Floodcom Education Activity Lesson Plan
Topic
Aims
2. Flooding
To identify how and why flooding happens by naming and recognizing
the main causes of flooding.
To investigate the impact of flooding using case studies.
Timing
60-90 mins
Resources
Main presentation (PPT): slides 7-17
Workbook (WB): pages 9-15
Handouts: case study packs
Computers (internet)
Learning Objectives
Pupils will:
 Name and recognise the main causes of flooding
 Use flood event case studies to identify the features and impact of
floods
Overview
How and why flooding happens
Activity A: Flood types and matching activity
 Definitions and visuals of 5 main causes of flooding (Fluvial,
Coastal, Pluvial, Reservoir, Groundwater).
 Matching activity of names to pictures.
What the impact is of flooding
Activity B: Flooding case study
 Facilitation of pupil investigations into flood events using case
studies that contain pictures, newspaper articles, video clips and
web resources.
 Pupils will complete a case study questionnaire in their workbooks.
Activity C: Impacts of flooding
 Pupils will complete an impact chart to determine the effect of
flooding on people, homes, animals, the environment, businesses &
services.
Extension activity: Flood wordsearch
Activity A:
Flood types and matching
activity
PPT #7: Flooding and flood types
Teacher to introduce the topic of flooding. Recent flooding events can
be referenced.
PPT #8: What is a flood?
Ask pupils what they think a flood is and reveal the following key points:
1. A flood is when water covers land that is not normally
covered. Explain that this is when land set aside for other use
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Floodcom Education Activity Lesson Plan
e.g. farming, property, commercial is now covered.
2. Flooding is a natural event. Explain that we cannot change
this (i.e. the weather!) but we may be able to defend against it.
3. Climate change means that we may see more floods in the
future.
WHAT IS CLIMATE CHANGE?
An opportunity for discussion on climate change and why this would
cause more flooding in the future – see technical appendix.
4. Land and property need to be protected against flooding.
Therefore measures can be taken to do this – we will look at
flood defences later on.
5. Flood awareness is needed to know what to do in the
event of a flood. This provides an opportunity to discuss or
link to a flood plan (within the review section)
WB p9: What is a flood?
Key points from the presentation are written and there is space for
pupils to take notes regarding ‘what is climate change?’
How are flood caused? What types of flood are there? We will look at
these next – Flood types.
For each of the following flood types, the slide shows a picture and text
(this could be amended to picture only if required). Embedded in the
picture is a link to a (silent) animation of how the flooding happens.
Explain WHY this type of flood happens and relate to local area if
possible.
PPT #9: Fluvial (River)
Fluvial flooding is from rivers - see technical appendix.
PPT #10: Coastal (inc storm surges)
Coastal flooding is from the sea - see technical appendix.
PPT #11: Pluvial (Rain)
Pluvial flooding is often called flash flooding from excess rainfall - see
technical appendix.
PPT #12: Reservoir
Reservoir flooding is when the water escapes – see technical appendix.
PPT #13: Groundwater
Groundwater flooding happens when the ground is waterlogged – see
technical appendix.
PPT #14: Matching activity
Flood type pictures and names
Pupils can use the PPT ‘pointer pen’ or the interactive whiteboard to
draw lines matching pictures and names. Pupils can also be
encouraged to give a description of the flood type to recap learning.
WB p10: Types of floods
Duplicates the matching activity on the board for pupils to do
independently.
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Floodcom Education Activity Lesson Plan
Activity B:
Flooding case study
PPT #15: Case studies
Explain that case studies of flooding events will be used to find out
more about what happens during a flood. Packs of case studies (see
technical appendix) are provided giving paper and electronic resources
as follows: instructions, photographs, newspaper articles, web
resources, youtube clip. Case studies can also be made
independently.
WB p11: Case studies
Explains to the pupils why case studies are used
PPT #16: Case study investigations
Instructions on what to investigate for the given case study:
- Where did it happen?
- When did it happen?
- What is happening?
- What type(s) of flooding happened?
- Why did it happen?
Case studies can be varied and allocated to pairs/groups.
WB p12-13: Case study
Provides spaces for information to be filled in, notes to be taken and
selection boxes to be ticked whilst researching the case study.
Activity C:
Impacts of flooding
PPT #17: What is the impact of flooding on…
From the case studies, pupils should also start to be thinking about the
impacts of flooding, namely on people, homes, animals, the
environment and businesses & services. Ask pupils to think about how
each of these is affected. This can be done individually or in small
groups and then discussed as a class.
WB p14: Impacts of flooding on…
Pupils can fill in the page on their workbook detailing the impacts on the
different categories given. Ideas are given in the technical appendix.
Extension Activity
WB p15: Flood wordsearch
Pupils can complete the wordsearch using the words listed which all
relate to the topic.
Assessment
Inclusion & Differentiation
 Question & answer
 Verbal feedback
 Completion of pupil workbook
pages
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Group / paired work
Attainable learning intentions for all levels
Guided worksheets
Worksheets allow for different levels of completion
Extension activity
Video clip & pictures
Discussions
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2014 Curriculum References
KS2 Geography
Ge2/1.1 Locational Knowledge
Ge2/1.1b name and locate counties and cities of the United Kingdom, geographical regions and their
identifying human and physical characteristics, key topographical features (including hills, mountains, coasts
and rivers), and land-use patterns; and understand how some of these aspects have changed over time
Ge2/1.3 Human and Physical Geography
Ge2/1.3a describe and understand key aspects of physical geography, including: climate zones, biomes and
vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
Ge2/1.3b describe and understand key aspects of human geography, including: types of settlement and land
use, economic activity including trade links, and the distribution of natural resources including energy, food,
minerals and water
Ge2/1.4 Geographical Skills and Fieldwork
Ge2/1.4a use maps, atlases, globes and digital/computer mapping to locate countries and describe features
studied
KS2 English (Yrs 5&6)
En5/1 & En6/1 Spoken Language
En5/1b & En6/1b ask relevant questions to extend their understanding and knowledge
En5/1d & En6/1d articulate and justify answers, arguments and opinions
En5/1k & En6/1k consider and evaluate different viewpoints, attending to and building on the contributions of
others
En5/2.2 & En6/2.2 Comprehension
En5/2.2e & En6/2.2e retrieve, record and present information from non-fiction
En5/2.2g & En6/2.2g explain and discuss their understanding of what they have read, including through
formal presentations and debates, maintaining a focus on the topic and using notes where necessary
En5/3.3 & En6/3.3 Composition
En5/3.3e & En6/3.3e perform their own compositions, using appropriate intonation, volume, and movement
so that meaning is clear.
KS2 Computing
Co2/1.5 use search technologies effectively, appreciate how results are selected and ranked, and be
discerning in evaluating digital content
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Floodcom Education Activity Lesson Plan
KS2 History
Hi2/2.1
Local History
Pupils should be taught about an aspect of local history
For example:
c. study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality.
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Floodcom Education Activity Lesson Plan
Technical Appendix
ACTIVITY A
Climate change information
http://webarchive.nationalarchives.gov.uk/20121015000000/http://www.direct.gov.uk/en/Environmentandgre
enerliving/Thewiderenvironment/Climatechange/DG_072885
http://www.environment-agency.gov.uk/homeandleisure/climatechange/31802.aspx
http://www.bbc.co.uk/climate/impact/flooding.shtml
Why would climate change mean more chances of flooding?
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Our world is warming (global warming) and average river water temperatures are increasing.
When water warms up, it expands. This effect accounts for a large part of the sea level rise. Another
part is caused by the melting of land based ice caps like on Greenland; this increases the amount of
ocean water. Furthermore rainfall patterns are likely to change as warm air can hold more water and
therefore more potential rain.
UK coastal waters have warmed by about 0.7 degrees Celsius over the past three decades. In
addition, the average sea level around the UK is now about 10 centimetres higher than it was in
1900.
It is predicted that in the UK, we will witness more extreme events, such as flooding, storms, sea
level rise and drought as well as wetter warmer winters and hotter drier summers.
Types of flood
FLUVIAL (RIVER)
River flooding, also known as fluvial flooding, concerns those watercourses designated as main rivers.
Main rivers are usually large watercourses but also include smaller watercourses of strategic drainage
importance.
Essex has a number of large main rivers and associated tributaries including, the River Chelmer, River
Blackwater, River Colne, River Cam and River Stour in the north, the River Crouch and River Roach in the
south and the River Roding and River Lea in the east, which all pose a threat of river flooding.
COASTAL
Coastal flooding usually occurs during storm surges when there is an increased risk of high sea levels
causing overtopping or breaching of coastal flood defences leading to flooding inland.
The greatest risk of coastal flooding is experienced when there is a combination of high tides and a storm
surge, which is when a low pressure system causes a localised rise in sea level and wave height.
Essex has 350 miles of coastline which include seaside resorts, maritime towns, wild beaches, nature
reserves and marshes. In December 2013, storm surges were forecast which would threaten many areas of
this coastline, including populated areas (a case study is available on this).
Storm Surges
Detailed information on what causes storm surges (and December 2013 event) can be found online at:
http://www.metoffice.gov.uk/learning/learn-about-the-weather/weather-phenomena/storm-surge
Related information on the 1953 storm surge:
http://www.metoffice.gov.uk/news/in-depth/1953-east-coast-flood
PLUVIAL (RAIN)
Surface water flooding also known as pluvial flooding or flash flooding occurs when high intensity rainfall
generates runoff which flows over the surface of the ground and ponds in low lying areas.
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Floodcom Education Activity Lesson Plan
It is usually associated with high intensity rainfall events (typically greater than 30mm/hr) and can be made
worse when the ground is saturated or when the drainage network has insufficient capacity to cope with the
additional flow.
Essex has flooded due to rainfall many times, most recently in the summer of 2013 (a case study is available
on this).
Flash flooding information:
http://www.metoffice.gov.uk/learning/rain/flash-floods
RESERVOIR
Reservoir flooding results from the complete or partial failure of a reservoir structure.
It may be caused by erosion due to seepage, overtopping of the dam beyond its design level or through
accidental damage to the structure.
Essex has 3 large reservoirs – Abberton, Ardleigh and Hanningfield which are well maintained.
GROUNDWATER
Groundwater flooding occurs when water levels in the ground rise above the ground surface. Flooding of
this type tends to occur after long periods of sustained heavy rainfall and can last for weeks or even months.
The areas at most risk are often low-lying areas where the water table is more likely to be at a shallow depth
and flooding can be experienced through water rising up from the underlying aquifer or from water flowing
from springs.
OTHER TYPES OF FLOOD
 Watercourse Flooding concerns flooding from any watercourse which is not deemed a river.
Flooding to an ordinary watercourse occurs when a watercourse cannot accommodate the volume of
water that is flowing into it or when there is significant impedance to the passage of flow within the
channel of the watercourse to the extent that it causes flows to come out of its banks.
 Highway flooding can be defined as flooding caused by heavy rainfall or overflowing from blocked
drains and gullies causing water to pond within the highway network.
 Sewer flooding occurs when the sewer network cannot cope with the volume of water that is
entering it. It is often experienced during times of heavy rainfall when large amounts of surface water
overwhelm the sewer network causing flooding.
ACTIVITY B
Case studies
Each case study has a teacher information page to reference the resources. Case studies are available on
the following topics and are colour coded. It is recommended to use 1953 and at least one local study.
1953 NORTH SEA FLOODS
The historic storm surge which affected the UK, Netherlands and France with a high loss of life.
ESSEX 2013 FLOODS
The August bank holiday floods that were caused by very heavy rainfall in a short period of time.
2013 STORM SURGES
The December high tide, storm and storm surge which affected Essex and the East coast of England.
UK 2007 SUMMER FLOODS
The wet summer which saturated many areas of the UK with heavy continuous rainfall.
BOSCASTLE 2004 FLOOD
The small village devastated by flash flooding.
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ACTIVITY C
Impacts of flooding
People
 A danger to life - people can be trapped/drowned by floodwater or washed
away by coastal waves.
 Floodwater is dirty and may carry diseases that are dangerous to people.
 People can be cut off by floodwater and may not be able to get food/supplies.
 People may be very upset to lose their property/possessions or may have
been scarred by floods – this can cause long term problems.
Homes
 Properties and possessions may be destroyed or damaged by flood water.
 Because floodwater is dirty, affected homes have to be specially dried and
cleaned before they can be lived in again. A lot of possessions have to be
thrown away.
 Floodwater may also bring large amounts of soil/waste into houses.
 Some people may not have insurance to help with the cost of repairs.
 Utilities may be affected so homes may not have power, water, telephone.
Animals
 Animals can be trapped/drowned by floodwater or washed away by coastal
waves.
 Floodwater is dirty and may carry diseases that are dangerous to animals.
 Wild animals may lose their homes/environments.
 Pets may be affected in flooded homes.
 Farm animals may lose their shelters and grazing land.
The Environment
 Floodwater is dirty and may carry diseases
 Utility frameworks may be affected and power/gas/water/telephone may be
cut-off.
 Flooding can lead to the damaged infrastructure and transport network –
roads impassable, collapse of bridges, railway lines damaged or traffic
congestion.
 Flooding brings too much water which will cause damage to farmland and
cause crops to fail.
 Land may be lost or reshaped due to floodwater or coastal surges.
 Drains and sewerage networks are impaired.
Businesses & Services
 Properties and goods may be destroyed or damaged by flood water.
 Essential businesses and services may close for a period of time or be
relocated e.g. schools, doctors’, shops, petrol stations.
 Some businesses may close for good, income and jobs may be lost.
 An economic loss due to loss of business / days off / repair / insurance claims.
 Pressure is put on the emergency services – police, fire, ambulance, coastal
rescue.
Additional information for children can be found at
http://www.watersafetykids.co.uk/pdfs/Flooding.pdf
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EXTENSION ACTIVITY
Flood Wordsearch
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