The document outlines a 15-day unit plan exploring New York City's wastewater treatment system, including lessons on its history, maps, treatment processes, and a field trip. Each lesson has learning objectives and relates to state science standards. The unit aims to teach students about city planning and disaster preparedness through understanding wastewater infrastructure.

1. Assessment in Science Education Dr. Craig
Fall ‘06
Unit Plan-WASTE WATER SYSTEM
New York City’s Wastewater Treatment System:
History and development
Rational and Purpose Statement:
This is a 15 day lesson for students (and faculty) to
explore the facets of city planning and disaster planning
Adapted from:
http://cfpub.epa.gov/npdes/wastewatermonth.cfm
Earth Science topics: Global Warming, Photochemical Smog, Urban Heat Islands, Acid
Rain
Trips: Trips to the Bronx River Alliance, Beats avenue Incinerator (Green Point,
Brooklyn), Green Point Sewage Plant would be convenient to qualify lessons.
Day 1 Day 2 Day 3 Day 4 Day 5
Aim: How do
we read an
topographical
map
What is an
aquafier
system??
Aim: The
history of
New York
City
Aim:
Wastewater
Treatment –
Past and
Present?
Aim:
Nitrogen
Control
Applied
Research
Program
Aim: waster
Water
Treatment:
what is
industrial
waste??
Day 6 Day 7 Day 8 Day 9 Day 10
Day 11 Day 12 Day 13 Day 14 Day 15
Aim: Student
Presentations

2. Glossary of Chemical Terms
Preliminary Treatment
Primary Treatment
Secondary Treatment
Disinfection
Sludge Treatment
Thickening
Digestion
Sludge Dewatering
Pollution Prevention Program
Dry Weather Discharges
Grease
Pumping Station Telemetry
Combined Sewer Overflows
Floating Debris
Water Quality Monitoring
Regulatory Telemetry System / Enhanced Beach Protection Program
Nutrients
Water Waste
Industrial Pretreatment Program (IPP)
Persistent Pollutant Track-down Program
Perchloroethylene Program (PERC
Day 1:
Activity Set-Up: Ward Treatent facility-Map of New York Harbor and Historical
Sampling Sites Demonstration video-waster water system: developed of from Dutch era
in New York

3. Aim: How do we describe a waste water system? How do we read an topographical map
What is an aquafier system??
Adapted fro
http://cfpub.epa.gov/npdes/wastewatermonth.cfm
I.O./SWABT 1. Draw the parts of waste water system
2. Express the terms needed in the digestion of sewage
3. Make reasonable drawing and know the systemic parts of a Waste
Water System
4. explain the new SEWAGE COLLECTION AND DISPOSAL system
PROCESS STANDARDS:
http://www.emsc.nysed.gov/ciai/mst/sciencestand/physset13.html
New York State Learning Standards:
The following are addressed in this lesson.
Standard 1: Analysis, Inquiry and Design
Mathematical Analysis
Students will use mathematical analysis, scientific inquiry, and engineering design, as
appropriate, to pose questions, seek answers, and develop solutions.
Standard 4: Science
Students will understand and apply scientific concepts, principles, and theories pertaining
to physical setting and physics.
Standard 6: Interconnectedness: Common Themes
Students will understand the relationships and common themes that connect mathematics,
and science, and apply the themes to these and other areas of learning.

4. Materials: OAK TAG -4’ BY 6’ BOARDS-markets- Computer on Wheels, if available
laptops-handout of maps of New York
Aquifier system
Hudson river Morraine
Procedure: students will review topographic maps, aquifer system, sewage plant
design them in groups of 3-4- will draw the waste water systems
Motivation student’s will watch a video about the damage Hurricane Sandy has recently
done to new York
They will isolate and be ready to next read the below passage and isolate relavent
vocubulatary from
Question: do you know why sewages systems were developed and by who?/
Stimulate interest( lead topic)
How did the engineers assess the damage done by hurricane sandy to the Staten Island
Ferry operation-foremost-our sewage system in wall street area is too flooded to be use
what and who are needed?
Students will be handed the below passage
“””Each day New York City delivers about 1.3 billion gallons of safe drinking water to
over 8 million City residents and another 1 million consumers who live in Westchester,
Putnam, Ulster and Orange Counties north of the City.
The source of New York City’s drinking water is suppliedby a network of 19 reservoirs
and three controlled lakes ina 1,972 square-mile watershed that extends 125 milesnorth
and west of New York City.
Between the water supply and wastewater treatment systems are millions of New Yorkers
and visitors to the City and an elaborate network of sewers and water mains.
Each person can help these systems run better byconserving water, disposing of garbage
and household chemicals properly and being concerned about water
quality in the City’s surrounding waters.

5. Where does used water go?
Used water goes into New York City’s extensive wastewater treatment system. This
amazing network system that cleans our wastewater consists of: over
6,000 miles of sewer pipes; 135,000 sewer catch basins; over 494 permitted outfalls for
the discharge of combined sewer overflows (CSOs) and stormwater; 93 wastewater
pumping stations that transport it to 14 wastewater treatment plants located throughout
the five boroughs.
The New York City Department of Environmental Protection (DEP), Bureau of
Wastewater Treatment (BWT) is responsible for the operation and maintenance
of all facilities related to the treatment of sewage. The Bureau of Wastewater Treatment
has 1,900 employees, an annual operating budget of $262 million, and an annual
capital budget of $114 million. With these resources, the 1.4 billion gallons of wastewater
discharged by eight million residents and workers in New York City each and
every day is processed at the treatment plants. After the treatment process is completed,
the plants release high- quality, treated wastewater, called effluent, into the
waterways surrounding New York City
go to diagram of system-have students draw this system on oak tag boards
INTRODUCTION-(pass out markers and boards now)
(read aload):
This lesson covers design and Industrial sewage is the waste from an
maintenance of sewage systems and industrial process such as dyeing,
treatment facilities. Storm sewage operations, engineer units are is the water and
particles carried due responsible for waste disposal when to rainfall.
Infiltration is the waterborne sewage-disposal systems are ground water and particles
which leak practical and authorized. Decision as into a sewer through joints or breaks.
To whether waterborne sewage
Medical units are responsible for racks, garages, and shop floor drains
investigating, reporting and making also should be excluded.
Waste from recommendations on all matters laundries, however, is usually affecting
the health of Army discharged into the TO sewer system. personnel.
Other types of industrial waste may bedischarged into the system, depending

6. Assessment:
1. Will be the student projects
2. Will be student presentations to the class at the end of the 15 day period

7. Day 2:
Activity Set-Up: Demonstration
(Authority: Robert Craig)
Activity Set-Up:
Aim:
I.O./SWABT 1.
CONTENT STANDARD: (THE PHYSICAL SETTING)
www.nysed.gov
PROCESS STANDARDS:
http://www.emsc.nysed.gov/ciai/mst/sciencestand/physset13.html
New York State Learning Standards:
The following are addressed in this lesson.
Standard 4: Science
Students will understand and apply scientific concepts, principles, and theories pertaining
to physical setting and physics.
Standard 6: Interconnectedness: Common Themes
Students will understand the relationships and common themes that connect mathematics,
and science, and apply the themes to these and other areas of learning.
Standard 7: Interdisciplinary Problem Solving
Students will apply the knowledge and thinking skills of mathematics, and science, to
address real-life problems and make informed decisions.
Materials: