http://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_natdis/cub_natdis_lesson07.xmllessontext/xmlIntegrated Teaching and Learning Program, coastdamdisasterdikeflash floodfloodfloodplaingeographyhazardleveewaternatural disasterrainriverwater cycleDamDikeEvaporateFloodFloodplainHydrological CycleLevee

Students learn about floods, discovering that different types of floods occur from different water sources, but primarily from heavy rainfall. While floods occur naturally and have benefits such as creating fertile farmland, students learn that with the increase in human population in flood-prone areas, floods are become increasingly problematic. Both natural and manmade factors contribute to floods. Students learn what makes floods dangerous and what engineers design to predict, control and survive floods.

Floods can be as deadly and destructive to people and property. Engineers work with geologists and meteorologists to devise ways to control flooding with a range of human-made structures: dams, dikes, levees, flood gates, seawalls, drainage canals, sewer/water/storm drainage systems, pumping stations, bridges, concrete river banks, spillways, overflow basins, embankments, retention ponds and wetlands restoration. To aid in prediction and planning, engineers and scientists also develop instruments and computer programs to monitor weather (precipitation, temperature, snow pack, etc.), and develop complex models to estimate worst-case-scenario storm surges and flood risks. Define flooding as involving heavy rainfall or snowmelt. List three types of flooding. Identify reasons why humans tend to settle in floodplains. Explain that engineers design dams, dikes and levees to control flooding. 20TeachEngineering.orgTimothy NicklasMalinda Schaefer ZarskeDenise Carlsonhttp://www.teachengineering.org/collection/cub_/lessons/cub_natdis/cub_natdis_lesson07_chart.pdfhttp://www.teachengineering.org/collection/cub_/lessons/cub_natdis/cub_natdis_lesson07_presentation.ppthttp://cedb.asce.org/cgi/WWWdisplay.cgi?0303075http://www.weather.com/safeside/flood/facts.htmlhttp://www.noaa.gov/floods.htmlhttp://www.fema.gov/kids/p_fld.htmhttp://geography.about.com/gi/dynamic/offsite.htm?site=http%3A%2F%2Fearthobservatory.nasa.gov%2FLibrary%2FWater%2Fhttp://www.weather.com/encyclopedia/flood/history.htmlhttp://en.wikipedia.org/wiki/Hurricane_Katrinahttp://epdfiles.engr.wisc.edu/dmcweb/BB02NaturalHazardsCausesandEffects.pdfS114172BInternational_Technology_Education_Association-ITEA_STL_StandardsTechnologyB. People have made tools to provide food, to make clothing, and to protect themselves.35S11417A8International_Technology_Education_Association-ITEA_STL_StandardsTechnologyD. Structures need to be maintained. 35S11425A1ColoradoSciencea. Analyze and interpret data identifying ways Earth's surface is constantly changing through a variety of processes and forces such as plate tectonics, erosion, deposition, solar influences, climate, and human activity 55S11425A2ColoradoScienceb. Develop and communicate an evidence based scientific explanation around one or more factors that change Earth's surface55United StatesCopyright 2012 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulderhttp://www.teachengineering.org/policy_ipp.phphttp://www.teachengineering.org/2011-03-305Teacher