Stormwater Pollution

Activity Description/Rationale                                                          

This activity is adapted from the Welikia Project Mannahatta Curriculum. This would be an activity done after the students had already had some overview of the water cycle, to enhance their knowledge. This exercise was developed for elementary school students, so it has been modified for the high-school aged students.

NYS/CCL Standards (Content Knowledge, IAD)

RST.11.12.9

RST.11.12.7

WHST.9.12.7

Goals: Process Skills (Basic & Integrated) and Attitudes/ (Enduring Understandings & Essential Questions)

Students will develop a greater understanding of the interconnectedness of the water cycle, and potentially a sense of stewardship towards water.

Universal Design for Learning/Differentiation

The lessons are designed to go from an introductory level (refresher on water cycle) to specific examples that illustrate different water cycles. Students choose their role in the game, and how they interpret their designated role. The activity leads to a class discussion on the factors affecting the water cycle, allowing students to comment with their opinions as well as ask questions about confusing connections.

Materials

All classroom materials are attached. Need to print out the maps and cards for each iteration of the game.

Should include:

Estimated Length of Activity:

3 class periods (including pre-activity); 120 minutes.

Pre-Activity

Discussion of the water cycle in 1609 (Mannahatta) and present day (Manhattan). Point out what is different between the cycles and orthomaps. (one class period)

Activity Instructions:

  1. First Day: Mannahatta game. Go over the Mannahatta water cycle, and then take it down and present the game. Objective is that students are water droplets moving through the water cycle. Explain/show how the game is played, and what they need to do. Game should last about 10 minutes, assess whether students have run through the entire cycle and adjust accordingly. After finishing the game students will discuss their experience as the water droplets. After discussion students will create a water cycle for Mannhatta based on their experience in the game/discussion after playing the game. (one class period)
  2. Second Day: Manhattan game. Go over the water cycle in present day Manhattan, and then take it down, and present the Manhattan version of the game. Same objective as before, but the water ends up in different places. After finishing have students discuss their experience today, and how it differed from Mannahatta. After discussion students will create a water cycle for Manhattan based on their experience in the game/discussion after playing the game. (one class period)

Assignments

No formal assignments. If water charts aren't completed, they will be assigned as homework. 

Assessment and Reflection

The assessment will be based on the completed water cycles. 

Assessment

Poor

Average

Excellent

Water Cycle Knowledge
  • No understanding of how different parts of the water cycle connect.
  • All connections are incorrect.
  • Students have added irrelevant sinks/sources to the cycle.

 
  • A general understanding that waater flows from place to place, but maybe some incorrect connections.
  • A lack of understanding that it is an entire system.
  • Possible errors with the sinks/sources in the water cycle.
  • Evident that the student fully understand the water cycle as an interconnected system.
  • No incorrect connections in the cycle.

 

Instructor’s Notes:

Goal is to familiarize students with the water cycle so that they feel they are actively learning, not being lectured to. Timing may be off. Feel free to add more creative assessment categories to the assessment rubric.