrying Out Investigations: Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions.  

• Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (3-5-ETS1-3)   

• Constructing Explanations and Designing Solutions: Constructing explanations and designing solutions in 3–5 builds on K-2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems. 

• Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design problem. (3-5-ETS1-2)  

• Disciplinary Core Ideas  

• Defining and Delimiting Engineering Problems (ETS1.A): Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared based on how well each one meets the specified criteria for success or how well each takes the constraints into account. (3-5-ETS1-1) 

• Developing Possible Solutions (ETS1.B): 

• Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. (3-5-ETS1-2) 

• At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs. (3-5-ETS1-2) 

• Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved. (3-5-ETS1-3)  

• Optimizing the Design Solution (ETS1.C): Different solutions need to be tested to determine which of them best solves the problem, given the criteria and the constraints. (3-5-ETS1-3) 

• Crosscutting Concepts - Influence of Engineering, Technology, and Science on Society and the Natural World:  

• People's needs and wants change over time, as do their demands for new and improved technologies. (3-5-ETS1-1) 

• Engineers improve existing technologies or develop new ones to increase their benefits, decrease known risks, and meet societal demands. (3-5-ETS1-2) 

Materials Needed: 

• Device for students to research (iPad, Chromebook, etc.) 

• Paper (construction or printer) 

• Writing instruments 

• Construction or poster paper to use in student-designed presentations 

• Markers, crayons, or any available media to produce charts, posters, and other presentation aids   

• Science presentation board (if available) 

By the Numbers: 

• About 13 percent of all water used in the United States in 2015 was saline. 

• Almost all saline withdrawals, over 95 percent, was used by the thermoelectric-power industry to cool electricity-generating equipment. About five percent of the Nation's saline water was used for mining and industrial purposes. 

• According to the International Desalination Association, in June 2015, 18,426 desalination plants operated worldwide, producing 86.8 million cubic meters per day, providing water for 300 million people. This number increased from 78.4 million cubic meters in 2013, a 10.71% increase in 2 years.  

• Among industrialized countries, the United States is one of the most important users of desalinated water, especially in California and parts of Florida. The cost of desalination has kept desalination from being used more often. 

• It is estimated that some 30% of the world's irrigated areas suffer from salinity problems, and remediation is seen to be very costly. 

Vocabulary: 

• desalination – removing salt from water. 

• distillation - a process where a mixture made of two things with different boiling points can be separated from each other.  

• reverse osmosis - a method of purifying water using a membrane. The particles in the water are left on the other side of the membrane while the water passes through. 

• saline – a mixture of sodium chloride (salt) and water. 

Related Links: 

Desalination (USGS Water Science School) 

     https://www.usgs.gov/special-topics/water-science-school/science/desalination 

Is desalination the answer to California's drought? (ABC7News) 

     https://abc7news.com/california-drought-water-shortages-seawater-desalination-brackish/10900176/ 

Existing Seawater Desalination Facilities 

     https://www.waterboards.ca.gov/water_issues/programs/ocean/desalination/docs/170105_desal_map_existing.pdf 

Lesson Plan (5-E) 

Engage 

Description: 

Driving question: Is desalination a solution to the need for fresh water? Why or why not? 

Teachers can utilize the "By the Numbers" component to create excitement or initiate discussion regarding the lesson plan topic. 

Activity Ideas: 

Fun, engaging research opportunities: Have students research, discuss, and record the answers to the following question with a partner: 

1. After watching the video Is desalination the answer to California's drought? (related link), what is the most interesting fact that you learned about desalination? 

2. As a group, research one pro and one con regarding desalination. Be prepared to share with the class. 

 

Explore 

Description: 

Conduct a teacher-facilitated discussion regarding desalination and what the students found to be most interesting. Have them discuss the following questions: 

1. Why is desalination used more in certain parts of the world?  

2. What are to positives of desalination? 

3. What are the negatives of desalination? 

Activity Ideas: 

In this cooperative learning task, students will learn and understand foundational knowledge regarding the desalination process. Students are tasked with researching this topic further. Students should be allowed to describe their findings and comprehension in their own way. Allowing this process will afford the teacher an informal initial assessment of student understanding regarding this topic. 

Student Task:

Students, you are a team of scientists and are given the task of creating a solution for the lack of water due to drought. With your group, research and decide on an approach to creating a desalination apparatus to help solve the drought problem. 

 

Explain 

Description: 

Formal introduction of essential vocabulary regarding this topic.  

Use the three words provided and have students search and discuss them in their small groups. Provide an appropriate amount of time for students to search for definitions and complete this portion of their worksheet. Having students explore different words and share definitions provides efficient use of time and an opening for oral communication. 

Activity Ideas: 

Students will be given appropriate time to search for and define essential vocabulary.  

Elaborate 

Description: 

Students will use what has been introduced and apply this foundational knowledge to extend their learning. Students are required to use all vocabulary terms in their presentations correctly.  

Students will research and present their findings, a diagram of their desalination system, and a model of their system.  

Activity Ideas: 

In groups, students will take on the role of scientists and create a desalination system to be used in California. Students will create a diagram of their design and a model to share during the group presentation. 

Presentations will include charts, maps, or photos to provide the audience with an avenue to better understand what the students learned. 

Evaluate 

Description: 

The teacher will evaluate students based on their understanding of the issues faced when droughts occur and their interpretation of the desalination system they design. The teacher will decide what is required. 

Student knowledge will be assessed on the completeness, obtainment of the requested information, and the quality and effort of their presentation, including posters, charts, diagrams, models, and other material, and their ability to exhibit that they understand the information. 

Activity Ideas: 

Students must understand the issues faced when droughts occur and develop a plausible solution. This is a complex topic. The goal is to have students think about their process to develop a solution.