Search for Resources

How to be flood smart

Sharing information through public service announcements

Elementary, Middle

Description

How to be flood smart focuses on the questions

  • How can we prepare and respond to a flood?
  • What are the key aspects about flooding that everyone should know?

The lesson begins by activating prior knowledge of natural disasters in a class-wide discussion.Then students are divided into groups to read and view a FloodSmart Canada infographic. They complete the questions on the provided worksheet and share their responses with the class. 

Armed with this new knowledge, the students create a one-minute PSA that describes the risks associated with flooding in addition to what should be done before, during and after a flood. The PSAs are shared with the class once they are completed.

General Assessment

What skills does this resource explicitly teach?

This resource concentrates on developing an awareness of the steps to prepare for flooding in the community. It does not explicitly teach a skill.

Strengths

  • Quality activities that are engaging and address a variety of learning styles
  • Plenty of extension ideas to support the lesson
  • All materials are included and external links are active and up to date.

Weaknesses

  • No assessment tools are provided, although assessment suggestions are made.

Recommendation of how and where to use it

This resource is best suited for the middle school Science classroom. It helps to address outcomes related to human impacts on the environment and Earth's water systems in Science as well as those related to emergency preparedness and safety in Health and Social Studies units.

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

  • Step 1Select a province
  • Alberta
    • Step 2Select a grade level
    • Grade 5
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Earth Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and their interactions.
      • Social Studies
        • Step 4Relevant matches
        • Citizenship: Understanding local, national, and global issues empowers individual and collective action toward an inclusive society
    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Earth Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions.
      • Social Studies
        • Step 4Relevant matches
        • Citizenship: Understanding local, national, and global issues empowers individual and collective action toward an inclusive society
    • Grade 8
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Freshwater and Saltwater Systems
  • Manitoba
    • Step 2Select a grade level
    • Grade 5
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Weather
    • Grade 8
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Water Systems on Earth
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 5
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Weather
    • Grade 6
      • Step 3Select a subject
      • Health Education
        • Step 4Relevant matches
        • Health: Environmental Health
        • Health: Injury Prevention and Safety
      • Social Studies
        • Step 4Relevant matches
        • How Can We Be Good Global Citizens?
    • Grade 7
      • Step 3Select a subject
      • Health Education
        • Step 4Relevant matches
        • Health: Safety and Environmental Health
    • Grade 8
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Water Systems on Earth's Surface
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • Health Education
        • Step 4Relevant matches
        • Health: Healthy choices influence our physical, emotional, and mental well-being as an NWT capable person
    • Grade 7
      • Step 3Select a subject
      • Health Education
        • Step 4Relevant matches
        • Health: Healthy choices influence our physical, emotional, mental and spiritual well-being
    • Grade 8
      • Step 3Select a subject
      • Health Education
        • Step 4Relevant matches
        • Health: Healthy choices influence our physical, emotional, spiritual, and mental well-being
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 5
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 5: Weather
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7: Environmental Action
    • Grade 8
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 8: Climate Change
  • Nunavut
    • Step 2Select a grade level
    • Grade 5
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Earth and Space Systems: Weather
    • Grade 8
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Freshwater and Saltwater Systems
  • Ontario
    • Step 2Select a grade level
    • Grade 8
      • Step 3Select a subject
      • Science & Technology
        • Step 4Relevant matches
        • Earth and Space Systems: Water Systems
  • Prince Edward Island
  • Quebec
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 5
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Weather
    • Grade 6
      • Step 3Select a subject
      • Health Education
        • Step 4Relevant matches
        • Health Education 6: Understanding, Skills and Confidences
    • Grade 8
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 8: Water Systems on Earth

Themes Addressed

Citizenship (1)

  • General Guide to Taking Action

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good

This resource is structured as an instructional guide to develop an awareness of the risks, safety concerns and needed responses associated with flooding. It does not offer alternative perspectives on the issue as this is not the purpose of the resource.

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Poor/Not considered

The resource has a strong focus on the environmental impacts of flooding by discussing flood patterns, weather conditions and natural hazards. The social dimension is partially addressed by discussing safety and emergency preparedness and risk awareness but it does not address broader social issues like vulnerable populations, etc. The economic dimensions of the issue are not really addressed.  Topics like insurance costs, repair costs or disaster relief funding are not part of this resource. 

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Very Good
Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Satisfactory

In the extension activities, the students are encouraged to build an emergency kit with their families as well as to learn about evacuation routes in their communities.

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Good

Values such as civic responsibility, community action, and empathy are addressed though its focus is more on practical safety.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Poor/Not considered

This is not a focus of this resource.

Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Satisfactory

Students develop a connection to the natural world via a concern from flooding risks.

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Good

As flooding can occur in most communities, the learning can be applied to the communities in which the students reside.

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Good

With its emphasis on preparedness, the resource creates a sense of positivity for the future. A sense of the present is in the practicality of flooding as a common risk in any community.  The resource does not address the past. This is not a detraction from the quality of the resource.

Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Very Good

This resource is structured in a manner in which students are learning and gathering information that will be shared via a PSA. Students participate in activities that are open-ended.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Good
  • Science
  • Social Studies
  • Health and Wellness
Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Satisfactory

The materials provided in the resource encourage students to ask questions, interpret geographical trends, and apply concepts to their local communities rather than just memorizing facts.

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Good

Through a variety of activities, the different learning styles of students are addressed. Visual learners are supported via the visual media that is included while the auditory learners are connected via class discussion prompts. The kinesthetic learners will enjoy the hands-on PSA creation.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Satisfactory

The learning occurs via observations and reflections on the infographic and then presenting and sharing of the PSA.

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory

Group work is the primary learning environment in this  resource.

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Good

There are some suggestions for the assessment of learning. There are no tools such as rubrics or checklists provided. 

Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Satisfactory

Students will learn from each other via their PSA presentations.

Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Poor/Not considered

These are not included in the resource.

Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Good

Students have a large amount of choice regarding how they organize and present their work, but limited control regarding the topic and required content.

Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.

A project of LSF Newsletter Sign-up