Aerial image of the Morganza Spillway and surrounding flooded farms.
Louisiana Governor's Office of Homeland Security and Emergency Preparedness, CC BY 2.0
Pathway Summary
Anchoring phenomenon
This pathway on the Morganza Spillway begins with students examining headlines about its opening to relieve flooding in parts of Louisiana. They watch a video of the Spillway being opened and analyze a map showing the regions that will be flooded. Students learn that farmland is intentionally flooded to protect urban areas. They reflect on their own experiences with flooding and interview a family member about their personal experiences. Using these insights, students consider how opening the Morganza Spillway affects local communities. Students then develop an initial model to explain: 1) why the Morganza Spillway needs to be opened; and 2) how its opening impacts communities in Louisiana. They identify which parts of their model are well-supported and which parts raise new questions. These questions are added to a Driving Question Board, which guides the rest of the unit.
Investigate lessons
In the following lessons, students investigate long-term changes in local weather data. They observe a trend of warmer temperatures and increased precipitation. They learn that warmer air holds more water vapor, leading to heavier rainfall when it does occur. However, they are puzzled by the lack of rain in their community during the 2011 flood event, prompting them to examine weather patterns across the entire watershed. They discover that the watershed received excessive rainfall, which compounded the effects of an unusually early snowmelt caused by spring warming. By analyzing historical data, students notice that heavier spring streamflow is becoming more common. They enter the core of the unit understanding that warming temperatures and heavier precipitation events, especially when combined with rapid snowmelt, increase the risk of severe flooding. This leads them to two key questions: why is it getting warmer? Is it getting warmer in other places, too?
Culminating task
The culminating task aims to help students develop a plan for their family to follow in case a flood occurs. Students share their plan with classmates to refine based on peer feedback. Then, students share their plan with family members and ask for feedback so they can improve their plan. Finally, students reflect on what they have learned about local flooding and climate change, as well as what they can do as solutions for climate change.
Phenomenon
The Morganza Spillway has to flood farms to spare the city.
Community
Baton Rouge is a city located southeast of the Morganza Spillway alongside the Mississippi River. It is the capital of Louisiana and houses Louisiana State University. Over time, temperatures, and rainfall have increased due to climate change. This has resulted in increased flooding due to extreme rainfall, often associated with tropical storm and hurricane activity. These floods affect Baton Rouge and surrounding farming communities.
Materials Available
Anchoring phenomenon lesson
2 Investigate lessons
1 Culminating task
Key Features
Near water
Near coast
Urban
Surrounding farming community
Family connection
Community data collection
Justice-centered
Educator Insight
Teacher: Neotha Williams
Why I chose this phenomenon
I chose the Opening of the Morganza Spillway because it’s something my students can truly relate to. Many of them live near the Mississippi River and have seen or heard about the impacts of flooding firsthand. Living in a rural area where weather patterns are changing and water management is a real concern, this phenomenon helps them make sense of what is happening around them. It also creates a safe space for students to have conversations about protecting our communities and the tough decisions that come with managing natural resources.
How my students responded
Students connected with this storyline because of its cultural relevance to Louisiana and its environmental impact, especially in communities affected by flooding. Students were more engaged when they interviewed family members who had experienced flood events in their own lives, making the learning personal and meaningful. These along with connections to STEM topics like flood control and water management, helped them see how scientific concepts apply directly to their own lives and communities.
