Flooding from stronger storms due to rising global temperature


Ms. Lodi



Storms are becoming stronger which is affecting people who live in ground floor and basement apartments when stormwater floods their living space.



Social Problem

The problem is that people in New York City are finding their basement and ground level apartments inhabitable storms at higher frequency.



Over the last several years, New York City has seen increased rain when storms occur. This was evident when New York City broke the record for most rainfall in a day twice in an 11-day span in 2021 (On August 18 and September 1). Due to the record rainfall, there were flash floods and many apartments got flooded. Some people were unable to escape the flooding water in their apartment and died. Some people also died due to the flash flooding. 



Students will work in teams to create a poster board project that outlines the social problem. Students will spend 3 class periods collecting data. 3 class periods organizing their research and collaborating with their teammates, and 3 class periods creating their poster board project. This will culminate with each team presenting their project to the class.



Students will follow the PPA steps to complete their projects, and will use the PPA steps in their poster board and presentation.

The 6 Steps of the Public Policy Analyst (PPA)

  1. Define the Problem What is the problem?
  2. Gather the Evidence  What is the evidence?
  3. Identify the Causes What are the causes?
  4. Evaluate an Existing Policy What is the existing policy?
  5. Develop Solutions What policies can we create to correct the problem?
  6. Select the Best Solution  What is the BEST policy to correct the problem?

For the 2 class periods that students collect data and perform research:

Students will be provided with links of information they can browse; articles, videos, and pictures/misc. media. Students will have to choose at least 5 pieces of information to look at/read. Students will be encouraged to use more resources than 5 though. 

Students will be given a note catcher template to fill out their notes and thoughts for all of the articles/videos/links that they explored.


Student Resources:

-          https://www.currentresults.com/Yearly-Weather/USA/NY/New-York-City/extreme-annual-new-york-city-precipitation.php#:~:text=These%20precipitation%20extremes%20were%20measured,)%20on%20September%2023%2C%201882.

-          https://www.nydailynews.com/new-york/new-york-record-rainfall-gallery-1.50707

-          https://www.statista.com/chart/25690/new-york-city-hourly-rainfall-records/

-          https://home.dartmouth.edu/news/2023/04/warming-climate-affect-streamflow-northeast

-          https://www.nature.com/articles/s41598-023-32372-3

-          https://www.youtube.com/watch?v=YZOEiWpxpw8

-          https://www.youtube.com/watch?v=pNMm90nzT4o

-          https://www.youtube.com/watch?v=l_Oe6YK0DgE

-          https://www.youtube.com/watch?v=4UAWtQMDimo

-          https://www.youtube.com/watch?v=afxhSL15KtQ


For the 2 class periods that students spend writing about the research they collected.

Class Period 1

Students will spend one class period making sure the notecatchers they used for their research are completed. They will then fill out a note catcher/graphic organizer where they try to find themes in their research and vocabulary words that are frequently used throughout their research.

Class Period 2

Students will use their research as a guide, and will write about their opinions and thoughts about their research. Students will use the PPE steps as a guide to the structure of how they will present their research.

For the 2 class periods that students create the poster board:  

Students will be broken into 2 groups of 4 students. Every group will have a group leader/time-keeper, a group visual expert, a group copy editor and a group organizational expert.

Students will spend half a class period discussing their research and findings, and also coming up with a theme for their poster board based on all of their research.

After students decide on a theme, they will start to map out an outline for their poster board.

For the second period they work on these projects, the groups will create an outline map for their presentation where they will each use their different roles to contribute to the project.

Students will discuss the issue of increased rain during storms due to global warming and incorporate the steps of the PPE to their presentation.

Groups will be broken up into 4 different roles 

-          The group-leader/timekeeper will make sure that the group is on-task and working cohesively. The group leader will also help trouble-shoot with any issues or problems group members may have, and help assist each member of the group. The group leader will also keep track of time and make sure that the group is on-time, and tasks are being completed in a time-sensitive manner.

-          The group visual expert will help make decisions regarding aesthetics of the poster board. They will create the theme of the poster board, and choose the pictures that are used for the poster board.

-          The group copy-editor will create the writing for the poster board. The copy-editor will create a copy for the entire poster board, and determine how the group's thoughts and ideas will transform into written words.

-          The group organizational expert will make sure that the visual part of the poster board and written words of the poster board combine seamlessly. The organizational expert will take the visuals and the copy and combine them to create the poster board project.





Research/Data Collection

Writing about research

Google Slideshow


- 9 pieces of data were researched

- 9 different forms were filled out completely about the research

Data was compiled in clear, concise writing.

Writing is thorough, comprehensive, on-task and relevant to the topic.

Writing does not have any typos, and is grammatically correct.

There is a distinctive theme to the poster board

the poster board is detailed.

poster board is informative and cohesive

There are pictures included that complement the text of the poster board.

Each team member contributed to the poster board equally.


5-8 pieces of data were researched

5-8 forms were filled out about the data that were collected

Data was mostly clear and concise, but There were some missing pieces of information

Writing is mostly thorough, but slightly off-task

Writing has few typos, and few grammatical errors

There is a theme to the slideshow, but it is not consistent throughout the entire slideshow

There are some pictures that complement the text

Most team members contributed to making the poster board


Less than 5 pieces of data were researched

Less than 5 forms were filled out about the data that were collected

Data collected and written about were not clear or concise and confusing to read

Writing is not thorough and is off-task

Writing has many typos and grammatical errors

poster board is bare and has a lot of blank space

There is not a distinctive theme to the poster board

There are very few or no pictures

Less than half of the team members contributed to making the poster board.




Students will apply what they learn during their research to a presentation where they share how changing landscapes in the USA affect people who inhabit those areas. Working on this project will help them conceptualize how rapidly landscapes in the USA are changing. They will be able to use the information they learned to be informed about changing landscapes and how they affect the people who live in those areas.




MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

RI. 7.8- Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

RI. 7.9- Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

ELA 8.2 W:  Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

ELA 8. 4 W:  Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.