Or
Exit Full Screen
DISCUSS (1 of 2):
Where does the water in a hurricane come from?
Exit Full Screen
DISCUSS (2 of 2):
Why is there so much rain from a hurricane?
Exit Full Screen
Exit Full Screen
DISCUSS:
Why do you think some areas of New Orleans flooded while others did not?
Exit Full Screen
Exit Full Screen
Exit Full Screen
Exit Full Screen
Exit Full Screen
Exit Full Screen
Exit Full Screen
Exit Full Screen
Exit Full Screen
Exit Full Screen
Exit Full Screen
Exit Full Screen
Exit Full Screen
Exit Full Screen
Exit Full Screen
Exit Full Screen
Exit Full Screen
Exit Full Screen
Exit Full Screen
Exit Full Screen
Exit Full Screen
Exit Full Screen
Exit Full Screen
Exit Full Screen
Exit Full Screen
Exit Full Screen
Exit Full Screen
Exit Full Screen
Exit Full Screen
Exit Full Screen
Exit Full Screen
Exit Full Screen
Exit Full Screen
Exit Full Screen
Exit Full Screen
Exit Full Screen
Exit Full Screen
Exit Full Screen
Exit Full Screen
Exit Full Screen
Exit Full Screen
Exit Full Screen
Exit Full Screen
Grade 5
Water Cycle & Earth's Systems
Natural Disasters & Engineering
3-5-ETS1-1, 3-5-ETS1-2, 3-5-ETS1-3
In this lesson, students examine the causes of flooding using the real-world example of Hurricane Katrina. In the activity, Save Beachtown, students propose plans to prevent flooding and save historic buildings in a coastal town–all while staying within budget!
Preview activity| Beachtown Budget worksheet | 30 copies |
| Beachtown Engineers printout | Print 8 copies |
| Beachtown Final Plan worksheet | 8 copies |
|
Colored Pencils
Each student needs one red and one blue. If you don’t have enough, you can substitute similar colors.
Crayons or Markers will also work.
|
Details
60 pencils
|
|
Scissors
|
30 pairs |
|
Glue Dots
|
180 dots |
We suggest students work in groups of four. Homeschool students can do the activity on their own, but we think it’s more fun with a few friends.
This simulation is very engaging and may take more than 20 minutes for students to complete. Consider dividing this lesson into two class periods. We’ve provided challenge questions in the Extensions for those who want to extend the activity.
Each student will need 6-7 glue dots. You may want to prep this prior to class to make distribution easier.
At the start of the activity, students will need the Beachtown Engineers printout, scissors, and colored pencils. They will later need the Beachtown Budget, Final Plan, and some sticky glue dots. You may want to separate these supplies into two piles for easier classroom distribution.
You may want students to post their work so that each group can see the similarities and differences in the engineering solutions. If you decide to do this, you’ll need wall space and supplies (tape or push pins) to display The Final Plan of each group.
Grade 5
Water Cycle & Earth's Systems
Natural Disasters & Engineering
3-5-ETS1-1, 3-5-ETS1-2, 3-5-ETS1-3
Thanks for your feedback! If you have a question or need help, please contact us. Please consider sharing your review:
Sorry the lesson didn’t go well. We read every single review in an effort to improve our Mysteries.
Thanks for letting us know. We’ll wait to ask you for feedback until after you've actually taught it.
Thanks for the feedback! We read every single review in an effort to improve our Mysteries.
Please follow these steps:
Locked
6:10
Why is the sky blue?
Locked
4:41
Why do we call them doughnuts?
Locked
5:16
Could a turtle live outside its shell?
Your membership is expired. The archive of past Mini Lessons is not included in your limited access.
View pricing