Rose Mary Rodriguez
Llilian Vera
Christina Chow
Course: “The History, Engineering and Ecology of NYC’s Water System”
Pre-Lesson
Task/Goal: Students will demonstrate an understanding of the vocabulary related to the water
system of New York City.
CCSS: L4.4, SL4.1, SL4.2, SL4.5,
Motivation/Warm Up: Students will be motivated to learn about the water system of New
York City and the history of the High Bridge through videos.
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Video 1: Drone Footage of High Bridge, NYC’s Longest Standing Span
 https://www.youtube.com/watch?v=SRZFFyCeazA
Video 2: Streetfilms-View from atop the High Bridge
 https://www.youtube.com/watch?v=dm2PHPNmSnY
Mini-Lesson:
Whole Class Guided Instruction
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After showing the first video – Whole Class Chart:
What Do I Notice?
What Do I Wonder?
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Provide direct instruction of vocabulary that students will be exposed to throughout the
unit of study on the water system in NYC.
Display PowerPoint of Vocabulary with visual support.
Vocabulary: chronological, plate, reservoir, aqueduct, High Bridge, time line,
gatehouse, elevated
Collaborative Learning
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Vocabulary Charades: Students will be broken up into 7 groups; each group will pick
one vocabulary word from the grab bag to present to the class. Each group will go up to
the front of the class and demonstrate understanding of the term by acting out or drawing
using the white board, and the rest of the class will identify the vocabulary word. The
last vocabulary word will be demonstrated by a volunteer.
Independent Practice
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Students will create a vocabulary booklet by cutting out the vocabulary words and
matching it to the visual.
Students will write to demonstrate knowledge of the High Bridge water system by
writing a paragraph using the vocabulary words from the lesson.
Share Session
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Students will share their paragraphs with their buddy.
Students will volunteer to share their paragraphs with the class.
Closing
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Show the second video as an additional reinforcement for the vocabulary and/or as a
wrap up.
Supplemental Material
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History of the High Bridge.
http://www.nycgovparks.org/park-features/highbridge-park/high-bridge-history
Attachment
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High Bridge Vocabulary PowerPoint
Midterm
Trip Activity
Activity Goal
Students will demonstrate an understanding of the history of the High Bridge by making a
timeline. Students will be divided into groups to etch out each of the plates on the High Bridge
to then collaborate and put the time line together.
CCSS: RI4.5, SL4.1, SL4.2, SL4.3, SL4.4, SL4.5, W4.2
Materials:
Large white paper (roll of white backing paper)
Black or brown thick jumbo crayons
Steps:
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Break students up into groups to be dispersed among the plates on the bridge
Put the large white paper over the metal plates
Start etching out the layout of the plates with crayons (exclude date)
Each group cut out the circular plates and excess paper
Gather together as a class to place each of the plates in chronological order
Discuss the sequence of events of the forming of the High Bridge and its significance
Follow Up Activity
Students will write a reflection for homework about their experience on the High Bridge.
High Bridge Activity Sheet
Materials:
Large white paper (roll of white backing paper)
Black or brown thick jumbo crayons
Steps:
1. Get into groups to be dispersed among the plates on the bridge
2. Put the large white paper over the metal plates
3. Start etching out the layout of the plates with crayons (rubbing off the crayon over the
paper - exclude date)
4. Cut out the circular plates and excess paper
5. Gather together as a class to place each of the plates in chronological order
6. Discuss the sequence of events of the forming of the High Bridge and its significance
Final Assessment
Tour Script and Outline
High Bridge
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Take the train to the Manhattan stop 168 Street on West Side and walk to 173rd Street
and the High Bridge at 2301 Amsterdam Avenue, New York.
Enter the High Bridge Park through the Pool/Recreational Center.
Questions:
 What do you notice?
 What do you wonder?
Walk and observe surroundings as you walk around the stairs.
Questions:
 Name two things that are living.
 Name two things that are nonliving.
 What do you notice from the position where we are standing and the position of
the bridge? (Looking for students to use vocabulary term elevation)
Walk down the stairs to the entrance of the High Bridge on the Manhattan side.
Questions: (Looking for students responses referring back to the pre-lesson on
vocabulary and High Bridge history)
 What do you notice?
 What do you wonder?
(Looking for students responses to focus on the tower)
 What was the significance of the High Bridge?
 Why was the High Bridge built?
 Why was a high bridge built instead of a low bridge?
 How did the water enter the reservoir?
 What was the purpose of the water tower?
 What was the purpose of the gate-houses?
 What would have happened if they would have built a low bridge instead of a
high bridge?
As a class, do a gallery walk of the bridge from the Manhattan side to the Bronx side.
(Students will be jotting down noticings and wonderings in their trip journal)
Questions:
 What do you notice about the flooring of the High Bridge?
 Why is the floor curved? (Looking for students responses referring to the pipes)
Upon arrival to the Bronx side, do a 5 minute student share.
Hand out “High Bridge Activity Sheet”.
After completion of activity, students will share and reflect on their trip experience.
Post-Lesson
By the time of this post lesson, through a unit of study on the water in New York City, students
will have an understanding of the history of the High Bridge, the purpose of reservoirs and
aqueducts, the water cycle, the importance of the water system and water pollution.
CCSS: W4.2, SL4.1, SL4.2, SL4.3, SL4.4, RI4.1, RI4.3, RI4.4
Task
In a five paragraph informational essay, demonstrate your understanding of the unit of study on
the water in New York City.
Be sure to include:
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How does a water system work?
Why is it necessary to have a water system in New York City?
How did the High Bridge contribute to the water system of New York City?
A reflection on the effects of water pollution on the water system.
Content vocabulary learned throughout the unit of study.
Presentations
Students will make presentations of their PBL.
Attachments
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Rubric for Information Writing—Fourth Grade
PBL Presentation Rubric 3-5 CCSS
Post Lesson Project Based Learning Activity
Task/Goal
Students will divide into cooperative groups of 6 and create a reservoir, to be interconnected with
each other, demonstrating the flow of water and modeling an aqueduct structure.
Materials
Aluminum Pans
Modeling Clay
Tape
Flexi Straws
Plastic Knives
Scissors
Funnels
Water
Small box
Markers
Paint
Steps
1. Insulate metal pan with modeling clay to resemble the bed of the reservoir, use a plastic
knife to create the ridges of the stone bed. (schist or gneiss)
2. Connect (2) straws together for each end of the pan (reservoir) to resemble an aqueduct
and pipe structure.
3. Create two gate houses for opposite ends of the pan (reservoir) out of small cardboard
boxes to be placed on the exterior ends of the pan.
4. Make a horse shoe shaped opening in one end of each box and a small round hole in the
opposite end of each box.
5. Make a small opening in opposite ends of the pan and place the funnel stem through the
holes on each side and secure with clay to avoid leakage.
6. Attach the sets of straws to each funnel stem and secure with tape and clay.
7. Place each gatehouse box with the horse shoe shaped opening covering the funnel with
the straws coming out of the smaller holes.
8. Using straws connect all 6 pans (reservoirs) to resemble the water system and aqueduct.
9. Pour water into the pan at the highest point to show the flow of water from reservoir to
reservoir through the aqueducts.
10. Extra Credit: Students can create bridges (Ex. High Bridge)