Severe flooding was prevalent within the authors' region at the beginning of the school year. Many homes and fields were affected by the amount of rain that fell within a short period of time over multiple days. Their students were concerned about the impact this natural phenomena was having on their local community. Natural phenomena can provide wonderful learning opportunities for students to identify solutions to problems using engineering practices (Achieve 2016). Engineering is a pivotal discipline within the Next Generation Science Standards (NGSS Lead States 2013) because children can apply their knowledge of science concepts to solve real-life problems (NRC 2012). Therefore, the authors utilized this natural phenomena the students were experiencing to set the stage for an integrated science and engineering unit. Students in an afterschool program were given the problem that the local basketball team needed extra energy so they needed the students help with growing plants. However since the area was getting too much water, the plants were dying. What could the students do to help with this problem? The students worked on a solution for one hour a week over a six-week period. After reflecting on the unit, the authors believe it would have been better to implement the lessons in the spring. During the spring, garden plants are available and investigations could occur outdoors for a more authentic learning experience. In addition, they recommend providing more opportunities for students to observe their plants throughout the week so that they can document daily rather than weekly changes. However, regardless of these changes, they found the unit helped the students learn about the needs of plants and allowed them to apply this knowledge when designing a water diversion structure.