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FloodAwareTEACHERSTEACHERS

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INTRODUCTION

Flooding can be damaging for whole communities; destroying homes, business, families and livelihoods. Engaging children on the subject of flooding at an early age helps to get messages into the home, whilst future-proofing communities by providing knowledge and mechanisms they can use to protect their homes, livelihoods and communities.

Northamptonshire County Council (NCC), in partnership with Defra, is supporting local communities to improve their flood resilience, through:• an online toolkit (http://www.floodtoolkit.co.uk/), providing ‘how to’ information on the actions residents,

business and communities can take to prepare and protect against flooding• the Flood Aware Schools Education Pack.

The Flood Aware Schools Pack

The Flood Aware Schools Pack has been developed for use by teachers in primary schools with year 5 pupils (Key Stage 2). The purpose of this resource is to inform, educate and empower children and build their understanding and awareness of flooding and the impact flooding has on communities.

The Flood Aware resource is presented through four key themes:

• What makes the rain fall? - the water cycle, weather and rainfall measurement, etc.• Finding out about the weather - how do we find out about what’s happening to weather around the world? –

Receiving information from various sources and in various ways including rainfall data, weather charts, news reports, alerts, etc.

• Being prepared - precautions that any household (or school) can take to reduce the risk and impacts of natural disasters e.g. action plan, checklists, etc.

• Dealing with emergencies - including teamwork, decision-making and proportionate response – and presenting key points to the rest of the school, both providing an audience for the pupils’ work and informing others of key points about being prepared.

The themes follow a narrative through the resource that can be used both in support of the classroom activities and the whole school awareness–raising and includes:

• Schemes of Work - curriculum-linked teacher’s notes for each of the four key themes covered in the resource. Includes topic outline, learning objectives, suggested sequence of learning activities and extensions.

• Pupil Resource Sheets -pupil-facing activities and tasks relating to the Flood Aware key themes• Glossary - key words used in the resource with age-appropriate definitions. The glossary is intended specifically

for use with the Flood Aware topics and word meanings relate to work on flooding. In other science topics there may be other definitions that are more appropriate.

• PowerPoint Presentations - For teachers: visually engaging slides with key points and questions to get pupils thinking and provide stimulus for discussion and pupil activities. For pupils: slide templates for pupils to use to develop an assembly presentation.

• Interactive ‘Flood Scenario’ - a powerful and engaging interactive to that uses audio and film to provide pupils with a ‘real time’ experience of a flood or possible flood risk scenario. Pupils are tasked with deciding what planning, preparation and/or actions required to deal with each scenario.

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• Parent Guide - guidance for parents/carers on how to use the Flood Aware resource at home to support and reinforce their child’s learning. Includes activity suggestions and tips on things to do at home to prepare, plan and act in the event of flooding.

• Feedback Form - to capture feedback from teachers and pupils who have used the resources to help us record the value and impact of the Flood Aware resource.

Existing resources have been utilised where appropriate and reflect best practice advice and guidance related to flood preparation and planning from sources such as the Environment Agency.

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NATIONAL CURRICULUM REFERENCES

English:

• acquire a wide vocabulary• write clearly, accurately and coherently, adapting their language and style in and for a range of contexts,

purposes and audiences • use discussion in order to learn; pupils should be able to elaborate and explain clearly their understanding and

ideas • are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and

participating in debate.

Geography:

• understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time.

Science:

The principal focus of science teaching in upper key stage 2 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. They should do this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically. At upper key stage 2, they should encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates. They should select the most appropriate ways to answer science questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying out comparative and fair tests and finding things out using a wide range of secondary sources of information. Pupils should draw conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings:

• give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic

• demonstrate that dissolving, mixing and changes of state are reversible changes• identify the part played by evaporation and condensation in the water cycle and associate the rate of

evaporation with temperature• recognise that soils are made from rocks and organic matter.

Personal, Social, Health and Economic Education:

All schools should make provision for personal, social, health and economic education (PSHE), drawing on good practice. Schools are also free to include other subjects or topics of their choice in planning and designing their own programme of education.

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USEFUL LINKS

Northamptonshire County Council

• Flood Toolkit: http://www.floodtoolkit.co.uk/• Don’t be a numpty (animated videos):

• Keep out of floodwater - http://www.youtube.com/watch?v=_CIqf8elpeo• Have a grab bag ready - http://www.youtube.com/watch?v=2wM0a3e17nE• Flood proofing - https://www.youtube.com/watch?v=blTOzfGxvy8&feature=youtu.be

Environment Agency:

• General information: https://www.gov.uk/government/organisations/environment-agency• Interactive maps ‘What’s in your back yard’:

http://maps.environment-agency.gov.uk/wiyby/wiybyController?ep=maptopics&lang=_e• ‘Living on the Edge’ booklet:• https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/297423/LIT_7114_c70612.pdf

GOV.UK:

• Community resilience resources and tools (community emergency planning): https://www.gov.uk/government/publications/community-resilience-resources-and-tools

• Preparing for emergencies, guide for communities: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/60923/PFE-Guide-for-Communities_0.pdf

• Neighbourhood planning advice from the government: https://www.gov.uk/government/policies/giving-communities-more-power-in-planning-local-development/supporting-pages/neighbourhood-planning

• National Flood Emergency Framework: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/254292/pb14033-national-flood-emrgency-framework.pdf

Red Cross:

• How to prepare for emergencies: http://www.redcross.org.uk/What-we-do/Preparing-for-disasters/How-to-prepare-for-emergencies

My Community Rights

Neighbourhood Planning: http://mycommunityrights.org.uk/neighbourhood-planning/

Anglian Water:

Community Education: http://www.anglianwater.co.uk/community/education/

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THEME 1: WHAT MAKES THE RAIN FALL?

Objectives:

Explain to pupils that we are learning to:

• understand how water can change from a liquid to a vapour – and back again• explain what the water cycle is• design a way of catching rainfall so we can measure it.

The purpose of the first section is to develop understanding of the physical changes that water goes through and how these changes, on a large scale, represent some of the features of weather.

Introduction:

Earlier in the day, draw pupils’ attention to a damp cloth or a flannel spread out in a suitable place. Come back to it later in the day and ask leading questions such as:

• How does it feel now?• What has happened to it?• Where has the water gone?

Take feedback from pupils and draw out key points including that the material feels drier because the water has gone into the air. Explain that we say that the water has evaporated; it has turned into a vapour. The air can carry vapour – even though it’s invisible, it’s still there.

Then ask pupils to think about being in the bath or shower and to consider how the window or mirror might look afterwards. Ask questions such as:

• What has formed on the window or mirror?• Where has it come from?• Why does it form there?

Explain that we call this condensation. The mirror and the window feel cold and this helps the condensation. The vapour has come out of the air (and there’s lots of it there, thanks to the bath or shower) and turned back into water.

[NOTE: Pupils might want to use the word ‘steam’ and say that the water has boiled. Although the difference between steam and water vapour really goes beyond KS2, it is reasonable to say that evaporation is not the same as boiling. It is a good opportunity to highlight how common use of terms such as ‘steam’ may not coincide with the scientific use and can lead to misconceptions. Water has to reach 100oC to boil and as soon as it drops below that it will condense. The cloth or flannel will dry out quicker if it is warmer but needs to get to nowhere near that temperature. Similarly we talk about a bathroom being ‘steamed up’ if it has a humid atmosphere and condensation on the window, mirror and even walls. This isn’t steam – nothing in the room has been close to 100oC and the effects are all down to evaporation and condensation.]

Say that we can show this with an experiment; get a glass and put icy water in it. See if condensation forms on the outside; this is water from the air. (This works well if the room is reasonably warm and without fresh air circulating. An alternative to demonstrating is to show a picture.)

You could extend this investigation by seeing if the experiment works well in different parts of the room. Ask pupils if they think that a draught helps. Do be careful where you leave anything made of glass though.

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Development:

Explain that clouds are formed by condensation – tiny droplets of water have formed and these hang in the air. You can demonstrate condensation by boiling a kettle. Steam escapes from the spout (it is transparent) but as soon as it reaches the cooler air in the room it condenses and forms vapour. Emphasise though that (as we saw with the flannel) water doesn’t need to boil to evaporate.

Then say that if something happens to make those droplets join up, they will fall as rain. We refer to this as precipitation.

Explain that we can put these ideas together and show it as the water cycle. Show the diagram of the water cycle and ask pupils questions to engage them in understanding. This material is also provided as Resource Sheet 1 ‘The Water Cycle’ and as a graphic on the PowerPoint presentation (slide 2). Note the inclusion of two different graphics here; this is quite intentional. The more straightforward graphic (below left) is suitable to first introduce the concept of the water cycle and explain how the various physical processes can be combined to form the cycle. However, for many pupils it is then appropriate to move them on to the second one (shown below right). Apart from being more detailed and conveying, for example, how the flow of water is likely to affect humans and their settlements, it also challenges pupils to apply the same concepts to a different context. For example, the cycle in the first one is shown clockwise and in the second one anticlockwise. This encourages pupils to grasp the general idea of a cycle whilst seeing how the details vary.

Ask questions such as:• What makes the water evaporate? Various factors help evaporation, including the air being drier, the air being

warmer and the air moving.• When water vapour condenses, what does it form? If it condenses in the air it forms clouds.• Why do you think we call this a ‘cycle’? Because the sequence is repeated.• What do you think happens to the river when it rains a lot? The level will rise and it will flow faster.• What do you think happens to the lake in hot weather? The water will evaporate quicker.• Which areas do you think might cause a flood? Areas where a lot of water drains into the river.

Anglian Water

[Source: Anglian Water] (PowerPoint Slide) [Source: Anglian Water] (PowerPoint Slide)

Water Company Water Cycle

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Investigation:

Say that it might be that last month the rainfall was, say, 16mm. Ask pupils for ideas about how we could measure the rainfall. Take responses and consider them.

Then ask pupils to look at this piece of equipment. This is shown in the PowerPoint presentation (slide 3). Draw attention to it being set up outside and ask questions such as:

• What do you think it does? Gathers rainwater so it can be measured.• How does it work? Gathers water in a container with a scale.• If this was your invention, what would you name it and why? e.g. rain gauge• Why is it useful to measure rainfall? To know how much has fallen, to

compare amounts in different periods of time and to spot patterns such as ‘does more rain fall in the autumn than in the summer? It is also useful to measure rainfall because if you know how much rainfall it takes to cause a flood, you can be more prepared to take action if the rainfall levels are getting close’.

Then say that pupils could design their own rain gauge and ask what equipment they might need. Then ask them to look at these items. This material is also provided as Resource Sheet 2 ‘Measuring Rainfall’ and as a graphic in the PowerPoint presentation (slide 4).

Ask them to draw a diagram to show the design of a rain gauge and label it to show the equipment they’ve used. Now ask pupils to consider what kind of location would be suitable.

plastic bottle tape scissors pebbles/stones

funnel ruler bucket marker pen.

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Extension Material - 1:

This activity could then be used as the basis for pupils to construct and test their rain gauges. As well as giving an opportunity for using materials in the design and construction of an artefact (Design Technology), it also provides a means for pupils to gather data and comment on its value.

They could explore ideas such as:

• How do they make sure the calibration is correct? If the funnel is wider than the bottle then simply measuring the depth of water won’t give the true value.

• How do they know that evaporation hasn’t affected the answer and caused the loss of water gathered?

• Would gathering results from a number of rain gauges and averaging them produce a better result?

• How might the data gathered in the school vary from that gained from a local weather station?

• Alternatively if the school has a rain gauge already set up, then use can be made of this. A range of commercially produced rain gauges are available and can provide an effective way of gathering useful data.

A typical gauge may look rather like the one shown opposite. You can find further information about rain gauges on the Northamptonshire County Council Flood Toolkit: http://www.floodtoolkit.co.uk/

Extension Material – 2

The gathering of data (either from primary sources such as pupils’ rain gauges or from secondary sources such as weather station data) can be used as a data handling and display activity.

Explain that this chart shows rainfall over a year. Ask pupils to suggest what a chart showing the rainfall every day for a week might look like.

Take ideas and draw out that it might look rather like this.

Then provide pupils with some data (or use their own from the rain gauge readings) and ask them to complete the chart.

Monday Tuesday Wednesday Thursday Friday Saturday Sunday0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

4.0

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec0

20

40

60

80

100

120

140

160

Monthly Rainfall

Daily Rainfall

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Sample data:

Day Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Rainfall/mm 0.0 1.0 0.0 1.5 2.5 3.0 1.0

This material is also provided as Resource Sheet 3 ‘Showing Rainfall Measurements’.

Having plotted data, pupils can then ask questions such as:

• When was the wettest part of the week? Friday and Saturday – the later part of the week.• Which days were driest? Monday and Wednesday.• Does this tell you when it was cloudy? Partly – if it’s raining there must have been clouds, but there could have

been clouds on the dry days too.• What was the trend in rainfall over the week? Drier earlier in the week and wetter later with most rain on Friday and

Saturday.• What was the total amount of rainfall? 9.0 mm.

Plenary:

Show the water cycle diagram again and ask pupils to all think, silently, of one thing they’ve learned in this lesson, either about the water cycle or something else to do with water and rain.

Then ask them to share their idea with a learning partner.

Finally ask a few pupils to share their ideas with the whole class.

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THEME 2: FINDING OUT ABOUT THE WEATHER

Objectives:

Explain to pupils that we are learning:

• to understand weather forecasts• to think about different sources of information about the weather• how information is shared in an emergency.

Note that this unit is primarily about weather and the kinds of problems presented by extreme, and in some cases unexpected, types of weather. However, the opportunity might be taken to refer to ideas about climate and support pupils in understanding the difference. Pupils are likely to be familiar already with the idea that different parts of the world have different climatic conditions; countries such as India have monsoon seasons, and this is part of their climate. However other parts of the world sometimes experience extreme forms of weather and pupils may know from news reports that effects such as flooding can affect quite different areas.

A reasonable distinction is that the climate of a country refers to longer term general patterns and weather is the shorter term localised features.

Introduction:

Ask pupils to suggest how they might find out whether it was likely to rain tomorrow. Make a list of the suggestions. Draw out that there is a variety of ways, but that some of these might be more reliable than others.

Then ask pupils to suggest if the TV weather forecast said it was going to be fine tomorrow, how much trust they would put in that.

Development:

Explain to pupils that there are a number of ways in which scientists can forecast the weather. When they think they know, they use ways of sharing this information, including weather maps, which use symbols.

Show pupils some of the symbols commonly used on weather maps and ask them which they recognise.

Ask them to complete a table which shows what the symbols mean.

Sunny day Cloudy Light rain Heavy rain Sunny intervals Heavy rain shower (day)

Thunder shower (day)

Thunder Sleet shower (day)

Heavy snow shower (day)

Light snow Heavy snow Sleet

[Source: Met Office]

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Ask pupils to share their ideas and then to consider if any of the symbols are not very clear in their meaning. This material is also provided as Resource Sheet 4 ‘Using Weather Symbols’ and on the PowerPoint presentation (slide 5).

Then introduce the weather map, explaining various features. Ask pupils to suggest what the various features show and if there are any they don’t recognise. If the work on symbols has been successful, there will be quite a few positive recognitions of features. Some of the other features, such as arrows showing wind direction, will be fairly obvious and, with encouragement, pupils are likely to work those out.

The less obvious ones are the ones showing warm and cold fronts. The behaviour of air at different temperatures is determined by density (warm air being less dense) but this is really out of the scope of Key Stage 2 and it is sufficient to say that a warm front shows that warm air is moving in. Children may assume that warm fronts are ‘good news’ in that warm air is associated with sunny days; this is not the case and any frontal system is likely to bring rain. Warm air is likely to be more humid (it can absorb more water vapour) and a warm front can lead to cloud formation.

Show pupils a weather chart such as this one (PowerPoint presentation, slide 6) and ask them to suggest, if they saw this in a forecast of tomorrow, what they think the weather will be like?

Get pupils to discuss the value of weather forecasting and lead it towards the early warning of flooding. You could use questions such as:

• How accurate do you think weather forecasts are?• What might be a good way to estimate the annual

rainfall for your area for the coming year?• If there was an expected flood, how might you find out? • What do you think would be the quickest way to share

this information?• What would have been the quickest way thirty years ago?

Now develop ideas about the causes of flooding. Ask them to think about where they think flood water comes from. Say that after it falls as rain, the water moves across the land in different ways. Ask pupils to work as a team to see how

many ideas they can think of and gather them. Encourage them to come up with a range of ideas.

Then take feedback. Draw out a number of sources and make suggestions to develop these. Overall, try to ensure mention has been made of sources such as: main river, the sea, water course, surface water run-off, groundwater (see Theme 3 ‘Being Prepared’), public sewer, drains, roadside ditches, etc.

Ask pupils why they think that floods happen and gather and display ideas. Emphasise that whereas ‘a lot of rain’ is part of the reason, it’s actually a bit more complicated. Explain that when rain falls and lands on ground, it may be absorbed or it may run off.

This can be demonstrated in a number of ways, but the following may serve. Set up two paint trays (the kind that are used for rollers and have a trough along one end). On one, place soil in the shallower part, up to just below the edge of the tray. Leave the trough clear. In the other, put a slate, or some other impervious material. Ideally it should be not much smaller than the shallow area, though needs to fit in it. Both trays should be supported under the shallow end so that there is an incline towards the trough, though this should be gentle (to avoid a landslip).

Now use a watering can and water to simulate rain fall. Show that the soil tends to absorb the rain whereas it runs off the tile.

Explain that it isn’t only man-made features that cause run off; ask for ideas and draw out examples such as mountains and soil that is already sodden.

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Suggest to pupils that they might like to have a go at being a weather forecaster. Set up a large weather map, possibly by projecting the one in the PowerPoint Presentation (slide 6) onto a screen. Pupils could be video recorded doing it and compare it with ones on TV.


Ask pupils to think about developing countries that are prone to heavy flooding and how they stay safe.

Tsunamis, or tidal waves, can have a devastating effect on coastal areas. Caused by earthquakes at sea, the readjustment of the crustal plates jolts the seabed by several metres and displaces hundreds of cubic kilometres of sea water which form waves moving out from the earthquake’s epicentre. In deep water, the waves move quickly but as they approach the coastline the sea bed in shallow water slows the waves, causing them to increase in height. An animation of a tsunami is available on the BBC (http://news.bbc.co.uk/1/hi/world/4136289.stm). [Source: Royal Geographical Society]

Find an image, such as this one from Bangladesh, showing how in the developing world relatively ‘low tech’ solutions can be used to respond to risks of flooding. Ask pupils to look at the picture and suggest what the risks are. You could ask questions such as:

• Why do you think these buildings have been built like this?• If you were to re-design these buildings, what would you

do differently?• In an area like this, what do you think the best way is to

issue a flood warning?

Plenary:

Show pupils an image such as this one and ask for suggestions as to what might have caused this. Take ideas and ensure that pupils have a clear idea of possible causes; this forms the basis for the next session.

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THEME 3: BEING PREPARED

Objectives:


• plan ahead so that if severe weather conditions occur we are more prepared• think about what would be useful to help us respond• interpret key information to help us respond• appreciate the impacts and consequences of severe weather.

Throughout this theme a key idea being developed is the relationship between

• severe weather e.g. heavy rain, snow, heatwave• impacts e.g. flooding • consequences e.g. roads blocked, schools closed etc.

This is important; pupils should understand that floods don’t ‘just happen’, but that they happen for a reason and if these reasons can be understood it is more likely that warnings can be issued and lives and property protected.

Both this theme and the next one look at the impacts of severe weather; this one focuses upon developing appropriate responses to flooding that has been warned and the next one looks at situations that catch people unawares.

Introduction:

Show pupils this image (PowerPoint presentation – slide 7) and ask them to suggest what has happened and why it might have happened.

Take suggestions and recognise various suggestions and any prior experiences of such situations.

Re-visit at the end of the lesson if appropriate.

Ask pupils what kinds of severe weather we might get in this country. See how many ideas they can come up with and display

these on the board. Ask them to think about the symbols we learned about that are used on weather charts. Draw attention to one or two of them and ask for their meanings.

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Development:

Now explain the difference between types of weather and their impact, such as strong winds and damage to trees and buildings. Discuss examples with pupils. Then talk about consequences. For example, if trees are blown down, this might damage power lines and cut off electricity supplies in some areas or could block rivers.

Ask them to record some of these in the table. Some examples have been provided below. This material appears as Resource Sheet 5 ‘Severe Weather – impact and consequence’.

Type of weather Impact Consequence

Heavy rain for a long time Flooding Closed roads

Strong winds Damage to trees Closed roads, damage to properties

Heavy snow Blocked roads and railways Interrupted transport links

Extended periods of strong sunshine Sunburn Damage to humans and other animals

Ice Slippery road surfaces and pavements Difficulty in getting around

Now remind pupils that one of the impacts of severe weather is flooding. Say that in a situation like this that getting reliable information is important.

People can phone Floodline on Telephone: 0345 988 1188.

If people are worried about missing a flood warning message then Floodline can send advance flood messages directly to their mobile or landline. They can sign up to receive flood warning messages to their chosen contact numbers, so they’ll always know when flooding is forecast.

Say that there are also symbols that are used to show how severe a flood might be. Display the symbols and ask pupils to suggest what they show. Now say that the meanings are: Flood Alert, Flood Warning and Severe Flood Warning. Ask pupils to match them up and check that they are correct. This material appears as Resource Sheet 6 ‘Know your Flood Codes’.

What it means:

B. Flooding is possible. Be prepared.

C. Flood Alert

When is it used:

A. Two hours to two days in advance of flooding.

What to do:

A. Be prepared to act on your flood plan.

Keep your flood kit ready, check batteries etc.

Check and prepare pumps and any other flood protection equipment you may have.

Keep an eye on local water levels and weather conditions.

Flood code

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Now ask pupils to suggest how these could be publicised so that people get better at recognising them. Ask questions such as:

• Who might find this information useful?• Where should information like this be displayed?• Can you think of effective ways of publicising these, such as flags, stickers, adverts, etc?• How could you let family and friends in the area know that a flood is on its way?• Take ideas and recognise ideas that are likely to be particularly effective.

Discussion activity:

Ask pupils to imagine a situation in which they had been warned that they were to be evacuated in 24 hours’ time as there was a possibility that their house would be flooded. Say that it would be important to use that time well and take steps to reduce damage, make it easier to return things afterwards to their previous state and to keep people safe.

Show pupils Resource Sheet 7 ‘What Needs Doing’, where the actions are in a jumbled order. Ask pupils to put these pieces of advice in order, starting with the one that should be done first and finishing with the ones to be done latest. Say that this isn’t a list of priorities, with the most important first, but rather an indication of the right order. Explain that some things need doing earlier and others later. It might be useful to discuss these first to make sure pupils understand the purpose of the task.

The purpose of this activity is to promote discussion rather than for pupils to learn a correct order for the actions. The recommended ordered is shown below.

What it means:

C. Flooding is expected. Immediate action required.

What it means:

A. Severe flooding. Danger to life.

When is it used:

C. Half an hour to one day in advance of flooding.

When is it used:

B. When flooding poses a significant threat to life.

What to do:

B. Protect yourself, your family and help others.

Move family, pets and valuables to a safe place.

Keep your flood kit ready.

If you have a pump, make sure it is working.

Keep an eye on local water levels and weather conditions.

What to do:

C. Stay in a safe place with a means of escape.

Be ready should you need to evacuate from your home. Keep your flood kit with you.

Co-operate with emergency services.

Call 999 if you are in immediate danger.

Flood code

Flood code

A. Flood Warning

B. Severe Flood Warning

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What needs doing

Tune in to the local radio or television news for updates. Alert your neighbours, particularly elderly or vulnerable people.

Prepare an emergency kit including emergency numbers, insurance policy, a first aid kit, a torch and water. Prepare a home emergency contacts sheet so you have the numbers you need. Have a list of irreplaceable items to keep safe and keep important personal documents in a sealed bag.

Unfilled sandbags (see note 1) and sand can be purchased from builders’ merchants. Remember if there is a flood, demand may exceed supply as people rush to buy them.

If possible, move any vehicles to higher levels.

Pack essential items – medication, clothing, toiletries and items for children. Empty freezers and refrigerators, leaving doors open.

If possible, take photographs before you leave. This may help with later insurance claims (see note 2). Turn off the mains power and water, and take mobile phones and chargers with you. Put sandbags in toilet bowls to prevent sewage back-flow. Shut windows, lock doors and don’t forget to take your pets.

[Source: Red Cross]

Notes:

1: Sandbags: although the activity above refers to the use of sandbags, the use of these is not universally recommended, partly on grounds of effectiveness and also because of subsequent disposal, especially if contaminated by dirty flood water. Depending on their location, schools should seek guidance from local agencies as to what they should be recommending. This resource has been developed by Northamptonshire County Council promote more effective alternatives to sandbags to protect against flood damage such as Hydro Snakes and Aqua Sacks. Information can be found at: www.bluepages.org.uk or go to www.nationalfloodforum.org.uk/blue-pages/ or http://www.kitemark.com/products-and-services/building/flood-protection.php

2: Photographs: the implication is not that pupils of this age should be responsible for preparing insurance claims but that in a family conversation this is a suggestion that a child could make.

Find an image such as this one from the UK. Ask pupils to look at the picture and identify what safety precautions have been put in place to save people and property in the event of flooding?

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Discussion activity:

Now suggest to pupils that they imagine they were in a situation in which a flood warning had been issued and that they knew that their house was at risk of flooding. Although this hadn’t yet happened, their family knew that in the next day or two, they might have to move out and go to a safer place.

Ask them to think of things it might be useful to have with them in such a situation. Emphasise that the purpose is to think of what is going to be particularly useful rather than simply what they might like to try and save.

They should consider the list of household items and decide which might help them in the event of a flood.

This activity is included as Resource Sheet 8 ‘What would be useful?’ and in PowerPoint presentation (slide 8) and guide to responses noted below. The order of importance/usefulness will also be dependent on events in the locality.

Why is it? Why might it be useful? Notes

First aid kit Dealing with minor injuries and ailments.

As floodwater is often a carrier of disease, important to deal with cuts and perforations to skin.

Really important

Radio Listening to broadcasts for emergency information and updates.

Really useful to be able to pick up emergency bulletins.

Torch Providing a portable source of light and can be used to indicate position.

Really useful to see in the dark as power failures are likely.

Blankets Keeping people warm who are cold and wet.

Only effective if dry.

Important

Tinned food Food preserved, can be stored for long periods of time, doesn’t need power supply (such as refrigerator) and isn’t susceptible to damage (such as glass bottles or jars).

Very important if likely to be cut off for some time, but water is more important in short term.

Paraffin lamp Providing light if no mains electricity or battery powered torch available.

Useful if cut off and power cut. However they are a hazard if knocked over and are less safe than battery powered lights.

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What is it? Why might it be useful? Notes

Broom Sweeping out water and rubbish.

More important for clear-up afterwards.

UsefulSponge Mopping up small amounts

of water, clears windows, etc.

Can only deal with small amounts of water.

Brick Used as a weight to anchor things down, wedge doors shut or open, etc.

Can only deal with small amounts of water.

Not really useful

Hairdryer Drying people’s hair. Dangerous if floodwater is around and can be a cause of electrocution.

Snorkel and goggles

Looking underwater for items. Not recommended as floodwater is often a carrier of disease, so immersion is to be avoided.

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Extension Activity - 1:

Improving the emergency kit

Imagine somebody looks at your emergency kit and makes some more suggestions for things to include:

• Water, for drinking and sanitation, allow 4 litres of water per person per day for three days• Whistle to signal for help• Dust mask, to help filter contaminated air, plastic sheeting and duct tape• Wet wipes, bin bags and plastic ties for personal sanitation• Wrench or pliers to turn off utilities• Can opener for food• Local maps• Mobile phones with chargers Decide which of these are good ideas and include them.

Show pupils the Don’t be a Numpty - have a grab bag ready video to stimulate further suggestions (You Tube. See useful links on page 4).


Ask pupils to consider what other kinds of situations people might prepare emergency plans for. Typical (good) answers might include: pandemic flu, extreme hot and cold weather, and transport problems.


Ask pupils to design and draw a house that they think would be good at resisting the effects of a flood. They should think about: materials, (timber, bricks, concrete,) height, doorways and windows, foundations, drainage, garden, accessibility, cost, safety features. To get some ideas they could look at the ‘Don’t be a Numpty – Flood Proofing’ video (You Tube. See useful links on page 4).

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Development:

Explain that when flooding takes place, although the water is often from familiar sources, that doesn’t mean that floodwater doesn’t present its own risks.

Show pupils the Don’t be a Numpty – keep out of floodwater video (You Tube. See useful links on page 4) and draw attention to this advice.

• Flood and standing water pose various risks including disease, hazards, and injuries. • Displaced items, sewage, oil, chemicals and dead animals are just a few of the things that could contaminate

the water and cause a risk to health, illness or injury.• Eating, drinking or using anything which has come into contact with flood water could cause illness or

infection. • Good hygiene including regular hand washing, particularly when handling or preparing food and eating can

help avoid the risk of becoming ill. • If clean water is not available wet wipes or hand sanitising gel can be used as a temporary cleaning solution.

Then ask pupils to answer the questions below:

• Why is flood water dangerous, even if it is standing still? May be deeper than expected and may be dirty.• What kind of hazards does it represent? Can carry disease and infection, especially if sewers overwhelmed.• Flood water is often dirty. Suggest why this is so. May have washed material from land/overflowing sewers/

rubbish tips.• What can we do to avoid illness spreading? Avoid contact/avoid hand-to-mouth operations if having been in

contact/wash (if possible)/use antiseptic wipes/don’t eat food that has been in contact with water.• What do you think people might learn from watching the video? Be careful near water/don’t go in it

unnecessarily/be responsible.

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Extension activity - 3:

Explain to pupils that in a flood situation there are lots of organisations who have an involvement. However, different organisations have different roles, some of which are listed below. Ask pupils to see if they can match who does what during a flood. These are shown in the correct order below.

This activity is included as Resource Sheet 9 ‘Who Does What?’ and in PowerPoint presentation (slide 10).

Organisation Role

Town and Parish Council issues flood warnings (by local agreement with Environment Agency)

Police takes an overall co-ordination role during an incident

Fire and Rescue Service responds to all emergency incidents as required

Water companies clears blockages in public sewers

Electricity, gas and telecommunication companies

attends to emergencies relating to their service at properties where life is at risk as a result of flooding

Large industrial companies protects own premises and installations

Property owners moves to a safe area if life at risk

Flood plan co-ordinator contacts flood wardens or volunteers and advises on actions to prepare for flooding

Flood wardens/volunteers helps and advises vulnerable people and helps move them to safety early if required

[Source: Environment Agency]

Plenary:

“Three by three”Reinforce key ideas from this episode by asking pupils to suggest ideas to complete this grid. Typical answers are provided below, but others may be relevant.

Three ways in which flooding might be caused:

Three ways of finding out if flooding is likely:

Three pieces of advice if flooding occurs in your area:

1. Heavy rainfall causing rivers to burst banks

1. Floodline emergency information helpline

1. Be ready to evacuate

2. Blocked drains preventing water flowing away

2. TV and radio broadcasts 2. Have emergency equipment ready

3. Burst water drains 3. Websites e.g. Environment Agency 3. Know who to contact, and how

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Alternatively show this picture (PowerPoint presentation slide 7) and ask pupils to suggest a link between it and the picture of the overflowing manhole cover at the start of the lesson. Draw out that if the ground gets soaked over a period of time, from rainwater and surface water from previous rainfall, then the level of water in the ground, known as the water table, can rise and cause flooding.

[Source: BBC News]

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THEME 4: DEALING WITH EMERGENCIES

Objectives:


• think about what we should do if an emergency situation arose suddenly• consider how to plan for the unexpected• suggest how to help other people be prepared.

This theme also deals with flooding but looks at situations and responses that need an immediate and significant response – an immediate emergency. In the previous theme pupils were being encouraged to think through how to plan for and respond to a situation that they can see developing; in this one it’s about making plans in case the unexpected arises.

Introduction:Say that usually in this country we get some warning if bad weather is coming; however sometimes things can change very quickly. Ask pupils how they think they would find out if there was suddenly a risk of flooding.

Explain that sometimes situations are dangerous because they’ve happened very quickly and with little warning. The same thing happening but with more notice can be prepared for. If it happens suddenly it may be more dangerous as it catches people out.

Illustrate this to pupils by using the example of a sudden emergency which happened at Boscastle in Cornwall in 2004. Explain that torrential rainfall caused a completely unexpected flash flood and people were trapped as they were unprepared for the river overflowing. Useful video footage of this can be seen on YouTube, including: https://www.youtube.com/watch?v=SxweiRNlHbo

Development:

Ask pupils to consider and discuss these questions:

• How can you find out if your local area is at risk from flooding? Local Authority, Environment Agency information.• What might be happening locally that could put you at a higher risk during a flood? Heavy rainfall/blocked drains/

high tides/strong winds/burst water mains/rising water table.• Which parts around the area where you live might be hazardous? Depends on locality but might be land that is

low lying/near river/near to slopes that water drains off• Suggest two things you could do in your home to make

it safer if a flood situation arose rapidly. Move valuables upstairs/elsewhere/turn electricity off.• What might you put into a disaster supplies kit? Torch, radio, mobile phone, first aid kit, etc.

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• Ask pupils to consider this picture of people coping with a flood.

Prompt a discussion around the picture, using questions such as:

• What do you think is happening here? People being rescued from building/car isolated by flood water.• The emergency services are in regular contact with each other in this kind of situation. Why is a good

communication system important? So people know what to do/where to focus their efforts/what the greatest needs are/what services are in place/how situations should be dealt with.

• The emergency services and volunteers need to be co-ordinated. What do you think is meant by the phrase ‘chain of command’ and why do you think a chain of command with instructions being issued is important during a flood? Because efforts will be more effective if co-ordinated/systems may be different/systems may be under strain so clear instructions will be needed to avoid people’s efforts being wasted.

[Source: RNLI/Robin Goodlad]

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Whole School Presentation:

A key outcome from the whole series of lessons is for the class to get involved in presenting key messages to other people in the school – preferably the whole school. It is obviously important that the ideas presented are correct, clear and not misleading. However it is also a good opportunity for pupils to think about effective ways of presenting ideas and it is likely to consolidate their grasp of those ideas.

Encourage pupils to think about the key messages for other people in the school; this needs to reflect key points from all of the themes studied but it needs to be guided by the most important messages for other people and these might draw upon some episodes more than others. A whole school assembly might be a good way of pupils letting other teachers and pupils know what they’ve found out and what they could do to be prepared.

If an assembly is the medium being used, the first thing to do is to determine how long they’ll have to tell other people in the school about being ‘flood ready’.

The second thing is for the pupils to decide on the key points to get across (see Key Messages, overleaf). In this they should be guided by their own sense of the important messages but also by the Flood Aware PowerPoint presentation template; this has been designed in conjunction with experts who have a strong background in emergency planning. This should be seen as not only an opportunity for your pupils to present their learning experiences but also for other people in the school to learn what they should do in a flood situation.

The third thing is for pupils to think about how to get those points across. Depending upon time and other resources, ideas might include:

• one or more pupils doing a weather forecast that included a flood warning• pupils presenting a poster with flood warning symbols and key phone numbers• a group of pupils role-playing a scene with a family planning to leave their home and the children prompting

the adults to carry out useful steps. To assist with this a storyboard template is included in Resource Sheet 10 ‘Telling the rest of the school’, along with some suggestions.

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Key messages:

The Flood Aware key messages have been developed in consultation with experts and are in the second part of the presentation (slide 13 onwards) and also in Resource Sheet 10 ‘Telling the rest of the school’.

The key messages to include are as follows:

1 Know about flooding

• Know whether your area is at risk of flooding• Think about how you can help yourself – even if the emergency services get to you, they can’t actually stop

the water!• If you need to find information go online• Know what causes flooding. This could be conveyed by having pupils each calling out a key point and maybe displaying a prop, such as a URL or a dirty sandbag.

In consultation with experts, the key messages to include are as follows:

2 Reduce the impact of flooding

• Be prepared – have a grab bag• Have a home emergency plan and, even better, a community flood plan• Know the flooding is coming – sign up to warnings and flood alerts • Have the right equipment ready• Your family can help to protect their home: air brick covers, anti-flood (non-return) valves, toilet bungs, flood

gates and aqua sacks. (For information visit www.nationalfloodforum.org.uk/blue-pages/) This could be conveyed with pupils acting out a scene as two families prepare to evacuate their homes; one thinking through and implementing sensible steps and the other leaving it too late and then panicking.

3 Make flooding less likely

• Large organisations can play their part, e.g. not cutting down trees, changing the way farm land is used, building flood walls to defend places.

• Communities can do their part, e.g. maintenance of watercourses and channels.

• Families and householders can do their part, e.g. store rain water in water butts, clearing drains, gullies and grilles.

This could be conveyed by groups of pupils representing those types of organisations and saying what they’ve done to reduce the likelihood of flooding.

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4 Stay safe if you’re near a flood

• Don’t get swept away – shallow fast flowing water can be just as dangerous as deep slow moving water • Don’t touch floodwater – it’s dangerous and contaminated as sewerage pipes overflow and combine with

floodwater• Don’t drive into floodwater• At this point the ‘Don’t be a Numpty – keep out of floodwater’ clip should be shown (You Tube. See useful links

on page 4). Encourage pupils to use images and slides from the PowerPoint presentation (slides 13 to 18).

Plenary:

When you were planning what to say, show and tell to other people in the school, what do you think the five most important things were to get across?

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