Reporting on drought in B.C.

What you'll need

• Computer and projector or TV
• Reporting on drought in B.C. slideshow
• Drought in B.C. student handout, one copy per group of 3-4 students
• Access to internet through phones, tablets or computers
• Paper and pens for each group

Introduction

1. Start by asking students to define drought and if they think we have drought conditions in B.C.
   
   
2. Pull up the “Reporting on drought in B.C.” slideshow and at slide 2 share that according to the B.C. Drought Information Portal: “Drought is a long period with below normal rain or snow that may result in a water shortage.”
   
   
3. At slide 3, share that looking at data collected by the B.C. Provincial Technical Drought Working Group, there has been some drought each year for the past 10 years, with significant drought conditions experienced in seven of those years.
   
   
4. At slide 4, divide students into groups of 3-4 students and assign each group one of the following identities:
   • Animals
   • Plants and trees
   • Farmers
   • People living in nearby cities or communities
   • Businesses and industry
   • First Nations communities as listed below
     
     
5. Depending on class size, some groups could be assigned the same identity. Provide each group with paper or notebooks and ask each group to assign a notetaker to record their discussion.
    
6. At slide 5, introduce scenario one: “Drought has lowered groundwater levels” and ask students to critically consider how this would affect their group. As they discuss the impacts have them also rate the impact to their group as major, moderate or minor.
   
   
7. Provide students about two minutes to discuss each scenario, then ask each group to share their top two conclusions. Some may not find any impacts for some scenarios. Students may share ideas like:
   • there is less water moving through the ground to rivers/lakes affecting fish;
   • less water for plants to access and wild plants and trees may be stressed or die
   • farmers may suffer if they cannot irrigate crops and prices for goods may rise if farmers have less access to water
   • people that rely on wells for drinking water or irrigation may have less as wells run dry
   • business may be affected that rely on ground water for manufacturing
   • stress on native plants and animals may affect Indigenous hunting, fishing, harvesting, cultural practices and livelihoods.
     
     
8. Continue through five scenarios and have students repeat this process for each.
   
   
9. At slide 6, introduce scenario two: “Drought has led to water restrictions in communities”. Students may share ideas like: 
   • general impact of drought on plants, trees and animals could increase disease
   • higher mortality and lower reproduction rates
   • farmers may have to pay higher rates or even have water restricted or cut off
   • people may not be able to use water for lawns and other optional activities
   • businesses and industry may have restrictions imposed on water use, leading to higher costs or difficulty conducting their business
   • First Nations may or may not have the same water restrictions.
     
     
10. At slide 7, introduce scenario three: “Drought has reduced river levels, resulting in warmer water temperatures”. Students may share ideas like: 
    • fish mortality, notably spawning salmon, if river levels are too low or water too warm; stress on plants and animals
    • fewer salmon has long-term effects on soil fertility for plants and trees
    • farmers who access irrigation water from rivers may be affected; people may not be able to use waterways for recreation or transportation
    • businesses and industry relying on waterways may be affected
    • First Nations access to traditional foods and areas may be affected.
      
      
11. At slide 8, introduce scenario four: “Drought has increased the ‘pest’ insect population”. Students may share ideas like: 
    • spreading of disease among animals, plants and trees
    • lower crop yields because of insect damage
    • community plants, gardens, parks would be affected
    • impacts on forestry and other natural resource industries
    • damage to native plants affecting First Nations food and cultural practices.  
      
      
12. At slide 9, introduce scenario five and ask students to consider some other significant impacts of drought that could affect their group. Students may share ideas like: 
    • forest fires, food supplies, failed businesses and less water available for electricity generation.
      
      
13. At slide 10, discuss First People’s knowledge of interconnectedness and sustainability and the definition of watershed from the Indigenous Watersheds Initiative. The Indigenous Watersheds Initiative (IWI) was a three-year initiative (2022-2025) that concluded this year,  funding and supporting 49 Indigenous-led projects dedicated to the stewardship and restoration of local watersheds across B.C. 
    • You can explore the reach of projects through their interactive map.
    • There is an 18 minute documentary video that follows five Indigenous communities and organizations as they lead efforts to care for their watersheds
      
      
14. At slide 11, share that Indigenous teachings tell us that humans are related to the land, the water, the plants and animals. The First People’s Principles of Learning supports the well-being of the self, the land, the community, the spirits and the ancestors, with a focus on connectedness, reciprocal relationships and a sense of place. We must take care and balance our use of water and impacts on the land.
    
    
15. Ask students to consider where the connections between these teachings intersect with the challenges/solutions of drought. If we are part of the environment and not separate, we can find a way to balance by using less water so every living thing has access to water.
    
    

Explore the data

1. Provide each group with one copy of the “Drought in B.C.” student handout. Ask students to explore historic drought levels on the Drought Portal and answer the questions outlined.
2. Students will need to use a device to do this research. It can be done on phones but will be easier with access to larger screens like a tablet or computer.
   
   

Report the weather 

1. Then assign each group a year from 2015 to present. Include 2015, 2018, and 2023 in the assigned years as they were years of significant drought. Other years can be chosen at random. Students then create and role play a weather report. Criteria for the report are included on the “Drought in B.C.” handout.
   
   
2. Groups then present their weather report to the class. Students could elect to have the time lapse of that year playing behind them, using a TV or computer and projector.