Flooding
Introduction
This learning journey is one of a series designed to support the learning and
teaching of emergency and resilience education. In particular it focuses on
flooding. Through studying the causes and impact of flooding learners will
consider how to prevent and prepare for flood conditions.
The learning journey includes opportunities for interdisciplinary planning and
assessment. Helping learners understand flooding supports the delivery of key
curriculum areas such as those which are the ‘responsibilities for all’ as well as
those specific to subject areas.
This learning journey covers the following learning experiences:

Rivers and flooding

Flooding and the water cycle.
Flooding and the environment – Learning Journey
Experiences and outcomes
HWB

I am learning to assess and manage risk, to protect myself and others, and to reduce
the potential for harm when possible. HWB 0-16a – HWB 4-16a

I know and can demonstrate how to keep myself and others safe and how to respond in
a range of emergency situations. HWB 0-17a – HWB 4-17a
Social Subjects

I can describe the physical processes of a natural disaster and discuss its impact on
people and the landscape. SOC 2-07b

I can discuss the environmental impact of human activity and suggest ways in which we
can live in a more environmentally-responsible way. SOC 2-08a (also SOC 3-08a)

I can consider the advantages and disadvantages of a proposed land use development
and discuss the impact this may have on the community. SOC 2-08b

While learning outdoors in differing weathers, I have described and recorded the
weather, its effects and how it makes me feel and can relate my recordings to the
seasons. SOC 0-12a (also SOC 1-12a – SOC 3-12a)

I can use a range of maps and geographical information systems to gather interpret and
present conclusions and can locate a range of features within Scotland, UK, Europe and
the wider world. SOC 3-14a (also SOC 4-14a)
Prior knowledge
Some of the activities in these learning journeys are progressive and build on
earlier experiences and outcomes. However, no prior knowledge of flooding or
resilience education is required before undertaking this learning journey.
The learning experiences touch on aspects of weather and climate providing
the opportunity to reinforce any knowledge learners already have of these
areas.
Technology


I can use ICT effectively in different learning contexts across the curriculum to access,
select and present relevant information in a range of tasks. TCH 4-03b
3-11a
They have been designed to be modular so practitioners can pick and choose
the activities more appropriate to their needs.
http://www.educationscotland.gov.uk/readyforemergencies 1
Flooding and the environment – Learning Journey
Flooding
Learning experience:
Possible tasks
Rivers and flooding
Practitioners may use the rivers fact sheet in the ‘Citizen Science
Toolkit’ (see ‘Useful resources’) as a starting point to create their
own tasks to support this learning experience.

Learners visit a local river guided by a local official from the
ranger service, SEPA or the council. Learners discuss the risk
of flooding from the river, who is at risk, what land would be
affected and what, if any, prevention strategies are in place.

Learners use the information in the Citizen Science Toolkit and
hand-out focusing on the White Cart Water Flood Prevention
Scheme (see ‘Useful resources’) to develop their understanding
of flood prevention strategies, and use this as a basis to write a
report on the scheme.
Introduction
Learners consider the local processes which
affect the flow of rivers and the engineering
solutions we use to control flood events.
Stimulus
Some resources to support this learning
experience are detailed in the ‘Useful
resources’ section.
A visit to a local river accompanied by an
expert such as a representative from the
ranger service, Scottish Environmental
Protection Agency (SEPA) or the local
council could provide additional support for
this learning experience.
Learning intention

To identify the part that rivers may play
in flooding events and look at ways to
control their flow.

Learners watch the flood simulation video (see ‘Useful
resources’) and discuss what happens when the river rises, the
impact on the surrounding area and what would happen in an
urban area.
Success criteria
Learners can:

identify how rivers can cause or contribute to
flooding events

identify methods of controlling the flow of a river
to reduce risk.
Possible evidence
Learners can:

discuss ways in which a local river might
contribute to a flooding emergency

discuss the flood prevention methods being
used in the White Cart Water Flood Prevention
Scheme

draw a map showing areas most at risk of flood.
Reflecting on learning
Useful resources

Download the ‘Citizen Science Toolkit’ and ‘White Cart Water Flood
Prevention Scheme’ hand-out from the Ready for Emergencies
website.
What issues do planners and engineers have to
consider when developing areas along the
course of a river?

Can you think of other ways in which we could
help prevent flooding?
Watch the ‘River Flooding Simulation’ on the Ready for Emergencies
website.
White Cart Water Flood Prevention Scheme –
http://www.whitecartwaterproject.org/
SEPA: River and coastal flood map –
http://www.sepa.org.uk/flooding/flood_extent_maps.aspx
Taking it further
This learning experience offers scope for further
partnership working with environmental experts, the
local council or engineers working on flood
prevention schemes in order to develop an
understanding of flood prevention strategy.
http://www.educationscotland.gov.uk/readyforemergencies 2
Flooding and the environment – Learning Journey
Flooding
Learning experience:
Possible tasks

Learners create their own depiction of the water cycle,
identifying areas which may contribute to a flooding event.

Learners create and monitor their own rain gauges and use
their results as a starting point to discuss how an increase
in precipitation might contribute to a flooding event.
Learners consider the impact different parts
of the water cycle (specifically precipitation,
surface run off and infiltration) can have on
flooding.

Learners use Google Maps as a starting point for creating
their own map of an area of Scotland, marking areas which
might be affected by increased precipitation or melting
snow.
Stimulus

Some resources to support this learning
experience are detailed in the ‘Useful
resources’ section.
Learners discuss the different types of surface in their local
community, what happens to rain when it falls on each type
of surface and the effect this might have on flooding.

Learners complete the biodiversity or soil survey (see
‘Useful resources’) to gain an understanding of the
importance of soil quality and how drainage affects
flooding events.
Flooding and the water cycle
Introduction
Learning intention

To identify ways in which different
sections of the water cycle impact on
flooding.
Useful resources
Opal: Soil survey
http://www.opalexplorenature.org/soilsurvey
Opal: Biodiversity survey
http://www.opalexplorenature.org/BiodiversitySurvey
Links to soil and earthworm survey videos:
http://www.environment.scotland.gov.uk/get-learning/land/thirdand-fourth-level/#tabResources
Success criteria
Learners can:


identify different sections of the water cycle
accurately describe the impact each section of the
water cycle has on flooding.
Possible evidence
Learners can:

create their own depiction of the water cycle

explain how different parts of the water cycle can
affect flooding.
Reflecting on learning

Why might an area where the soil contains a lot of
clay flood more readily than an area with sandy soil?

What could we do in our own communities to reduce
the risk of flooding based on the lessons learnt?
Taking it further
Learners could investigate the geology of their local area
and how this could impact on soil drainage / a flood
event.
Learners could work with the local council to investigate
how the water in our drains is removed, treated and
returned to the water cycle.
Google Maps
http://maps.google.co.uk
Weather and climate change: The water cycle http://
www.educationscotland.gov.uk/
weatherandclimatechange/weather/thewatercycle.asp
http://www.educationscotland.gov.uk/readyforemergencies 3