Flood-Safe City: Design a Solution for a Safer Future

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Flood-Safe City: Design a Solution for a Safer Future

Grade 2EnglishScienceGeographyTechnology40 days

In this project, second-grade students explore the causes and risks associated with urban flooding and analyze how city design impacts water flow and flood vulnerability. They develop innovative solutions to mitigate flood risks, applying critical thinking and problem-solving skills to redesign city infrastructure for flood safety. The project culminates in students communicating their design solutions effectively, considering the intended audience and showcasing their comprehensive redesign plan for a flood-resistant city section, including maps, solution descriptions, and a presentation to a specified audience (e.g., city council).

Urban FloodingCity DesignFlood MitigationWater FlowRisk AssessmentRedesign Plan

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we redesign our city to protect people and places from floods?

Essential Questions

Supporting questions that break down major concepts.

What makes some places get flooded more easily than others?
How do cities direct where water flows?
What are some ways we can change cities to help stop floods?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Understand the causes and risks associated with urban flooding.
Analyze how city design impacts water flow and flood vulnerability.
Develop and evaluate innovative solutions to mitigate flood risks in urban environments.
Apply critical thinking and problem-solving skills to redesign city infrastructure for flood safety.
Communicate design solutions effectively, considering the intended audience.
Identify and describe the Earth’s features including biome, landforms, bodies of water, and atmosphere

Thinking and Character

K.1

Primary

Identify cause and effect in familiar contextsReason: Addresses the cause-and-effect relationship of flooding.

5.3

Primary

Make a claim and support it with evidenceReason: Supports justifying design choices with evidence.

5.5

Secondary

Construct a plan based on predictionsReason: Important for designing and predicting the impact of flood mitigation solutions.

5.4

Secondary

Demonstrate awareness of global issues including how they manifest in one's own communityReason: Important for understanding the broader context of flooding as a global issue.

Reading

2.2

Secondary

Identifies topic(s) and subtopic(s) of a text.Reason: Supports research and understanding of flood-related texts.

2.2

Secondary

Studies common features such as photos and illustrations to determine important information.Reason: Aids in interpreting visual data related to floods and city design.

Writing

5.4

Primary

Write for a specified intended audienceReason: Crucial for effectively presenting their flood-safe city solution.

Geography

K.1

Secondary

Identify the major land and water features that make up the worldReason: Provides foundational knowledge of the geographical elements involved in flooding.

5.2

Primary

Identify physical geographic processes including ecosystems and physical environmentsReason: Directly relevant to understanding how physical environments contribute to flooding.

System Dynamics

5.1

Primary

Identify and describe the parts of a given system including their relationships to one another and to the system as a wholeReason: Essential for understanding the interconnectedness of urban systems and their role in flooding.

Earth

5.1

Primary

Identify and describe the Earth’s features including biome, landforms, bodies of water, and atmosphereReason: Provides a foundation for understanding the environmental factors contributing to flooding.

Ecosystems

5.3

Primary

Identify and describe the stages of the water cycleReason: Central to understanding the dynamics of water flow and flooding.

Design

5.1

Secondary

Experiment with using techniques including interviews and brainstormingReason: Applicable to gathering information and generating ideas for flood mitigation solutions.

Entry Events

Events that will be used to introduce the project to students

Flash Flood Emergency Alert

**Emergency Broadcast:** A simulated emergency news report announces a flash flood warning in a city remarkably similar to their own. The broadcast cuts out, leaving students with a cliffhanger and the urgent question: What do we do now? This event immediately establishes the relevance of flood preparedness and challenges students to consider their local context.

Visualizing the Flood

**Before & After Photo Analysis:** Show pairs of striking before-and-after photos of a city street, park, or familiar landmark transformed by a recent flood. Ask students to analyze the images, identify the visible impacts, and discuss the potential causes and consequences of the flooding. This activity encourages critical thinking and connects the project to real-world events.

Voices from the Flood

**Guest Speaker - A Flood Survivor:** Invite a guest speaker (either in person or virtually) who has experienced a flood firsthand. The speaker shares their story, describing the event, its impact on their life, and the lessons they learned. Students can ask questions, fostering empathy and a deeper understanding of the human impact of floods.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Flood Cause Investigators

Students investigate different causes of urban flooding through research and observation.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Brainstorm what students already know about flooding and its causes.

2. Research different causes of urban flooding using provided resources (articles, videos, etc.).

3. Create diagrams illustrating the causes of flooding, such as heavy rainfall, poor drainage, and urbanization.

4. Write a short report explaining each cause and its impact.

Final Product

What students will submit as the final product of the activityA 'Causes of Flooding' report with diagrams and descriptions.

Alignment

How this activity aligns with the learning objectives & standardsAddresses K.1 (Thinking and Character) by identifying causes of flooding; aligns with 2.2 (Reading) through analysis of informational texts on flooding.

Activity 2

City Mapper: Water Flow Edition

Students create a detailed map of their city or a chosen city, focusing on elements that affect water flow.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Study maps of the chosen city, identifying key features like rivers, drainage systems, roads, and buildings.

2. Label land and water features on the map.

3. Analyze how these features might influence water flow during a heavy rainfall event.

4. Mark areas that might be at high risk of flooding.

Final Product

What students will submit as the final product of the activityA detailed city map highlighting key features influencing water flow and flood risk.

Alignment

How this activity aligns with the learning objectives & standardsAligns with 5.1 (System Dynamics) by mapping city systems, K.1 (Geography) by identifying land and water features, and 2.2 (Reading) by studying city maps and layouts.

Activity 3

Solution Sketchers: Flood Busters

Students brainstorm and sketch potential solutions to mitigate flood risks in specific areas of the city.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Review the identified high-risk areas from the city map.

2. Brainstorm potential solutions to mitigate flood risks in these areas.

3. Sketch each solution, labeling its key features.

4. Write a short description explaining how the solution would work and its potential impact.

Final Product

What students will submit as the final product of the activitySketches and descriptions of potential flood mitigation solutions, such as green roofs, permeable pavements, and improved drainage systems.

Alignment

How this activity aligns with the learning objectives & standardsSupports 5.5 (Thinking and Character) by predicting outcomes of design solutions, 5.1 (Design) by experimenting with brainstorming techniques, and 5.3 (Ecosystems) by applying knowledge of the water cycle.

Activity 4

Flood-Safe City Planners

Students develop a comprehensive plan to redesign a section of the city to make it more flood-resistant, integrating their research, maps, and proposed solutions.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Choose a specific section of the city to redesign.

2. Integrate the previously created maps, solutions, and research into a comprehensive plan.

3. Create a presentation to showcase the redesign plan, including visuals and explanations.

4. Present the plan to the class or a panel, acting as city planners.

Final Product

What students will submit as the final product of the activityA detailed redesign plan for a flood-resistant city section, including maps, solution descriptions, and a presentation for a specified audience (e.g., city council).

Alignment

How this activity aligns with the learning objectives & standardsCovers 5.3 (Thinking and Character) by supporting claims with evidence, 5.4 (Writing) by writing for a specific audience, and ties back to all Geography and Earth standards by applying learned knowledge to a real-world solution.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Flood-Safe City Design Rubric

Category 1

Understanding Causes of Flooding

Assesses the student's understanding of the causes of urban flooding, their ability to represent these causes visually, and their communication skills in explaining these concepts.

Criterion 1

Understanding of Flood Causes

Clarity and accuracy in identifying and explaining the causes of urban flooding.

Exemplary

4 Points

Demonstrates a sophisticated and nuanced understanding of multiple causes of urban flooding, explaining their complex interactions with exceptional clarity and accuracy.

Proficient

3 Points

Demonstrates a thorough understanding of the major causes of urban flooding, explaining them clearly and accurately with supporting details.

Developing

2 Points

Shows an emerging understanding of some causes of urban flooding, but explanations may lack clarity or contain minor inaccuracies.

Beginning

1 Points

Shows a beginning understanding of the causes of urban flooding, but explanations are unclear, incomplete, or contain significant inaccuracies.

Criterion 2

Diagram Quality

Effectiveness of the diagrams in visually representing the causes of flooding.

Exemplary

4 Points

Creates exceptionally clear, visually appealing, and informative diagrams that effectively illustrate the causes of flooding and their interrelationships.

Proficient

3 Points

Creates clear and informative diagrams that effectively illustrate the causes of flooding.

Developing

2 Points

Creates diagrams that show some understanding of the causes of flooding, but may lack clarity or visual appeal.

Beginning

1 Points

Creates diagrams that are incomplete, unclear, or do not effectively illustrate the causes of flooding.

Criterion 3

Report Quality

Quality and completeness of the written report explaining each cause and its impact.

Exemplary

4 Points

Writes a comprehensive and insightful report that thoroughly explains each cause of flooding and its impact, demonstrating exceptional writing skills and critical thinking.

Proficient

3 Points

Writes a clear and complete report that explains each cause of flooding and its impact with sufficient detail.

Developing

2 Points

Writes a report that shows some understanding of the causes of flooding and their impact, but may lack detail or clarity.

Beginning

1 Points

Writes a report that is incomplete, unclear, or does not adequately explain the causes of flooding and their impact.

Category 2

Mapping and Analysis of Flood Risk

Focuses on the student's ability to map and analyze urban features that contribute to flood risk.

Criterion 1

Map Accuracy

Accuracy in identifying and labeling key features (rivers, drainage, roads, buildings) on the city map.

Exemplary

4 Points

Identifies and labels all key features on the city map with exceptional accuracy and attention to detail, demonstrating a sophisticated understanding of urban geography.

Proficient

3 Points

Identifies and labels most key features on the city map accurately.

Developing

2 Points

Identifies and labels some key features on the city map, but may miss some important details or make minor errors.

Beginning

1 Points

Struggles to identify and label key features on the city map, with significant omissions or inaccuracies.

Criterion 2

Water Flow Analysis

Insightfulness in analyzing how city features influence water flow during heavy rainfall.

Exemplary

4 Points

Provides an exceptionally insightful and detailed analysis of how city features influence water flow, demonstrating a deep understanding of urban hydrology and its impact on flood risk.

Proficient

3 Points

Provides a thorough analysis of how city features influence water flow during heavy rainfall.

Developing

2 Points

Provides a basic analysis of how city features influence water flow, but may lack detail or insight.

Beginning

1 Points

Provides a limited or superficial analysis of how city features influence water flow.

Criterion 3

Risk Area Justification

Justification for marking specific areas as high-risk for flooding, supported by map analysis.

Exemplary

4 Points

Provides a compelling and well-reasoned justification for identifying high-risk areas, based on a sophisticated analysis of map features and water flow dynamics.

Proficient

3 Points

Provides a clear justification for identifying high-risk areas, based on map analysis.

Developing

2 Points

Provides a justification for identifying high-risk areas, but the reasoning may be unclear or incomplete.

Beginning

1 Points

Struggles to provide a clear justification for identifying high-risk areas, with little connection to map analysis.

Category 3

Flood Mitigation Solutions

Evaluates the student's ability to generate, visualize, and describe potential flood mitigation solutions.

Criterion 1

Solution Creativity and Feasibility

Creativity and feasibility of proposed flood mitigation solutions.

Exemplary

4 Points

Generates exceptionally creative and feasible flood mitigation solutions that address the specific challenges of the identified high-risk areas, demonstrating innovative thinking and practical application of knowledge.

Proficient

3 Points

Generates creative and feasible flood mitigation solutions that address the challenges of the identified high-risk areas.

Developing

2 Points

Generates some potential flood mitigation solutions, but they may lack creativity or feasibility.

Beginning

1 Points

Struggles to generate viable flood mitigation solutions.

Criterion 2

Sketch Quality

Clarity and detail of sketches illustrating each proposed solution.

Exemplary

4 Points

Creates exceptionally clear, detailed, and visually appealing sketches that effectively communicate the key features of each proposed solution.

Proficient

3 Points

Creates clear and detailed sketches that communicate the key features of each proposed solution.

Developing

2 Points

Creates sketches that show some understanding of the proposed solutions, but may lack detail or clarity.

Beginning

1 Points

Creates sketches that are incomplete, unclear, or do not adequately represent the proposed solutions.

Criterion 3

Solution Description

Effectiveness of the written descriptions explaining how each solution would work and its potential impact.

Exemplary

4 Points

Writes compelling and insightful descriptions that thoroughly explain how each solution would work, its potential impact, and its benefits, demonstrating exceptional communication skills and critical thinking.

Proficient

3 Points

Writes clear and complete descriptions that explain how each solution would work and its potential impact with sufficient detail.

Developing

2 Points

Writes descriptions that show some understanding of how the solutions would work and their impact, but may lack detail or clarity.

Beginning

1 Points

Writes descriptions that are incomplete, unclear, or do not adequately explain how the solutions would work and their impact.

Category 4

Comprehensive Redesign Plan

Assesses the student's ability to synthesize their learning into a comprehensive and audience-appropriate redesign plan.

Criterion 1

Plan Integration

Integration of maps, solutions, and research into a comprehensive redesign plan.

Exemplary

4 Points

Demonstrates a sophisticated and seamless integration of maps, solutions, and research into a comprehensive redesign plan that is both innovative and practical.

Proficient

3 Points

Integrates maps, solutions, and research effectively into a comprehensive redesign plan.

Developing

2 Points

Shows some attempt to integrate maps, solutions, and research, but the redesign plan may lack coherence or completeness.

Beginning

1 Points

Struggles to integrate maps, solutions, and research into a cohesive redesign plan.

Criterion 2

Presentation Quality

Clarity and effectiveness of the presentation showcasing the redesign plan.

Exemplary

4 Points

Delivers an exceptionally clear, engaging, and persuasive presentation that effectively showcases the redesign plan and its benefits to the specified audience.

Proficient

3 Points

Delivers a clear and effective presentation that showcases the redesign plan to the specified audience.

Developing

2 Points

Delivers a presentation that shows some understanding of the redesign plan, but may lack clarity or engagement.

Beginning

1 Points

Delivers a presentation that is unclear, disorganized, or does not effectively showcase the redesign plan.

Criterion 3

Audience Consideration

Consideration of the intended audience (e.g., city council) in the design and presentation of the plan.

Exemplary

4 Points

Demonstrates a sophisticated understanding of the intended audience and tailors the redesign plan and presentation to effectively address their needs and concerns, demonstrating exceptional communication skills and audience awareness.

Proficient

3 Points

Considers the intended audience and tailors the redesign plan and presentation appropriately.

Developing

2 Points

Shows some awareness of the intended audience, but the redesign plan and presentation may not be fully tailored to their needs.

Beginning

1 Points

Shows little or no consideration of the intended audience in the design and presentation of the plan.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

How did your understanding of the causes of flooding change throughout this project?

Text

Required

Question 2

What was the most challenging part of redesigning the city to be flood-safe, and how did you overcome it?

Text

Required

Question 3

How well do you think your flood-safe city design protects people and places from floods? Explain why.

Text

Required

Question 4

To what extent do you agree with the following statement: 'I feel confident in my ability to contribute to solutions for real-world problems like flooding.'

Scale

Required

Question 5

Which part of the project (Flood Cause Investigators, City Mapper, Solution Sketchers, Flood-Safe City Planners) did you find the most engaging?

Multiple choice

Required

Options

Flood Cause Investigators

City Mapper: Water Flow Edition

Solution Sketchers: Flood Busters

Flood-Safe City Planners