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LessonPlan:LeveesBy:DarbyFeldwinnInspiredBy:LivingwithStreams-EngineerandBuildYourOwnLeveeDr.BarbaraMunn,CSUSGeologyDepartment,Dr.KevanShafizadehandDr.MatthewSalveson,CSUSCivilEngineeringDepartmentTargetGrade:3rdGradeTeacherPrepTime:1hourset-up+45minutesofclean-up(Ifyouhavematerialspurchased,leveeboxesmade,andraincupsmade.)LessonTime:3.75hours(Werecommenddoingthislessonoverfourdays.)
• Part1:o 45min–ReadingandQuestions
• Part2:o 45min–MaterialExplorationo 45min–DesigningLevees
• Part3:o 1hour–BuildingLevees
• Part4:o 30min–LeveeTestingandEvaluationo 45min–DiscussionQuestions
LessonOverview:Inthislesson,studentswillreadandanswerquestionstolearnaboutleveesandtheiruses.Studentswillthenexplorehowfivematerialsinteractwithwater.Usingthesefindings,studentswilldesignandbuildaleveeingroups.Asaclass,theywilldevelopanevaluationtooltohelpthemassessthreeleveesbasedonbothcostandperformance.Theleveeswillbetestedbyallowingittorainontheleveeandhavingwaterraisetothe½maximumpredictedfloodheight,followedbythemaximumpredictedfloodheight.Studentswillalsodiscusshowbuildingaleveecanhaveanegativeeffectonsurroundingareas.LearningObjectives:
• Studentswillbeabletostatewhataleveeisandwhatitisusedfor.• Studentswillbeabletoconstructalevee.Studentswillgeneratecriteriatoevaluateleveedesignas
aclass,andusethecriteriatoevaluatethreeleveedesignsindividually.• Studentswillunderstandbothpositiveandnegativeenvironmentalimpactstobuildinglevees.
NGSS:3-ESS3-1Makeaclaimaboutthemeritofadesignsolutionthatreducestheimpactsofaweather-relatedhazard.*3-5-ETS1-2Generateandcomparemultiplesolutionstoaproblembasedonhowwelleachislikelytomeetthecriteriaandconstraintsoftheproblem.
• ScienceandEngineeringPracticeo #6ConstructingExplanations(forscience)andDesigningSolutions(forengineering)
(ActivityfocusesonDesigningSolutions)§ Constructingexplanationsanddesigningsolutionsin3-5buildsonK-2experiences
andprogressestotheuseofevidenceinconstructingexplanationsthatspecifyvariablesthatdescribeandpredictphenomenaandindesignmultiplesolutiontodesignproblems.
• Generateandcomparemultiplesolutionstoaproblembasedonhowwelltheymeetthecriteriaandconstraintsofthedesignsolution.
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• DisciplinaryCoreIdeao ESS3.BNaturalHazards
§ Avarietyofnaturalhazardsresultsfromnaturalprocesses.Humanscannoteliminatenaturalhazardsbutcantakestepstoreducetheirimpacts.
o ETS1.BDesigningSolutionstoEngineeringProblems§ Testingasolutioninvolvesinvestigatinghowwellitperformsunderarangeoflikely
conditions.• CrosscuttingConcept
o #6StructureandFunction§ Ingrades3-5,studentslearndifferentmaterialshavedifferentsubstructures,which
cansometimesbeobserve;andsubstructureshaveshapesandpartsthatservefunctions.
• EnvironmentalPrincipalandConcepto #3NaturalSystemsChangeinWaysthatPeopleBenefitFromandCanInfluence
§ Naturalsystemsproceedthroughcyclesthathumansdependupon,benefitfrom,andcanalter.
• ConceptA:Naturalsystemsproceedthroughcyclesandprocessesthatarerequiredfortheirfunctioning.
• ConceptC:Humanpracticescanalterthecyclesandprocessesthatoperatewithinnaturalsystems.
WhereThisLessonFitsin:Thislessonshouldbedoneafterstudentshavediscussednaturaldisasterssuchasfloods.MaterialsNeeded:(Itisrecommendedthatyouhavenomorethan6groupsinyourclass.Groupsshouldhaveatleast3studentseach.)
• Studentworksheets(1perstudent)• Leveesreading(1perstudent)• PowerPointofcoloredpicturesinLeveeReading• LeveeEvaluationTool(1copyfortheteacher)• Fakemoneyforstudents,startbygivingeachgroup2-$100,8-$20,and4-$10bills,buthave
extramoneyforthebank.(Ifyouhave6groupsyoushouldhave12-$100,50-$20,and25-$10bills.)
• Squirtbottles,knownasawatertruck(1pergroup)• Water• Spoons,knownasabackhoe(2pergroup)• (30oz.)Bowls,knownasadumptruck(1pergroup)• ~1”Rocks,canpurchasefromHomeDepot(a5cubicfeetbagwillbeplenty)• 3/8”Gravel,canpurchasefromHomeDepot(a5cubicfeetbagwillbeplenty)• Fireclay,canpurchasefromBedrockBuildingSuppliesinSantaBarbara(a10lb.bagwillbeplenty)• Sand,canbepurchasedfromHomeDepot(a50lb.bagwillbeplenty)• 5cmx5cmpiecesoftowels,IusedgreendishtowelsortowelsfromBed,Bath,andBeyond.(group
willneed~7pieceseach)• 100mLgraduatedcylinder(1pergroup)• 3oz.bathroomcups,labelthecupswithR(forrocks),G(forgravel),S(forsand),C(forclay)
(~120cups).For6groupsyouwillneedapproximately20cupswithR,20cupswithG,20cupswithS,and12cupswithC.
• Sharpie,usedforwriting“½”on3oz.cupswhenstudentspurchase½cups• ~3cupplasticcontainersformaterialstesting(1pergroup)
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• Leveeboxes,shoeboxsizedplasticcontainer(7inwide×10.5inlong×4.5inhigh).Onsideof
container,markthelandsideandthewaterside.Putmarksevery½inchupthesideofthecontainer.Atthe2-inchmark,write“½Flood”andatthe3-inchmark,write“MaxFlood.”(1pergroup)
• Raincup,18oz.Solocupwith9holesinthebottommadewithapushpin.Makesuretotestthecupstomakesurethattheholesarebigenoughforwatertocomeout.Iftheyarenot,twistthepinsintheholestomakethembigger.Thelast~20mLofwaterwillnotcomeout.Ifthecupismadeoutofplasticthatistoothin,itwillcrushwhenyoutrytopokeaholeinthebottom.(1pergroup)
• Watercontainers,studentswillneed~½Lofwaterforthematerialstests.Youwillneed~1Lfor
eachoftheleveetests.• Timer
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TeacherPrep:• Part1(ReadingandQuestions)
o Havethevideoshowingaleveefailingreadytoshowhttps://www.youtube.com/watch?v=6nFEdNmn5kI
o HavecoloredpicturesfromreadinginPowerPointtoshowstudentso Haveleveenotebooksandreadingsforstudents.
• Part2(MaterialExploration)o Breaktheclassinto6groups.o Havethefollowingreusablematerialsforeachgroup:3-cupplasticcontainer,spoon,100
mLgraduatedcylinder,andraincup.o Havethefollowingconsumablematerialsforeachgroup:gravel(3oz.),rocks(3oz.),sand(3
oz.),clay(3oz.),“grass”(3pieces),andwater(~500mL).• Part2(DesigningLevees)
o Thereisnoprepforthispart.• Part3(BuildingLevees)
o Cutupmoneyforstudents.(Itishelpfultoprintthedifferentdenominationsondifferentcoloredpaper.)
o Maketheleveeboxesandraincupasdescribedabove.o Ineachleveebox,put~1inchofa3:2mixtureofsandandgravelinthebottom.o Label3oz.cupswithR,G,SandC.o Prepappropriatelylabeled3oz.cupswithrocks,gravel,sand,andclay.o Cutup5cmx5cmgrasspieces.o HaveLeveeEvaluationToolreadytodevelopwithstudents.o Havethefollowingmaterialtogivetoeachgroup:2spoons,1bowl,and1squirtbottle.
• Part4(LeveeTesting)o Pour100mLportionsofwater(1foreachgroup).o Havethefollowingtousefortesting:raincup,watercontainer,andtimers.
• Part4(DiscussionQuestion)o Havethevideoaboutthenegativeimpactsofleveesreadytoshow
https://projects.propublica.org/graphics/levees
LessonSequence: Part1:
45minutes
ReadingandQuestions1. Showstudentsthevideohttps://www.youtube.com/watch?v=6nFEdNmn5kIthat
showsaleveefailing.Whilestudentsarewatchingthevideo,havethemshareoutwhattheysee,think,andwonder.
o Itismostusefultoplaythefirst2minutesofthevideo.Youcanplayifforthemtwicebecausemostlikelythefirsttimethewillnotseethestartofthebreach.
2. Asaclass,read“Levees”togethero Whilereading,displaythecoloredpicturesforthestudents.o ThetwonearestleveestoSantaBarbaraaretheSantaMariaRiver
LeveeandtheVenturaRiverLevee.Thepictureonpage2ofthereadingistheVenturaRiverLevee.
3. Gooverquestions1-9asaclassandhavestudentsfillintheanswersintheirnotebooksasyoufillintheanswersinanexamplenotebookunderthedocumentcamera.
o Makesurethatstudentsknowthefollowingvocabularyterms:levee,breaching,andovertopping.
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Part2(a):45
minutes
MaterialExploration1. Separatethestudentsintogroups.Itissuggestedtohavenomorethan6
groupsinaclassroom.2. Explaintheproblemtostudents,“ThecityofLowlandiahascontactedseveral
engineeringfirmsandrequestedthateachfirmputtogetherabidandascalemodelofaleveethattheywouldconstructforthetown.Thefirmwiththe‘best’leveedesignwillbehiredtobuildthetown’snewlevee.”
3. Explainthatbeforebuildingalevee,studentswillneedtoexplorethematerialsthattheycanusetobuildtheirlevee.Showthemthesematerialsandtellthemthepurchaseprices:rocks($20),gravel($20),sand($20),clay($100),andgrass(apieceoftowel)($10per5cmx5cmpiece).
4. Tellthemthatwewilltestthematerialsinthefollowingways:o Pour50mLofwaterbehindtheleveeandletitsitfor30stoseehow
welltheleveeholdsuptoflooding.o Usetheraincup(seepictureabove)toallowwaterto“rain”ontheir
leveefor10s.5. Tellstudentsthattheywillrateeachmaterial(onascaleof1-5)onhowmuch
theyagreewiththestatement:thematerialheldbackfloodwater.Askstudentswhattheythinkthismeans.Makesurestudentsunderstandthatifwaterispouredbehindtheleveeandnowatergetsthrough,thematerialdidholdbackfloodwater.Thismeanstheyshouldratethestatementa5becausetheyshouldagreewithit.Ifthewatergetsthroughfreely,theyshouldratethestatementa1becausetheyshoulddisagreewithit.
6. Theywillalsorate(onascaleof1-5)onhowmuchtheyagreewiththestatement:thematerialerodedwithrain.Askstudentswhattheythinkthismeans.Makesurestudentsunderstandthatifitrainsontheleveeandthematerialmoves,thematerialerodedwithrain.Thatmeanstheyshouldratethestatementa5becausetheyshouldagreewithit.Ifitrainsontheleveeandthematerialdoesnotmove,theyshouldratethestatementa1becausetheyshoulddisagreewithit.
7. Tellstudentsthattheywillnotbeabletotouchthematerialswiththeirhandsatanypointduringthetestingandconstructionphases.
8. Assigneachstudentinthegroupanumber.9. Tellstudentseachofthemisgoingtohaveaspecificjobduringthematerial
testing.Theywillgettorotateintoalljobsduringthematerialstestingphasesonottoworryiftheylikesomeoneelse’sjobmorethantheirs.Explainthejobs.
o LeveeBuilder:Usethebackhoe(spoon)tomoldthematerialintoaleveeinthemiddleofthetestcontainer.
§ Whenintroducingthisjobtitleshowstudentsthebackhoe/spoonthattheycanusetomovethematerial.
o FloodMaker:Fillthegraduatedcylinderwith50mLofwaterandpouritbehindtheleveewhenthesitesupervisor(theteacher)givestheok.
o RainMaker:Pourwaterintotheraincup(1/4full)andletitrainontheleveewhenthesitesupervisor(theteacher)givestheok.
o Observer/Reporter:Observewhatithappeningandbereadytoreporttoyourgroupandtotheclasswhatyousaw.(Ifthereareonlythreepeopleinthegroup,havetheLeveeBuilderalsobetheObserver/Reporter.)
o MaterialHauler:Getthematerialsfromthequarry(frontoftheroom)anddrivethemtotheworksite(yourdesk).(Ifthereareonlythreeor
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fourpeopleinthegrouphavetheRainMakeralsobeMaterialsHauler.)
10. Assigneachnumberarole.o Itiseasiertokeeptrackoftherolesifyouwritethemontheboardand
putthenumberofthepersonthatisresponsibleforeachrolenexttothejobtitleforthattrial.
11. Passouta3-cupplasticcontainer,spoon,and100mLgraduatedcylindertoeachgroup.
12. HavetheMaterialHaulergetthefirstmaterial,rocks.Havestudentsdrawapictureofwhattherockslooklikeinquestion10.
13. HavetheLeveeBuilderbuildthelevee.Performthefloodandraintestsandanswerthequestionsin#10.
14. Havestudentsshareoutwhattheylearnedabouttherocksandrecorditontheboard.
ESR:Rocks Didnotpreventflooding
Doesnotmovewhenwaterispouredontop.15. Repeattheprocessforthegravel,sand,clay,andgrass,answeringquestions,
11-14.Forthegrass,givestudents2squares.Makesuretorotatethestudentsbetweenjobsforeachtrial.Examplesofwhatmightberecordedontheclasschartattheendofthematerialstestingareshownbelow. ESR:Gravel Heldbackalittlemorewaterthanrockbutdoesnotdoagood jobwithfloods. Staysinthesameplacewhenwaterispouredontop. ESR:Sand Keptwaterbacklongerthanrockorgravel. Thewatermadepitswhenpouredontop. ESR:Clay Heldbackallofthewater. Thewatermadepitswhenpouredontop. ESR:Grass Doesnotwithstandfloodsbutsoaksupwater. Didnotmovewhenwaterwaspouredonit.
Part2(b):45
minutes
DesigningLevees1. Tellstudentsthattheywillnowdesignaleveeintheirgroups.Oncetheir
leveesarebuilt,theywillbetestedinthefollowingways:o Test1:100mLofrainwillfallonthelevee.o Test2:Thefloodwaterwillrisetohalfthemaximumpredictedflood
heightandwillsitfor30seconds.o Test3:Thefloodwaterswillrisetothemaximumpredictedflood
heightandwillsitfor30seconds.2. Remindstudentsthattheyareactinglikeengineersandengineerscareabout
twothings:performanceandcost.Tellstudentsthattheirleveewillbeevaluatedonbothofthesethings.Theywillbegiven$400dollarstobuildtheirleveeanditwilltake~10cupsofmaterialstoconstruct.Remindstudentsofthematerialsthattheycanuseandtheircosts:rock($20),gravel($20),sand($20),clay($100),andgrass($10).Theywillalsohaveaccesstothefollowingtools:awatertruck(squirtbottle),twobackhoes(spoons),andadumptruck(bowl).
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3. Gooverthevocabularywithstudentsinthepictureatthebottomofpage4(shownbelow).
4. In their groups, have students go through and answer questions 15-20, which help students determine what materials they will use and where they will put them in their levee.
5. Usethepictureontopofpage7(question21)toshowstudentsthesymbolsthattheyaregoingtouseforeachmaterialandhowtodrawthemintotheappropriatearea.Showthemthatiftheyplantomixmaterials,howtheywilldrawthemintheirpicture.Itissuggestedyoudrawmaterialsinlocationsthatare“notgood”inyourexamplesothatstudentsdonotcopyyours.Forexample,drawgrassinthelowerinsideorsandonthelowersurfacesincethesearelocationsinwhicheachmaterialwouldnotbeuseful.Anexampleofwhatyoumightdrawforstudentsisshownbelow.Remindstudentsthatwithintheirgrouptheyshouldallhavethesamepicturebecausetheyarebuildingthesamelevee.Therefore,theywillneedtotalktoeachotherbeforetheydrawtheirpicture.Tellthemtheywillalsoneedtodecideiftheycanaffordtheirlevee.Remindthemthattheywillonlyget$400total,andclayalonecosts$100percup.Askthemiftheycouldfilltheentirelowerinsidewithclay.ExpectedStudentResponse:Nobecausethelowerinsideneeds~4cupsandthatwouldusealloftheirmoney.Havestudentsfilloutquestions21and22.Tellthemthatifneededtheycangobackandrevisequestions15-21.
Part3:45
minutes
BuildingLevees1. Tellstudentsthatleveeswillbeevaluatedonhowwelltheyperformand
ontheircost.Asaclass,usetheLeveeEvaluationTooltodeveloparubricforevaluatingtheleveeswhentheyaretested.Onepossibleexampleisshownbelow.Whendevelopingthetoolwithyourclass,usestudentsuggestionswhichmaydifferfromtheexamplebelow.
Upper Inside
Lower Inside
Upper Surface
Lower Surface
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2. Showstudentsthetoolsthattheywillhave.Theywillhavetwobackhoes
(spoons),onedumptruck(bowl),andonewatertrack(squirtbottle).3. Tell students the union rules for building their levee and inform them that the
union rep (you) will fine them $10 each time they break a rule.o Workers(they)cannottouchthesoilwiththeirhands.o Workerscanonlyuseonetoolatatime.(Forexample,theycannotbe
touchingboththebackhoeandthedumptruck.Onestudentmustholdthedumptruckandtheothermustoperatethebackhoe.)
4. Tellstudentthatwhentheywanttopurchasematerials,theycansendonegroupmemberwiththeappropriateamountofmoneytothestore.Theyshouldsavethecupsthatthematerialscomeinsothattheycanrecordhowmanycupsofeachmaterialtheyusedaftertheyfinishbuildingtheirlevee.Theywillbeallowedtoreturnmaterialstothestoreforcreditaslongasthematerialsareunusedandunmixedwithothermaterials.
5. Havestudentsconstructtheirlevee.Makesurethatstudentskeepthematerialscupssothattheyknowwhattheirleveewasbuiltfrom.Ifstudentswanta½cupofmaterial,dumpout½ofthematerialsanduseaSharpietomarkthecupwith“½.”
6. Oncegroupsarefinishedbuildingtheirlevee,havethemfillouttheLeveeStatisticsbycountingthenumberofcupsofeachmaterialtheyhaveandrecordingitonthetable.Inaddition,havethemdeterminethecostoftheirleveebysubtractingtheamountofmoneythattheyhaveleftfrom$400.
Part4(a):30
minutes
LeveeTesting1. Studentswillbeevaluatingtheirleveeandtwootherfirms’(groups)levees.2. Giveeachgroupanumber.Tellstudentsthatiftheirfirmisanoddnumber
theywillbeevaluatingfirmswithoddnumbers(1,3,5)andiftheirfirmsisanevennumbertheywillbeevaluatingfirmswithevennumbers(2,4,6).Remindstudentsthatifaleveeisinafirmthattheyarenotevaluatingtheycanjustwatchthetestinganddonotneedtowriteanythingdown.
3. Puttheleveeevaluationcriteriaupinfrontoftheclassforallstudentstosee.
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4. Bringthefirm1’sleveeuptothefrontoftheclassandputitunderthedocumentcamera.
5. Havestudentsthatwillbeevaluatingthatleveeraisetheirhands.6. Havethegroupwhobuilttheleveetelltheclasshowmuchtheleveecostand
whatmaterialstheybuiltitoutof.7. Havestudentsthatareevaluatingtheleveewritedownthecostaswellasthe
scorebasedoffoftheLeveeEvaluationToolonthechartonpage8.8. PerformTest1.Underthedocumentcamera,pour100mLofwaterintoarain
cupandhaveitrainontothecrownandsideofthelevee.a. Note:Only~75mLwillcomeoutasrain.Tellstudentsthatthelast
~25mLisaheavyrainandpouritonthecrownofthelevee.9. Havestudentsthatareevaluatingtheleveemarkiftheleveepassedtherain
testandrecordanyobservationsintheirnotebooks.10. PerformTest2.Underthedocumentcamera,addwatertothe½predicted
floodheight(oneinchabovethegroundlevel.)Then,usethetimertowaitfor30s.
11. Havestudentsthatareevaluatingtheleveemarkiftheleveepassedthe½floodtestandrecordanyobservationsintheirnotebooks.
12. PerformTest3.Underthedocumentcamera,addwatertothemaximumpredictedfloodheight(twoinchesabovethegroundlevel).Then,usethetimertowaitfor30s.
13. Havestudentsthatareevaluatingtheleveemarkiftheleveepassedthemaxfloodtestandrecordanyobservationsintheirnotebooks.ThenusetheLeveeEvaluationTooltoscoretheperformanceofthelevee.
14. Repeattheprocesswiththenextgroup(firm2)andcontinueinorderuntilallleveeshavebeentested.
a. Thiswillresultinstudentsrecordeddatafromeveryotherlevee.15. Asagroup,discusswhatgeneralpatternstheysawbetweentheleveeswhen
theyweretested.Part4(b):45
minutes
DiscussionQuestions1. Havegroupstalkabouthowtheirleveehelduptorainandnormalerosion
(test1)andthenhavethemshareoutandfilloutquestion23.2. Havegroupstalkabouthowtheirleveehelduptoflooding(test2and3)and
thenhavethemshareoutandfilloutquestion24.3. Discussiftheythinkthatleveecostandleveeperformanceareequally
importantandiftheythinkallpeoplewillagreewiththem.Thenhavethemfilloutquestions25-26.
4. Havestudentsindividuallyfilloutquestion27andthenshareoutwhichleveetheythinkshouldgetthecontractandwhy.
5. Asaclass,gooverquestions28-37,whichhavestudentslookatstructuraldifferencesbetweentwolevees,identifythepurposeofthestructure,anddeterminethebetterdesign.Havestudentsshareouttheirthoughts,andonceaclassconsensushasbeenreached,writetheanswerinanexamplestudentnotebookunderadocumentcamera.Havestudentscopyitintotheirworksheet.
6. Showstudentsthevideohttps://projects.propublica.org/graphics/leveesthatdiscussesthenegativeimpactsoflevees,thenhavethemfilloutquestion38.
7. Asaclassdiscusswhattheysawandiftheythinkleveesarepositiveornegativeandwhy.
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ExampleStudentWork
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