BOP Lesson Plan

Dawn Shum

Lesson Title: History of the Harbor and its Drinking Water Supply System (Role Play)

Grade Level:6-8

Subject Areas:Science, ELA, and Drama

Duration:1 to 2 class periods

Setting:Classroom

Skills: Research, making connections, activating prior knowledge, listening, speaking, writing, process, and team building skills

Correlation with NY Core Curriculum Standards/Next Generation Science Standards:

MS-ESS3-3. / Apply scientific principles to designa method for monitoring and minimizinga human impact on the environment.*[Clarification Statement: Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).]

Common Core State Standards Connections:

ELA/Literacy, History/Social Studies, Science, and Technical Subjects

• Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

• Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

• Develop personal, cultural, textual, and thematic connections within and across genres as they respond to texts through written, digital, and oral presentations, employing a variety of media and genres.

• Recognize, interpret and make connections in narratives, poetry, and drama, to other texts, ideas, cultural perspectives, personal events and situations.

• Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

• Describe how a narrator’s or speaker’s point of view influences how events are described. a. Recognize and describe how an author’s background and culture affect his or her perspective.

• Use knowledge of language and its conventions when writing, speaking, reading, or listening.

• Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

• Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Vocabulary:

•Aqueduct – A large pipe or tunnel used to convey water.

•Bluestone – A type of sandstone that splits easily into thin, smooth slabs.

•Broad leaf trees – Trees that have wide leaves, rather than slim, needle-like leaves as found in conifers.

•Conifers – Hardwood (deciduous) trees with needles and cones as opposed to broad, flat leaves.

•Cow pie – Slang for cow manure; high in fiber, will dry out in sun and crumble into healthy fertilizer.

•Dam – Wall-like structure designed to stop flowing river or stream to create a reservoir.

•Devonian – Period that brought significant diversity of terrestrial life, including the first vertebrates, the amphibians, and the first forests of trees.

•Glaciers/Ice sheet – Large mass of ice formed from the accumulation of snow. The ice mass may move slowly from a central location (continental glacier) or from a high valley (alpine glacier).

•Hemlock trees – An evergreen tree (conifer) with needle-like leaves.

•New York City Department of Environmental Protection (DEP) – Government agency responsible for managing the New York City water supply, providing more than one billion gallons of water to over 9 million people each day. Also responsible for the wastewater treatment system that handles approximately 1.3 billion gallons of used water each day.

•Reservoir – A body of water created by damming a river or stream.

•Tan hides – A process to remove flesh, fat, and hair from animal skins, thus making them more durable.

• Tree roots – A portion of the tree that typically remains below the soil. Roots absorb water from the soil, anchor the tree (or plant) to the soil, and store food and nutrients for the plant.

•Water filtration – To remove unwanted matter from water, especially bacteria or harmful chemicals, using chemical, physical or biologic processes.

•Watershed - An area of land that drains into a common body of water. As an example, cup the palm of your hand and imagine the tips of your fingers to be the Catskill Mountains. Mountain streams would form in the grooves between your fingers; their waters would join a larger river in the “valley” of your palms. This river would flow toward the sea. If you spray water on your fingertips, you will see this miniature watershed in motion.

•Watershed regulations – Policies, laws, and regulations to protect a specific watershed.

Charting the Course:

Students will identify and research the major events concerning the development of the NYC drinking water system.

BOP Connection:

This lesson will give the students a brief background of the NYC drinking water system starting from the early European settlement, Collect Pond, to the establishment of the three upstate reservoir systems.

Learning Target / “I can” statement:

I can identify and act out the major events of the NYC drinking water system.

Materials Preparation:

SmartBoard and/or projector, Google map, big long rope, craft paper, pop-up figures, if necessary

Background:

Arm-of-the-Sea Theater has worked with the DEP to create the puppet show “City that Drinks the Mountain Sky” which portrays the history of the NYC drinking water system while they also published a DEP’s Study Guide for Educators of the same. As history shapes the development of an area, the NY-NJ Harbor Estuary has evolved hand-in-hand with the changes of human development which includes both the positive and negative impacts.“New York City’s water supply system is one of the engineering wonders of the world. Rain and snow drain into reservoirs from watershed streams high in the Catskill Mountains. Aqueducts and water pipes then transport water by gravity to the faucets of one million people in upstate communities and eight million people in NYC. City that Drinks the Mountain Sky is a docu-drama that uses the enchanting devices and symbolic visual language of mask and puppet theatre to tell this epic story of the New York City water supply system.”

Warm-up/do-now:

Use your best judgment to answer the following questions:

  1. The volume of freshwater resources is around ______of the total volume of water on Earth. The total usable freshwater supply for ecosystems and humans is less than _____ of all freshwater resources. (Water Resources, UN Water)

(a). 30%, 50%

(b). 10%, 10%

(c). 2.5%, 1%

  1. York City drinking water is world-renowned for its quality. Each day, more than ______gallons of fresh, clean water is delivered from large upstate reservoirs—some more than ______from the City—to the taps of nine million customers throughout New York state.(Drinking Water, NYC Environmental Protection)

(a). 1 billion, 125 miles

(b). 1 million, 50 miles

(c). 5 millions, 100 miles

  1. Around ______people globally do not have access to improved water supply sources whereas ______people do not have access to any type of improved sanitation facility.(Water Sanitation Health, World Health Organization)

(a). 10 million, 25 million

(b). 1.1 billion, 2.4 billion

(c). 50 million, 100 million

  1. It was estimated that ______of the burden of disease is attributable tounsafe water supply, sanitation and hygieneand is mostly concentrated on children in developing countries. (Burden of disease and cost-effectiveness estimates, World Health Organization)

(a). 22%

(b). 66%

(c). 88%

Procedure/Learning Activity:

  1. Teacher goes through the answers of the Do-Now, elicit students’ impression of the numbers, and help them conceptualize those figures.
  2. Teacher gives the background and shows the clip of City that Drinks the Mountain Sky video , introduces and assigns the eight major characters (or students volunteer) and the rest of the roles, anddistributes the scenes information (See Student Handouts). Students are divided into four heterogeneous groups who will write the script and role play the four scenes of the show using the following rubrics as guidelines. They can modify the scene; add/remove characters as they wish. They can also create their own costumes. They can add information from the resources shown in class or from their own research.
  3. For each scene, teacher helps students determine which characters and what events they will focus on. Students start with simple dialogue, rehearse, and revise script. Group members are encouraged to compile a list of costumes, equipment,props, and supplies needed for teacher and students to prepare for the next class. Teacher guides and directs the groups to rehearse and perform the four scenes as one play. (See Drama Resources for Reference)

Assessment/work product/exit ticket:

Exit ticket will ask students to think-pair-share orally a couple of instances that they have wasted water and what they are going to do in conserving water supply.

The role play and drama project will require not only a basic understanding of the history of the NYC drinking water system, but also the application of the knowledge as demonstrated by reading, listening, speaking, and writing skills of the students as they re-create the show in their own performance style and voice. Higher order thinking and process skills are demonstrated when the students perform their scenes collaboratively and improvise their performance after peer review and critique.

Wrap up:

The NYC drinking water system is a wonder because of its water quality and efficiency. While nature has supplied the essential need of the NYC residents faithfully for all these decades, we have to ask a question whether we are trying our best to preserve the nature, our foremost and topnotch drinking water system. What have we been doing right? If not, what do we have to do now?

Modifications:

Teacher can assign important roles to students who have been quiet and non-participatory.

Extension:

Arm-of-the-Sea Theater is performing the show for free in various locations during the year. Teacher can either arrange a field trip or encourage students and their families to see the free show. (See event calendar and click on public performance on the top right corner and select month on the top left corner)

Graphics + resources:

Arm-of-the-Sea Theater, City that Drinks the Mountain Sky video, History of New York City's Water Supply System, Collect Pond video, DEP’s Study Guide for Educators, and Teacher Planet.

CITY THAT DRINKS THE MOUNTAIN SKY

(Student Adaptation)

INTRODUCTION

New York City’s water supply system is one of the engineering wonders of the world. Rain and snow drain into reservoirs from watershed streams high in the Catskill Mountains. Aqueducts and water pipes then transport water by gravity to the faucets of one million people in upstate communities and eight million people in NYC. City that Drinks the Mountain Sky is a docu-drama that uses the enchanting devices and symbolic visual language of mask and puppet theatre to tell this epic story of the New York City water supply system. You will be taken into the very heart of a watershed. You will see how forests are like kidneys, filtering water as it moves towards streams and reservoirs. You will meet the people who built the dams, reservoirs and aqueducts and you will discover how this enormous water project brought profound changes to Catskill communities and New York City.

INSTRUCTIONS

Before recreating the experience of live theater as well as the multi-disciplinary themes and storyline that takes us from the ice ages, to the settlements of the Native Americans, Dutch and British, water use, the building of the New York City water supply system and watershed protection, take a look at a New York State map, water supply map, Google Earth or Google Map to become familiar with the region.

Go to for maps of the New York City Water Supply System and additional background information. You can also use photographs to provide a visual perspective of watersheds, reservoirs, tunnels, and other aspects of the New York City Water Supply System.

Print page 4-6 of DEP’s guide for educators for summary of scenes.

EIGHT MAJOR CHARACTERS

  1. Alphonso – Italian construction worker.
  1. Lord Cornbury – The Royal Colonial Governor of New York.

Here are some of the comments about him:

“Edward Hyde, 3rd Earl of Clarendon (November 28, 1661 – March 31, 1723), styled Viscount Cornbury between 1674 and 1709, was Governor of New York and New Jersey between 1701 and 1708. He is known for the claims that he dressed in women's clothes while serving as Governor (allegations that are contested by historians)”. (Outhistory.org)

“When Edward Hyde, Lord Cornbury, the newly appointed governor of New York and New Jersey, arrived in Manhattan on May 2, 1702, he was ebulliently received by the citizenry. This was likely the high point of his six and a half years in office. Among the allegations of corruption that would soon dog him: accepting bribes from crooked Jersey officials, spending extravagant sums on candles and firewood for two Colonial garrisons, building a “pleasure house” on Governors Island, and running up colossal personal debts.” (NY Magazine)

  1. John J. Delany – NYC Water Commissioner when the Catskill reservoirs were developed. (Patterson.org)
  1. King George III (1760-1820) – King of England; he gives the Catskills to several men, including JohanisHardenburg, who charges rent for people to settle and farm there.

Background info: The American War of Independence began in April 1775 when colonists fought British troops at Lexington. George Washington was appointed commander of the Continental Army. On 4 July 1776 the Continental Congress under leadership of John Hancock declared independence. Fighting continued until 1781 when the British were defeated by Americans and French at Yorktown. In the Treaty of Paris in 1783 Britain agreed to recognise American independence. King George took the loss badly and considered abdication before facing the political and military realities. In 1788, he suffered his first attack of insanity (now believed to be the result of the inherited disease porphyria) which was to plague him for the rest of his life. His son George, Prince of Wales, was made temporary regent an arrangement which became permanent in 1810. (Royal Family History)

  1. JohanisHardenburg – Holder of large tracts of land; he is also known as Mr. Big Boots, the landlord and rent collector.

From Wikipedia: MajorJohannes Hardenbergh(1670–1745), also known as Sir Johannes Hardenbergh, was the owner of the Hardenbergh patent of land in theCatskill Mountains in 1706, which covered some 2,000,000 acres (8,100km2) in what is today Sullivan,UlsterandDelawarecounties, from Nanisinos,sachemof theEsopusIndians, for the sum of 60 pounds. There were some disputes as to whether Hardenbergh's acquisition of the property had been truly legal. Indeed, in 1769 another former British officer,John Bradstreet, filed a claim to 50,000 acres (200km2) based on that very assumption.

  1. Ivan – Russian construction worker.
  1. Peter Minuit – Dutch leader of an expedition to America where he purchased the island of Manhattan. Peter Minuit was a Dutch colonial governor who traveled to North America under the Dutch West India Company in 1625. He is credited with purchasing the island of Manhattan Island from the Indians for 60 Dutch guilders. He later helped to found the first Swedish colony in America, New Sweden, on the lower Delaware River. He died in a tropical storm in the Caribbean in 1638. (Peter Minuitbiography)
  1. Mr. J. Waldo Smith – Chief Engineer for the Board of Water Supply who devised and implemented plans to capture the Catskill Mountain water.In 1905 Mayor George McLellan's bill, which allowed the city to develop the Catskill system, passed in the Legislature. J. Waldo Smith was appointed chief engineer with an annual salary of $15,000. A graduate of MIT, he worked for 17 years on the expansion of the supply. In 1907 the contract was signed and for the next 10 years work began on the reservoir, completely changing the face of the "gateway to the Catskills."

Role Play Rubric for City that Drinks from the Mountains

Names: ______Grade: ______Score: ______

Score (points) / Exemplary – 4 / Proficient - 3 / Emerging - 2 / Inefficient - 1
Participation in
Preparation and
Presentation / Always willing and
focused during
group work and
presentation. / Usually willing and
focused during
group work and
presentation. / Sometimes willing
and focused
during group work
and presentation. / Rarely willing and
focused during
group work and
presentation.
Presentation of
Character / Convincing
communication of
character’s
feelings, situation
and motives. / Competent
communication of
character’s
feelings, situations
and motives / Adequate
communication of
character’s
feelings, situation
and motives. / Limited
communication of
character’s
feelings, situation
and motives.
Achievement of
Purpose / Purpose is clearly
established and
effectively
sustained. / Purpose is clearly
established and
generally
sustained. / Purpose is
established but
may not be
sustained. / Purpose is vaguely
established and
may not be
sustained.
Use of Non-Verbal
Cues (voice,
gestures, eye
contact, props,
costumes) / Impressive variety
of non-verbal cues
are used in an
exemplary way. / Good variety of
non-verbal cues
are used in a
competent way. / Satisfactory variety
of non-verbal cues
used in an
acceptable way. / Limited variety of
non-verbal cues
are used in a
developing way.
Imagination and
Creativity / Choices
demonstrate
insight and
powerfully
enhance role play. / Choices
demonstrate
thoughtfulness and
completely
enhance role play. / Choices
demonstrate
awareness and
developing
acceptably
enhance role play / Choices
demonstrate little
awareness and do
little to enhance
role play.

Writing Rubric for City that Drinks from the Mountains