Although the existence of and access to clean water are essential for sustaining life on Earth, multiple studies have demonstrated students' nascent understanding of basic water principles. Students have misconceptions related to the water cycle (Ben-zvi-Assarf and Orion 2005), groundwater (Dickerson and Dawkins 2004; Covitt et al. 2009), and the effects of pollution (Bingol 2017). Regardless of the number of science classes taken, students' knowledge of water remains stagnant, with misconceptions becoming more prevalent over time (Brody 1993). The Next Generation Science Standards (NGSS) address the need for students to develop a depth and breadth of understanding of water, specifically within the high school Earth Science domain on the intersections of Earth and human activity (National Research Council 2012). The United Nations Sustainable Development Goals (SDGs) offer a blueprint for addressing enduring global challenges by 2030. The SDGs are grounded in global consensus and set targets to be reached by all countries. In this interdisciplinary Project-Based Inquiry (PBI) Global (Spires et al. 2019), students engage in collaborative inquiry across multiple academic disciplines around SDG 6 ("ensure availability and sustainable management of water and sanitation for all") (United Nations General Assembly 2015). Through their inquiry, students create multimodal learning products to share their research findings with a broader audience and take social action to address global water and sanitation challenges.