Cross-Curricular Goals

Water scarcity presents many opportunities for cross-curricular incorporation. The main goals of this project will pertain to the causes, effects, solutions, and future outlooks for people affected by water scarcity.

Lessons built around the causes of water scarcity will focus on the science of water cycle and climate, industrial revolution, and its historical impact on water systems, sociological factors contributing to economic water scarcity with case studies in one or more of the following:

• Stressed water systems

• Wetlands

• Pollution

• Drying aquifers

• Inefficient agriculture

• Climate change

• Economic scarcity

Lessons built around the effects of water scarcity will focus on studying societies and neighborhoods that are facing water scarcity, with one or more of the following discussion topics and in-class projects:

• Lack of access to drinking water

• Lack of education

• Disease

• Habitat and biodiversity loss

• Hunger

Lessons focused on the solutions for water scarcity will explore the topics like:

• Conservation

• Resource management

• Recycling

• Farming

• Improving current water delivery and management systems

• Distribution

Here is a specific example of a water scarcity project for rainwater harvesting systems connected to roof gutters offering cross-curricular learning and engagement:

Science and Math- Elementary schoolers can design a rain gauge to measure how many inches of rain falls and attempt to keep their class plants alive by collecting rain, middle schoolers can calculate how much water is needed to irrigate the school community gardens, and attempt to route gutters to the garden and dig canals/trenches to contain the water, while high schoolers can design and build a comprehensive rainwater collection, storage and distribution system to irrigate the school green spaces based on studying local rainfall and weather patterns.

Social Studies- Students can research water conservation laws and regulations in the state, and how water is managed in drought years, this can be done in a grade-appropriate level of detail and complexity.

Language Arts- Students can write letters to school authorities, local authorities, and regulatory bodies to advocate for better rainwater management and building of rainwater harvesting systems in all public buildings. Younger students can send art instead of or along with letters, as appropriate for their learning levels.

Art- Installations designed and created by students around the school can raise awareness for water conservation and build support for school-wide and neighborhood rainwater conservation projects.