Our Water Our Lives: Floods

Lesson 1 

Overview: In this lesson, students will understand how floods affect many regions of our nation and their different causes. To understand the effects of floods, students must realize how floods are formed. 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: 

• In the United States, flooding causes billions of dollars in damages and takes dozens of lives yearly. 

• Accurate flood forecasts have saved countless lives and millions of dollars.  

Vocabulary: 

• flash flood - a rapid rise of water along a stream or low-lying urban area 

• flood forecast - the use of many types of water data, like forecasted precipitation, streamflow, soil moisture, and snowmelt, to predict water levels and flow rates at particular locations along a river. These data are combined in models, which can forecast river changes and the likelihood of flooding for periods ranging from a few hours to a few months, depending on the size of the watershed or river basin. 

• flood stage – at specific locations, the National Weather Service identifies specific water level thresholds that indicate potential, or likely, flooding. 

• hydrograph – a chart showing the rate of flow (discharge) or water level (gage height) of a stream or river over time  

• hydrologist – a scientist who studies the properties and movement of Earth's water 

• river flood - when a river overspills its banks into normally dry areas, typically caused by excessive rain, persistent rain over long periods of time (either locally or upstream), combined rainfall and snowmelt, or ice jams. 

Related Links: 

Floods: The Awesome Power, National Weather Service 

         https://www.weather.gov/media/bis/Floods.pdf 

The Cost of Flooding, floodsmart.gov 

         https://www.floodsmart.gov/cost-flooding 

USGS Flood-Inundation Mapper 

         https://fim.wim.usgs.gov/fim/ 

U.S. River Conditions, July to September 2021 

         https://www.usgs.gov/media/videos/us-river-conditions-july-september-2021 

National Water Dashboard 

         https://dashboard.waterdata.usgs.gov/app/nwd/?region=lower48&aoi=default 

Activity: Explore areas that are currently or at risk for flooding: 

         Step 1. Turn off all USGS streamgages by clicking the red “x” next to the “Streamflow” layer. 

         Step 2. Turn on USGS streamgages currently experiencing flooding by going to the “USGS Stations” section, then “Surface-Water Levels,” and select “Flooding” from the drop-down. The site colors indicate the level of flooding – please see the Legend tab in the top blue header for details. Click on a site to see its interactive hydrograph. NOTE: this layer only shows streamgages that have exceeded flood levels established by the National Weather Service. Not all USGS streamgages have this classification; other USGS streamgages may be experiencing flooding that do not appear here. 

         Step 3: Turn on National Weather Service flood watch and warning areas by going to the “Weather Conditions” section, then “Alerts,” then select “Flooding” from the drop down. Click on a shape to read the active alerts for that area. 

         Step 4. View the map with the flood alerts layer on and record the Flood Warning and Flood Watch of at least five locations, preferably in different states. If possible, select areas with a USGS streamgage and note the flood stage level at that gage.  

 

Lesson Plan (5-E) 

Engage 

Description: 

Driving Question: How do floods affect our lives? In this lesson, we will learn about types of floods and their effects. 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 use the USGS Flood Inundation Mapper (https://fim.wim.usgs.gov/fim/) to research, discuss, and record observations. Students will use this resource to understand how different communities were affected when local floods occurred. 

• Step 1. Open the Flood Inundation Mapper. Close the pop-up, and visit the ”User Guide” in the top blue bar to understand how this site works. 
• Step 2. Select a location with a flood library (marked by a black triangle) that you’re interested in. Site triangles with a yellow, orange, red, or purple outline are currently experiencing flooding (green indicates no active flooding). 
• Step 3. The map will zoom into that location and a pop-up will open. If the pop-up covers the selected river location, move the pop-up window to the side so you can see the portion of the river in blue. 
• Step 4. If the pop-up doesn’t immediately display the current hydrograph, go to the “Hydrograph” tab in the pop-up tab to view current and forecasted water levels (gage height). Click on any point of the hydrograph to display the flood area for that particular water level (but if that water level is below flood stage in gray, no flooding will appear on the map). 
• Step 5. Use the slider on the left part of the pop-up to see how the flood inundation area would change if the river was at different water levels.  
• Step. 6. Click on the “Historical Flooding” tab of the pop-up to view historical floods for this location and explore how floods have affected this area. Click on any of the flood chart bars to see the likely inundation area for that historical flood on the map. 
• Question: Did any of these floods affect nearby homes? Record the location, the date, and anything else you notice that helps you understand the effects of floods. What questions come to mind when you see these maps? 

Complete this process for five locations. Students can select the locations themselves, or use this list of recommended sites: 

• Mississippi River at St. Paul, MN (https://fim.wim.usgs.gov/fim/?site_no=05454500) 

• North Fork Kentucky River at Hazard, KY (https://fim.wim.usgs.gov/fim/?site_no=05454500)  

• Pawtuxet River at Cranston, RI (https://fim.wim.usgs.gov/fim/?site_no=05454500) 

• Susquehanna River at Harrisburg, PA (https://fim.wim.usgs.gov/fim/?site_no=05331000) 

• Medina River at Bandera, TX (https://fim.wim.usgs.gov/fim/?site_no=05331000) 

 

Explore 

Description: 

Conduct a teacher-facilitated discussion regarding the USGS Flood Inundation Mapper (https://fim.wim.usgs.gov/fim/). Have students discuss what they see and make lists and comparisons to share with their groups and then the whole class.  

Activity Ideas: 

In this cooperative learning task, students will study their map and interpret what they show. 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 are tasked with identifying what the Iowa River at Iowa City, IA community should do for future planning. How can the community ensure the least amount of damage in the future? Using these maps, what would be the three most essential pieces of knowledge they should know? Discuss as a group and write down your reasons. Look for unique things about this map. Be ready to present to the rest of the class. 

 

Explain 

Description: 

Formal introduction of essential vocabulary regarding this topic.  

Use the five 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.  

 

Elaborate 

Description: 

Students will use the U.S. River Conditions, July to September 2021 video (related link) to better understand topics related to floods. Students will participate in a discussion and present information regarding the components illustrated in the video. 

Activity Ideas: 

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

 

Evaluate 

Description: 

The teacher will evaluate students based on their understanding of the information presented in the related links and how the topic (floods) affects people.  

Student knowledge will be assessed on the completeness of the obtainment of the requested information.   

Activity Ideas: 

Students must incorporate an understanding of floods and their impacts. They will identify six facts they found of interest regarding floods as a group.

 

Lesson 2 

Overview: Students will explore the tools scientists use to track floods and the damage caused by floods Students will also understand how floods affect low-lying areas and how humans have developed and live in these parts of our country. Students will learn how densely populated regions are also more prone to experiencing floods because of the unique environment created by human-made infrastructure. 

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: 

• More than 8.6 million Americans live in areas susceptible to coastal flooding. https://www.neefusa.org/nature/land/increases-coastal-flooding 

• More than $1 trillion of property and structures is within a few feet of current sea level.  https://www.neefusa.org/nature/land/increases-coastal-flooding 

• By 2050, a majority of U.S. coastal areas are likely to be threatened by 30 or more days of flooding each year. https://www.neefusa.org/nature/land/increases-coastal-flooding 

Vocabulary: 

• coastal flood – when water covers normally dry coastal land due to high or rising tides, extreme rainfall, or storm surges caused by high winds.  

• coastal flood advisory – when minor or nuisance coastal flooding is occurring or is forthcoming. 

• coastal flood warning – when moderate to major coastal flooding is occurring or coming up that poses a severe risk to life and property. 

• coastal flood watch – when moderate to major coastal flooding is possible. Such flooding would potentially pose a serious threat to life and property. 

• nor'easter – a storm along the East Coast of North America, because the winds over the coastal area are typically from the northeast. 

• hurricane – large, swirling storms that form over warm ocean waters.  

• storm surge – an abnormal rise in water level that is generated by a storm over and above the normal water level. Storm surges are caused by water being pushed inland by the winds of a storm. They are usually associated with oceanic coasts, but can also occur in very large inland water bodies like the Great Lakes. 

• storm tides – the total observed seawater level during a storm, consisting of the normal tidal water level plus any additional storm surge or other storm-related increase. 

Related Links: 

CDC Coastal Flooding, Climate Change, and Your Health: What You Can Do to Prepare

         https://www.cdc.gov/climateandhealth/pubs/CoastalFloodingClimateChangeandYourHealth-508.pdf 

Measuring the July 2016 Flood in Northern Wisconsin and the Bad River Reservation, US Geological Survey

         https://geonarrative.usgs.gov/badriver2016flood/ 

How USGS Streamgages Work

         https://www.usgs.gov/media/videos/how-usgs-streamgages-work 

Photographs: Coastal flooding in Southern New England during a storm event 

         https://www.usgs.gov/media/images/coastal-flooding-southern-new-england-during-storm-event 

Flood Event Viewer – 2022 Hurricane Ian, US Geological Survey 

         https://stn.wim.usgs.gov/fev/#2022Ian 

 

Lesson Plan (5-E) 

Engage 

Description: 

Driving Question: Are floods a significant problem in the United States? 

In this lesson, we will learn how floods affect many regions of our nation. 

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 research, discuss, and record two facts about floods from CDC Coastal Flooding, Climate Change, and Your Health: What You Can Do to Prepare 

https://www.cdc.gov/climateandhealth/pubs/CoastalFloodingClimateChangeandYourHealth-508.pdf 

 

Explore 

Description: 

Conduct a teacher-facilitated discussion regarding the information in the links below. This is a student-centered discussion with the teacher as the facilitator to continue student thought and discussion. This exercise aims to allow students to experience how scientists record different information about floods. 

How USGS Streamgages Work

          https://www.usgs.gov/media/videos/how-usgs-streamgages-work 

Measuring the July 2016 Flood in Northern Wisconsin and the Bad River Reservation, US Geological Survey

          https://geonarrative.usgs.gov/badriver2016flood/ 

USGS scientists worked with members of the Bad River Tribe to collect information about the flood – including high water marks left by the flood – then used the information to model and map the flood inundation. 

 

Activity Ideas: 

In this cooperative learning task, students will study and explore data points and discuss what they think the data represents. The focus is for students to experience how real scientists record information.  

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 studying the July 2016 flood in Northern Wisconsin (https://geonarrative.usgs.gov/badriver2016flood/). What information did the science team collect after the flood to learn where the flooding occurred? 

 

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 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 create a story based on the flood photo in the link. The five-paragraph story will follow individual teacher requirements. Modify as required for each class. Students will read their stories as deemed appropriate by the teacher. 

Activity Ideas: 

Using the photo Coastal flooding in Southern New England during a storm event (related link) create a five-paragraph story. Write the story as the person living in one of the houses shown. The first paragraph is your introduction, paragraphs two-four are each an event you will go into greater detail about, and the fifth paragraph is your conclusion. 

https://www.usgs.gov/media/images/coastal-flooding-southern-new-england-during-storm-event 

 

Student Task: Students, you get to design a Public Service Announcement (PSA) poster to help your local community members understand the problems caused by floods. Research other public service announcements and discuss what and how they use specific words, arts, charts, etc., to get their message across. Write down notes to use on your plan and create a rough sketch. Once your teacher approves the rough sketch, make a final poster and be ready to present your ideas and approach to your PSA. 

 

Evaluate 

Description: 

The teacher will evaluate students based on their understanding of the tools used by scientists to keep track of floods and the damage that floods cause. 

Activity Ideas: 

Students will explore the information presented in the Flood Event Viewer (https://stn.wim.usgs.gov/fev/#2022Ian) to connect real-time flood event conditions to post-storm high water marks. 

          Step 1: Unselect all choices from the Map Layer menu on the right. 

          Step 2: Zoom into the Tampa Bay/Port Charles/Cape Coral area. 

          Step 3: Select “Real-time Streamgage” and “Rapid Deployment Gage” from the map layer menu.  These gage pop-ups will show during-storm conditions, including the draw-down of Tampa Bay as Hurricane Ian approached. 

          Step 4: Unselect the gages from the map layer menu and select “High Water Mark” instead. Open the High Water Mark pop-up for a particular location, click through “View details” to access the photos showing the high water mark observed after the flooding event. 

 

Lesson 3 

Overview: This lesson provides students with an understanding of the importance of floodplains in many aspects of human life. Students will have an opportunity to research and understand how floodplains have made a difference in some regions of the United States. 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: 

• One acre of floodplain flooded 1 foot deep holds approximately 330,000 gallons of water.  

• Flood storage is particularly important in urban areas where even small floods, for example, from a 5- or 10-year storm, can cause severe damage. 

• In their natural vegetated state, floodplains slow the rate at which the incoming overland flow reaches the main water body in the area. 

• In coastal areas, floodplain features such as bays, tidal flats, dunes, and marshes act as natural barriers to dissipate waves and protect back-lying areas from flooding and erosion. https://floodsciencecenter.org/products/crs-community-resilience/green-guide/2/ 

• More than 8.6 million Americans live in areas susceptible to coastal flooding.  

• More than $1 trillion of property and structures is within a few feet of current sea level. 

• By 2050, a majority of U.S. coastal areas are likely to be threatened by 30 or more days of flooding each year. https://www.neefusa.org/nature/land/increases-coastal-flooding 

Vocabulary: 

• biodiversity - the variety of plant and animal life in the world or in a particular habitat or ecosystem. 

• floodplain - an area of low-lying land adjacent to a river, lake, or coast that is prone to flooding as part of the natural water cycle. 

• infiltration - the flow of water from aboveground into the subsurface  

• wetlands - areas where the soil is saturated or flooded year-round or during the growing season. Wetlands support the growth of aquatic (water) and terrestrial (land) plants that are adapted to grow in soils with low oxygen. They include mangroves, marshes (salt, brackish, intermediate, and fresh), swamps, forested wetlands, bogs, wet prairies, prairie potholes, and vernal pools. 

Related Links: 

Benefits of Natural Floodplains 

         https://www.fema.gov/floodplain-management/wildlife-conservation/benefits-natural 

Natural and Beneficial Functions of Floodplains  

         https://floodsciencecenter.org/products/crs-community-resilience/green-guide/2/ 

Increases in Coastal Flooding 

         https://www.neefusa.org/nature/land/increases-coastal-flooding 

 

Lesson Plan (5-E) 

Engage 

Description: 

Driving Question: How can floodplains help humans with the problems caused by floods? In this lesson, we will learn how the restoration of floodplains can help solve the issues caused by floods. This lesson will allow us to research and consider the importance of restoring floodplains and using them as a tool to combat the adverse problems caused by floods. 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 use the FEMA Benefits of Natural Floodplains (related link) to discuss and record what they learned about what the three communities presented have done to combat the issues caused by floods. 

 

Explore 

Description: 

Conduct a teacher-facilitated discussion regarding the information found by exploring the Green Guide - 2. Natural and Beneficial Functions of Floodplains (related link). This is a student-centered discussion with the teacher as the facilitator to continue student thought and discussion. 

Activity Ideas: 

In this cooperative learning task, students will study the Green Guide - 2. Natural and Beneficial Functions of Floodplains (related link). The teacher will go down the list to gain an understanding of students' background knowledge of the terms listed. Students will then be given an opportunity to research and describe three topics they felt were most interesting. 

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 four 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 the NEEF Increases in Coastal Flooding (related link) to explore coastal flooding. In their groups, they will create a presentation based on the information provided on this website. Students will read and summarize what they deem crucial information to prepare for a presentation. 

Activity Ideas: 

Each group will need to research the chosen 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 of the obtainment of the requested information, 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 information provided in the three related links. 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: Floods are one of the costliest natural disasters in the United States. Barriers, both natural and human-made, can direct or delay floodwaters to lessen the severity or the timing of its arrival. Students will understand the pros and cons of barriers and create a model of a human-made barrier to develop a deeper understanding of the engineering required.  

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: 

• Materials to create a model 

• 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: 

• Flooding is the most frequent severe weather threat and the costliest natural disaster facing the United States.  

• Ninety percent of all-natural disasters in the U.S. involve flooding. 

• Major hurricanes can create storm surges in coastal areas and heavy rain and flooding hundreds of miles inland. While all coastal areas are at risk, coastal cities are particularly vulnerable. 

• Flash flooding is the #1 weather-related killer in the U.S. 

Vocabulary: 

• barrier reef - a coral reef roughly parallel to a shore and separated from it, usually by a lagoon  

• climate change - a long-term change in the average weather patterns that define Earth's local, regional, and global climates 

• coastal - land next to the sea; the seashore 

• coral reef - a long line of coral that lies in warm, shallow water 

• habitat loss - the process by which a natural habitat becomes incapable of supporting its native species 

• restoration - the action of returning something to a former condition  

Related Links:

Reducing Flood Risks by Restoring Coral Reefs 

         https://www.usgs.gov/media/videos/reducing-flood-risks-restoring-coral-reefs 

Understanding Living Shorelines, NOAA Fisheries 

         ​​​​​​​https://www.fisheries.noaa.gov/insight/understanding-living-shorelines 

Engineering in the Coastal Environment, National Park Service 

         ​​​​​​​https://www.nps.gov/subjects/geology/engineering-the-coastal-environment.htm 

Shoreline Changes in Puerto Rico, US Geological Survey 

         ​​​​​​​https://www.usgs.gov/tools/shoreline-changes-puerto-rico 

 

Lesson Plan (5-E) 

Engage 

Description: 

Students will watch the video Reducing Flood Risks by Restoring Coral Reefs to understand how barrier reefs can improve the negative effects of coastal floods. After reading the passage and watching the video, students will research, discuss, and record answers to the question below. 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: 

How can understanding how barrier reefs diminish the effects of coastal flooding help solve this issue? How would you use this knowledge if you were a scientist or engineer? 

 

Explore 

Description: 

Conduct a teacher-facilitated discussion regarding how barriers – both natural and human-made – can direct or delay floodwaters.  

Divide the class into groups of four and have each group discuss the information presented in: Understanding Living Shorelines (related link), Engineering in the Coastal Environment (related link), and Shoreline Changes in Puerto Rico (related link).. 

The teacher can choose how students will present, or it can be open-ended, allowing students to make that decision. 

Activity Ideas: 

In this cooperative learning task, students will learn and understand foundational knowledge regarding the effects of coastal floods. 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 engineers and are given the task of creating a solution for coastal flooding in the United States. With your group, research and decide what you think would work best in a particular coastal location. What will your group use to create a solution? 

 

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.  

 

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, a model of their flood solution, and a diagram of their system.  

Activity Ideas: 

In groups, students will take on the role of engineers and create a flood solution. Students will create a diagram of their design and a flood solution model to share during the group presentation. 

Presentations will include charts, maps, or photos to provide the audience with an avenue to understand their gained knowledge better. 

 

Evaluate 

Description: 

The teacher will evaluate students based on their understanding of the issues faced when floods occur and their interpretation of the flood 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 floods 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.