When a Town Runs Dry

Lesson Plans

Grades9, 10, 11, 12Science, Geography

Scientist Reviewed

Provided by Global Oneness Project

Open Resource

What it is

This short film from the Global Oneness Project shows how a fifteen-year drought has changed Stratford, a farming town in California.
The resource also includes a lesson plan that offers a variety of thought-provoking discussion questions and writing prompts that would be appropriate to use in science, English, and geography courses.

Teaching tips

Positives

The video shows how the drought has effected three Stratford residents: a white farmer, a Latino high school football coach, and an immigrant from Yemen who owns a grocery store.
Many elements of the lesson plan, though designed for high school students, are suitable for younger students.

Prerequisites

The lesson plan offers some background information on the California drought that should be shared with students prior to viewing the video.
The film was produced in 2016, but the drought has persisted in California.

Differentiation & Implementation

History and science classes can compare and contrast the Dust Bowl of the 1930s with the current drought in California. Students could research what caused the Dust Bowl and what measures were taken to restore the land.
Science classes can learn more about the important role of groundwater by reading this article from The National Environmental Education Foundation.
English and journalism classes can conduct interviews with people who grew up in the local community to find out how local climate and societal conditions have changed since they were children. Students could then bolster the information collected during the interviews with data about local climate change.
Other resources on this topic include this interactive unit on drought, this firsthand account of living through a drought in California, and this resource on how drought is connected to climate change.

From the scientist review

This resource explores strategies to strengthen climate response on people's livelihoods in Stratford. There is no contradiction in the reports provided. Thus, this is recommended for teaching.

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At a glance

Grades: 9, 10, 11, 12
Subjects: Science, Geography
Other types: Videos
Language: English
Location: North America > United States > California
Provider: Global Oneness Project
Authors: Joris Debeij
Published: November 24, 2021
Last updated: July 16, 2026
: Reviewed by our climate scientists How we review

Standards alignment · MS-ESS3-1. + 14 more

Core

Core Standards legacy

MS-ESS3-1.MS-ESS3-1. Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes.
MS-ESS3-4.MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
4-ESS3-2.4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
HS-LS2-7.HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
HS-ESS3-1.HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
D2.Geo.9.9-12D2.Geo.9.9-12 Evaluate the influence of long-term climate variability on human migration and settlement patterns, resource use, and land uses at local-to-global scales.
CCSS.ELA-LITERACY.W.9-10.4CCSS.ELA-LITERACY.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.W.9-10.9CCSS.ELA-LITERACY.W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-LITERACY.SL.11-12.1CCSS.ELA-LITERACY.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

Wisconsin Climate Education Hub

Wisconsin Climate Education Hub Standards legacy

4-ESS3-2.4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
MS-ESS3-1.MS-ESS3-1. Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.
HS-ESS3-1.HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
W.9-10.3W.9-10.3 Create writing that utilizes: a) Organization: introduce a topic; organize complex ideas, concepts, analysis, information, and claims to make important connections and distinctions. Establish and maintain a structure and conventions consistent with the mode of writing. Provide a concluding statement or section that follows from and supports the topic, themes, and experiences presented in the text; b) Transitions: use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts; c) Word Choice (including domain-specific): use culturally-sustaining language and domain-specific vocabulary to manage the complexity of the topic. Use telling details, and sensory language to convey a vivid picture of thoughts, ideas, and experiences.
W.9.10.9W.9.10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
SL.11-12.1SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics, texts, and issues, listening actively, and building on others' ideas and expressing their own clearly.

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