A 60 minute lesson in which students will investigate how town planning can reduce the impact of flooding.
Prior to conducting the lesson, review the procedure and equipment required for the experiment.
Soil or mud
Mini cardboard houses
This lesson contains a link to an external video. Please watch the video prior to presenting this lesson to ensure that the content is appropriate for your students.
Revise the causes and effects of flooding discussed in the previous lesson. Ask the students:
What are some of the causes of flooding?
How does flooding effect buildings and property?
How might the damage caused by flooding be reduced?
Explain to the students that they will be working in small groups to investigate whether or not town planning can reduce the impact of flooding.
Provide the students with a copy of the Flood Simulation Experiment. Read through the experiment step-by-step and answer any questions the students may have.
Support the students to complete the introduction, hypothesis, materials and method sections of the experiment.
Assist the students in collecting and preparing the equipment required for the experiment. Students will need time to make model cardboard houses (both raised and unraised) prior to beginning the simulation.
Allow the students to conduct the experiment in small groups. Monitor and support the students as required.
If time and/or resources are limited, the students could watch a video of the experiment being conducted on YouTube.
Support the students to complete the results, discussion and conclusion sections of the experiment.
Encourage the students to share their results from the experiment. Ask the students:
What did you discover?
What can you learn from your results?
How might this information be useful for scientists?
Encourage more capable students to design a follow-up experiment which explores another topic related to flooding.
Allow less confident students to work on the experiment at their own pace, providing additional time where necessary.
Suggested Assessment Strategies
used strategic whole class or individual questioning
observed student participation during learning activities