Activity Introduction

Quick summary: In this activity students are asked to look at the nature of floods, how they relate to climate change, and what can be done to prevent, mitigate and prepare for them. Students begin by looking at different types of floods. They then break into groups that represent particular sectors of society, and answer questions on how that sector can prevent, mitigate and prepare for flooding, what resources are required and what obstacles may be faced. They are then asked to translate these answers into Venn diagrams that area shared with the class. Finally, students will analyse the class’s Venn diagrams.

Learning goals:

  • Students recognise that there are a number of different types of floods.
  • Students understand that we can prevent, mitigate and prepare for different types of floods in a number of different ways.
  • Students understand that different sectors have different ways of contributing to managing the risk of flooding.
  • Students recognise that climate change will impact upon flood frequency and intensity.

General capabilities: Critical and creative thinking, Literacy.

Australian Curriculum content description:

Year 7 Geography

  • The causes, impacts and responses to an atmospheric or hydrological hazard (ACHGK042)
  • Present findings, arguments and ideas in a range of communication forms selected to suit a particular audience and purpose; using geographical terminology and digital technologies as appropriate (ACHGS053)
  • Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal (ACHGS054)

Year 7 Science

  • Water is an important resource that cycles through the environment (ACSSU222)
  • Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations (ACSHE120)
  • Communicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate (ACSIS133)

 Year 8 Geography

  • The causes, impacts and responses to a geomorphological hazard (ACHGK053)
  • Present findings, arguments and ideas in a range of communication forms selected to suit a particular audience and purpose, using geographical terminology and digital technologies as appropriate (ACHGS061)
  • Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal (ACHGS062)

Year 8 Science

  • Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations (ACSHE135)
  • Communicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate (ACSIS148)

Syllabus OutcomesGE4-2, GE4-3, GE4-4, GE4-5, GE4-8SC4-11PW, SC4-9WS, SC4-12ES

Topic: Climate change

Time required: 60 mins

Level of teacher scaffolding: Medium – oversee activity

Resources required: Internet access, student worksheets.

Digital technology opportunities: Online Venn diagram creation (e.g. creately or readthinkwrite), Wordle, digital sharing capabilities.

Homework and extension opportunities: This activity includes opportunities for extension or homework.

Keywords: Flood, climate change, mitigate, prepare, prevent, Venn diagram.

 

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Teacher Worksheet

Teacher preparation:

Overarching learning goal: Students recognise that although there are a number of different types of floods we can prevent, mitigate and prepare for all these types of floods in a number of different ways. Students learn that different sectors have different ways of contributing to managing the risk of flooding and that this includes addressing climate change, an issue that is predicted to impact upon flood frequency and intensity.

Hot tips:

1. For year 7 students, consider removing the points around mitigation, instead asking students to only focus on prevention and preparedness in both the questions and the creation of the Venn diagrams.

2. This activity could be altered to suit other natural disasters or geomorphological hazards.

Student and classroom organisation:

Step 1. Begin this activity by asking students to define and describe the term 'flood' and how floods relate to climate change. Record student responses on the board or ask a student volunteer t

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Student Worksheet

Thought starter: Where do floods start?

What are the three types of floods? Read about the three types of flood here (http://schools.aemi.edu.au/about-floods) and describe them below using your own words:

1.

 

2.

 

3.

 

How can we manage floods in our region?

The sector we are representing is:

 

PREVENTING FLOODING

What can our sector do to PREVENT flooding?

 

What might be the obstacles to our success? How can we prepare for these?

 

What resources are required to help prevent flooding?

 

What other sectors need to be involved and how should they be involved?

 

PREPARING FOR FLOODING

What can our sector do to PREPARE for flooding?

 

What might be the obstacles to our success? How can we prepare for these?

 

What resources are required to help us prepare for flooding?

 

What other sectors need to be involved and how should they be involved?

 

MITIGATING FLOODING

What can our sector do to MITIGATE flooding?

 

What might be the obsta

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