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VA Standards

Science:

3.10 The student will investigate and understand that natural events and humans influence ecosystems. Key ideas include

c) fire, flood, disease, and erosion affect ecosystems

Math:

3.3 The student will

a) estimate and determine the sum or difference of two whole numbers

English:

3.1 The student will use effective communication skills in a variety of settings

c) Ask and respond to questions from teachers and other group members.

d) Orally summarize information expressing ideas clearly.

g) Participate in collaborative discussions.

h) Work respectfully with others in pairs, diverse groups, and whole class settings.

3.4 The student will expand vocabulary when reading.

e) Discuss meanings of words and develop vocabulary by listening to and reading a variety of texts.

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I can

Science:

I can investigate how floods affects the ecosystem

Math:

I can estimate the difference and sum of two numbers

English:

I can ask and respond to questions

I can summarize all important information

I can participate in group discussions

I can work respectively with my group members

I can discuss the meaning of new vocabulary words that I have learned

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Safety Rules

Students should only go on websites provided by the teacher.
Students should handle all materials safely, including scissors. There should be no playing with sharp objects.
Students will handle water with care and it will only be used for project purposes. If there is a spill, it should be cleaned up immediately to prevent slip risks.
Students should not use scissors to cut through materials that are too thick (e.g., craft sticks). They will need to be instructed to use the entire stick, or not at all. Craft sticks and other thick materials should not be broken by students.

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Needed Supplies

(2 cups) Water
10 plastic containers
10 Debit Cards
River’s Edge Construction Budgeting Sheet
Duct Tape
Straws
Cotton Balls

Sand
Playdough
Chinese take out boxes (houses)
Washable markers
Sticks
Scissors
Plastic Wrap
Cupsp
Cups

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Flooding?

Teacher Tip: You are getting students interested about the topic. By showing these videos, students become curious and start to make connections with their prior knowledge and personal experiences.

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Oh Flooding!

Using the KWL Chart in the Know (K) portion, inform us on what you know about flooding.
Use the questions below to guide you:

What are your experiences with flooding? What do you know about floods?
What do you think causes Norfolk to flood?
What happens when it floods in Norfolk?
What do you think causes flooding?

Teacher Tip: This can be done either in groups, individually or as a whole class. This activity will be used for students to explain their prior knowledge or experiences on the topic.

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Oh Flooding!

Using the KWL Chart (W) portion, inform us on what you Want to know about flooding.
Use the questions below to guide you:

What would you like to learn about flooding?
What terms would you like to learn more about that you don’t already know?
What do you want to learn about flood prevention?
What additional questions do you have?

Teacher Tip: This can be done either in groups, individually or as a whole class. This activity will be used for students to express their interests and generate questions they can explore later in the lesson.

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How am I affected by Flooding?

Using this web mapping tool to visualize how your community is impacted by coastal flooding and sea level rise

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How am I affected by Flooding?

Type in your school address:

5115 Hampton Blvd,

Norfolk, VA 23508

Once in, be sure to:

Change the water level in your area

Goes from 0-10 ft

View the water vulnerability
Observe the High Tide flooding

Click Local Scenario
Once you have selected a local scenario, change and observe the water levels
Based on your observations, write an hypothesis on how you would prevent flooding in their area

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How does flooding Happen?

Teacher Tip: If you are teaching 4th-6th grade play this video to give students a better understanding of the causes of flooding and ways to improve it , Flooding in Norfolk

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Flooding Vocab

Flood: The temporary overflow of lands not normally covered by water, but which are used or usable by man when not covered with water. Floods can kill people and animals, and destroy homes, businesses and even farmland.

Erosion: The wearing away/movement of land by the flow of water, or other agents of erosion (e.g., wind, gravity).

Flash Flood: Carries water ranging from 10 to 20 feet high. This event occurs very fast without warnings or extreme rains. It happens because of a natural or man-made river blockage, such as dams, glaciers or landslides, releasing a large volume of water.

Mitigation: Strategies used to lessen the effect of flooding.

Sediment: Soil particles, sand, and minerals washed from the land into aquatic systems as a result of natural and human activities.

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Record Breaking Flood in Norfolk

In 2016 Norfolk experienced two storms

Hurricane Matthew caused 9-12 inches of rain
Tropical storm Julia caused 10-15 inches of rain

All together Norfolk experienced 20-30 inches of rain
This amount of rain caused Norfolk to flood all over
Some were saying this was the 500 year storm because there was .1 chance that norfolk would experience two major storm back to back

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What do I know?

Using the KWL chart use the (L) section and inform us on what you know about flooding.
Use the questions below to help guide you:

How can you explain what happens during flooding?
How can you explain what causes flooding?
Why do you think that flooding happens in your area?
What evidence do you have of this?

Teacher Tip: Use students’ answers to conduct a group discussion about information presented in the video and its relation to your area.

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Meet an Engineer - Hedy Lamarr

Field of Engineering�Mathematical Engineer

Occupation �Actress

Notable Accomplishments� She invented frequency hopping to encrypt torpedo signals. This technology was later used as the foundation for WiFi, bluetooth, and GPS

“All creative people want to do the unexpected.”

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What is Engineering?

Teacher Tip: Depending on students’ prior interactions with engineering and engineers, you may or may not want to show this video to help introduce students to the “What’s an Engineer?” video.

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The Engineering Design Process

Teacher Tip: Depending on students’ knowledge about the engineering design process, you may or may not want to show this video to help (re-)introduce students to the process engineers use to solve problems.

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Your Design Challenge

STEP 1: ASK - Identifying the Problem

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What is your challenge?

Problem:

Criteria:

Constraints:

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The challenge is...

Problem: You are a new builder in the city of Norfolk and your clients want their home built on the Elizabeth River. Besides building their home you need to implement protective measures to make sure your new homeowners aren’t in danger of being flooded. Don’t forget the both the homeowners and neighbors want to enjoy their beautiful view of the river!

Criteria:

You need to make sure your flooding mechanism can withstand 2 cups of water.
You need to prevent the newly built house from flooding from the river and the water surrounding your home.

Constraints:

Your house cannot block your neighbors house due to historic area building code ( Your house must stay on the ground)- No Stilts!
You have a $10,000 dollar budget that you have to stay within.

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STEP 2: Imagine

Using the River's Edge Construction Worksheet brainstorm what you think your flood prevention mechanism will look like.
Research flood mitigation strategies (both soft- and hardscapes) that will help minimize flooding for your structure.

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STEP 2: Imagine

Teacher Tip: Show the baseline model where students will build their solutions on. Use this picture to show different models

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Step 2: Imagine

Think about:

What can I use to build my mechanism?
How much will this cost?
How can I stay on budget?
Which materials will help it last?
Which materials will make it waterproof?�

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Step 3: Plan

Using the River’s Construction Worksheet take the time to sketch and create a budgeting plan for your idea
Once you have finished you plan go to the Harris Supply Co. to purchase your building supplies

Make sure you DO NOT go over budget.

There will be awards given for:

Best overall engineering solution for flooding
Most cost-effective engineering solution
Most aesthetically pleasing solution

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Step 4: Create

Following your plans on your River’s Construction Worksheet, and the materials you purchased, begin building your house, considering your mitigation strategies to protect against flooding.

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Step 5: Testing

You have been able to create your flood prevention mechanism and now it's time for testing!
Take your 2 cups of water and slowly pour it into the river

Does your mechanism hold up?
Is your house flooded?
Do you need to spend more money?
Could your structure withstand a larger rain/flooding event? How much more water could it withstand?

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Step 6: Improve

Structural Mitigation: Structural forms of mitigation prevent flooding by reconstructing landscapes

FloodWall: a wall is built around the house to prevent flood water from coming in to the structure

Stilts: post used as one of the supports of a house. Makes it above water level

Levee: A bank built along a river to prevent flooding

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Step 6: Improve

Structural Mitigation: Structural forms of mitigation prevent flooding by reconstructing landscapes

Canal: an artificial waterway for navigation or for draining of water

Floodgate: a gate used for shutting out or releasing water

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Step 6: Improve

Take this time to improve any problems that you had in your first test. You can reconstruct and possibly buy more supplies.
If your test was a success the first time, do you think your mechanism can withstand another big flood?

How can you improve your design?
Do you need to add additional materials?
Do you need different materials?
Will your customer’s be satisfied?

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Step 7: Re-Test

Once you have learned about different structure mitigation strategies and improved your design collect 2 cups of water to test your improved design.
Think about:

Is there anything else I need to add?
What worked for me better during my re-test?
How did I improve my design?

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Step 8: Share

You will now present your designs to the engineers for judging! (This could be a local environmental civil engineer from your county!)
You presentation will last for 2-3 minutes.
You will include information about:

What was the purpose of your design? (Why did you build it?)
Which materials did you include in your design and why? (Tape for budgeting?)
Did your design work for your clients? (Did your house flood?) (Why?)

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Step 8: Share

Now that you have presented, the engineers will evaluate each design and award 3 groups based on their design. Winning design teams will receive certificates!

Award 1: Most aesthetically pleasing solution
Award 2: Most cost-effective engineering solution
Award 3: Best overall engineering solution for flooding

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Quiz time

Teacher Tip: In order to assess student understanding, a Quizizz assessment will be engaging for students and help to determine student understanding of floods, mitigation, and the engineering design process. This assessment form is optional.

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Leveling Up

4th-5th Grades:

Science: 5.8 The student will investigate and understand that Earth constantly changes. Key ideas include

a) processes such as weathering, erosion, and deposition change the surface of the Earth; and

Once students have been able to explore the sea level rise simulation each students can be assigned an area (use their home address) and study the various components offered on the simulation

For Example:

Students can report to the class the results of their home based on the rise of sea level

Students will need to address several components in their engineering design challenge making it more complex and appropriate for the grade level
Housing size, flooding prevention, budgeting, location, materials, and design success

Students can read books about flooding based on their reading level

For Example: The I Survived Series of books appeal to the selected grade level while also presenting important information to the students.

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Leveling Down

K-2nd Grades:

Science: 2.7 The student will investigate and understand that weather and seasonal changes affect plants, animals, and their surroundings.

b) weathering and erosion of land surfaces.

The teacher can implement a read aloud into the engage portion of the lesson

Example (or other flood texts):

Rising Waters:

Examines some of the causes of floods, including spring rains and rising rivers; looks at how sandbags are used to create dams; and shares ways to stay safe during a flood

The engineering design challenge can be leveled down, making it appropriate for lower-elementary students.

Students can add flooding prevention mechanisms to the structures(house) being provided

Focus more on one mechanism during the challenge (Stilts)

Supply can be pre-picked for students
The budgeting can be brought down to fit the students understanding (Dollars and Cents)
Students can use money rather than a debit card

Be sure to use less supplies with lower grades, making the design process possible.