Aerial view of flooding in Tennessee in May 2010.
David Fine/FEMA
Pathway Summary
Anchoring phenomenon lesson
The anchoring phenomenon lesson for this pathway begins with a question about why some areas of the country experience drought while others face floods. Students examine headlines to notice that Tennessee recently experienced drought followed by unusual flooding events. They puzzle over this interesting phenomenon that Tennessee is experiencing more flood events, even after drought conditions. Students develop initial models to explain what might cause droughts and floods, particularly concerning climate change. They pose questions they need to answer to be more certain about their models, which motivates the investigations for the unit.
Investigate lesson
In the next lesson, students investigate changes in temperature and precipitation data in their communities over time (climate). They observe a trend of warmer temperatures and an increase in precipitation events. Students figure out that warmer air holds more water vapor, leading to heavier rainfall when it does rain.
Culminating task
Following the base unit, students return to their local flooding problem and conduct scientific research projects focused on climate change mitigation solutions and flood adaptation solutions. They present their findings at a scientific symposium.
Phenomenon
Flood risk is increasing in our city.
Community
Chattanooga, TN is an urban city in a valley sitting between the Appalachian Mountains and Cumberland Plateau. The Tennessee River runs through downtown. Due to its location, the city is vulnerable to flooding; however, in recent years has experienced more flooding than is historically normal.
Materials Available
Anchoring phenomenon lesson
1 Investigate lesson
1 Culminating task
Key Features
Urban
Suburban
Surrounding rural communities
Near water
Mountainous
Educator Insight
Teacher: Tiffany Cash
Why I chose this phenomenon
In Tennessee, we have had an increased number of flooding occurrences that have affected members of our community. Even on our school campus, when it rained, our back parking lot would be completely covered in water. During our investigations, we found out that the parking lot had been constructed on top of a large creek, and the creek was extremely polluted with trash and debris.
How my students responded
During the student-led investigations, many groups became much more informed about local, national, and international initiatives to repair ecological damage. Our culminating task being a research symposium, allowed students to experience how professional conferences are run, and I received feedback from one student, stating, "I would like to thank you for helping expand my scientific horizons last year. The symposium we were able to do was fun, and it really opened my eyes to the STEM field. I thought I wouldn't be able to make it to MIT, with me lacking STEM-related activities, but you gave me an opportunity through the symposium."
