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:
MSApply scientific principles to design a method for monitoring and
ESS3-3. minimizing a 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.
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• 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.
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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%
2.
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
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3. 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
4. It was estimated that _______ of the burden of disease is attributable to unsafe
water supply, sanitation and hygiene and 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, and distributes 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 recreate 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.
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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.
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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 www.nyc.gov/dep 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
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1. Alphonso – Italian construction worker.
2. 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)
3. John J. Delany – NYC Water Commissioner when the Catskill reservoirs were
developed. (Patterson.org)
4. King George III (1760-1820) – King of England; he gives the Catskills to several
men, including Johanis Hardenburg, 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.
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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)
5. Johanis Hardenburg – Holder of large tracts of land; he is also known as Mr. Big
Boots, the landlord and rent collector.
From Wikipedia: Major Johannes Hardenbergh (1670–1745), also known as Sir
Johannes Hardenbergh, was the owner of the Hardenbergh patent of land in
the Catskill Mountains in 1706, which covered some 2,000,000 acres (8,100 km2)
in what is today Sullivan, Ulster and Delaware counties, from
Nanisinos, sachem of the Esopus Indians, 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 (200 km2) based on that very assumption.
6. Ivan – Russian construction worker.
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7. 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
Minuit biography)
8. 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."
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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.
Purpose is clearly
established and
effectively
sustained.
Impressive variety
of non-verbal cues
are used in an
exemplary way.
Competent
communication of
character’s
feelings, situations
and motives
Purpose is clearly
established and
generally
sustained.
Good variety of
non-verbal cues
are used in a
competent way.
Adequate
communication of
character’s
feelings, situation
and motives.
Purpose is
established but
may not be
sustained.
Satisfactory
variety
of non-verbal cues
used in an
acceptable way.
Limited
communication of
character’s
feelings, situation
and motives.
Purpose is vaguely
established and
may not be
sustained.
Limited variety of
non-verbal cues
are used in a
developing way.
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.
Achievement
of
Purpose
Use of NonVerbal
Cues (voice,
gestures, eye
contact,
props,
costumes)
Imagination
and
Creativity
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Writing Rubric for City that Drinks from the Mountains
Names: ______________________________________________Grade: ______ Score: ________
Content
Organization
Achievement
of
Purpose
Use of
Language
(diction,
sentences)
Correctness
Engaging and
insightful
presentation of
thoughts and
supporting details.
Introduction,
detail,
arrangement,
transitions,
conclusion and
coherence are
superior.
Purpose is clearly
established and
effectively
sustained.
Precise and
sophisticated
vocabulary used.
Sentences vary in
pattern and length.
Clear and
thoughtful
presentation of
thoughts and
supporting details
Introduction, detail
arrangement,
transitions,
conclusions and
coherence are
very good.
Straightforward
and developing
presentation of
thoughts and
supporting details
Introduction, detail
arrangement,
transitions,
conclusion and
coherence are
satisfactory
Simplistic and
emerging
presentation of
thoughts and
supporting details.
Introduction, detail
arrangement,
transitions,
conclusion and
coherence are
limited.
Purpose is clearly
established and
generally
sustained.
Carefully chosen
and complex
vocabulary is
used. Sentences
often vary in
pattern and length.
Great attention
has been paid to
correctness. Text
contains
essentially no
errors which
interfere with
clarity of
communication.
Attention has been
paid to
correctness. Text
contains minor
errors, none of
which interfere
with clarity of
communication.
Purpose is
established but
may not be
sustained.
Generally precise
and
straightforward
vocabulary is
used. Sentences
sometimes vary in
pattern and length.
Less attention has
been paid to
correctness. Text
contains errors
which interfere
with clarity of
communication.
Purpose is vaguely
established and
may not be
sustained.
Vague, imprecise
or inappropriate
vocabulary is
used. Mainly
simple sentences,
lacking in variety
are used.
Little attention has
been paid to
correctness. Text
contains many
errors which limit
the clarity of
communication.
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