Science · 6th Grade

Active learning ideas

Engineering for Flood and Landslide Mitigation

Students learn engineering design best when they build, test, and revise physical models rather than read or watch alone. This topic combines hydrology with hands-on problem solving, so active learning lets students see trade-offs in real time and connect science concepts to real-world decisions.

• Common Core State Standards
• MS-ESS3-2
• MS-ETS1-2

• 20–55 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Problem-Based Learning
• 55 min · Small Groups

Design Lab: Model Flood Control System

Student teams receive a tray with soil formed into a landscape with a marked 'town' at the base of a slope. They design and build a flood mitigation system using available materials (gravel, sponge strips, clay, cardboard) and test it by pouring a measured amount of water at the top of the slope. Teams measure how much water reached the town, analyze their failure points, and complete at least one redesign cycle before presenting their final system.

Design technologies that can help us predict and prepare for floods.

Facilitation Tip

During the Design Lab, circulate with a timer so every group has at least one test run before redesigning, ensuring equity in iteration time.

What to look for

Provide students with a diagram of a neighborhood prone to flooding. Ask them to identify at least two potential areas for flood mitigation and sketch a simple engineered solution for each, labeling key components.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

Activity 02

• Problem-Based Learning
• 40 min · Small Groups

Collaborative Analysis: FEMA Flood Zone Maps

Students examine real FEMA National Flood Hazard Layer maps for a US city available on the FEMA Map Service Center and categorize key areas by flood risk zone. Groups identify which critical infrastructure , schools, hospitals, bridges , sits in high-risk zones and propose one evidence-supported engineered mitigation measure per site, explaining why they chose that approach over alternatives.

Evaluate the effectiveness of different flood control measures.

Facilitation Tip

For the FEMA Flood Zone Maps activity, ask pairs to annotate one map feature that surprised them and one they now understand differently.

What to look for

Pose the question: 'If you had to choose between building a large levee or implementing widespread permeable pavement for a town, what factors would you consider to make your decision?' Facilitate a class discussion where students justify their choices based on cost, environmental impact, and effectiveness.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

Activity 03

• Think-Pair-Share
• 20 min · Pairs

Think-Pair-Share: Bioswale or Levee?

Present students with two mitigation options for a neighborhood prone to flash flooding: a network of bioswales (moderate initial cost, ongoing maintenance, ecological co-benefits) versus a concrete levee (high initial cost, periodic maintenance, no ecological benefit). Pairs evaluate trade-offs using a provided cost and effectiveness table, then share their reasoning. The discussion surfaces how both cost structures and community values shape engineering choices.

Justify the selection of specific materials for a landslide prevention structure.

Facilitation Tip

In the Think-Pair-Share, require students to sketch a quick cross-section before discussing so quieter learners have a tangible starting point.

What to look for

Students build simple models of landslide prevention structures using materials like clay, sand, and small rocks. After testing their models with water, they swap with a partner and use a checklist to evaluate: Did the structure hold? What material seemed most effective? What could be improved?

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Start with the FEMA maps to ground students in real risks before they touch materials. Avoid lecturing on solutions up front; let test failures reveal why distributed systems often outperform solid barriers. Research shows students grasp risk trade-offs more deeply when they experience the limits of their own designs rather than hear abstract warnings.

By the end of these activities, students will justify which engineered system fits a specific landscape and budget, explain why no single solution fits all sites, and identify limitations and risks of their chosen approach.

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Watch Out for These Misconceptions

• During Design Lab: Model Flood Control System, watch for students who assume a taller levee is always better.

  During the same activity, pause the build phase and ask each group to test a 5 cm and a 10 cm levee on the same slope, then measure overflow volume to show when extra height provides diminishing returns and increases failure risk.

• During Think-Pair-Share: Bioswale or Levee?, watch for students who believe effective mitigation means stopping all water.

  During the discussion, hand out two trays: one with a solid barrier and one with a bioswale model. Pour equal amounts of water and let students observe how the bioswale slows and filters while the solid barrier concentrates force and overflows quickly.

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Methods used in this brief

• Problem-Based Learning
• Think-Pair-Share