WATERWORKS IN BRAINTREE

OBJECTIVE:

Create environmental awareness with an open-ended topic which allows an interdisciplinary team approach, uses local and state resources and offers a variety of assessment tools. It should stimulate inquiry thinking, require consideration of various points of view and the importance of individual political and community involvement. The topic allows expansion and application to other topics and disciplines throughout the community.

ESSENTIAL QUESTION

How does water affect the town of Braintree?
1. Where does it come from?
2. How much does the community use?
3. Is the supply adequate?
4. How is the supply and cost affected by:
a. population growth
b. industrial growth
c. pollution
d. other physical and human factors
5. Describe the town's water policy.
6. What is the decision making process to create or amend the policy?
7. What is the individual and community role in the process and the protection of this "renewable resource"?

TASKS AND PRODUCTS

1. Locate or place the Quabbin and Wachusett Resevoirs on a map.
2. Locate or place the Weymouth and Fore and Back Rivers on a map.
a. Place local industries located near the Weymouth and Fore and Back Rivers on this map.
3. Research the history of the creation of the Quabbin Reservoir.
4. Calculate the distance the water travels to Braintree.
5. Describe the areas physical and human characteristics.
6. Compare land use on past and current maps.
7. Use charts and graphs to show residential use over different time periods.
8. Take surveys to identify types of residential use.
a. Chart or graph this use.
9. Use charts and graphs to show industrial uses over time.
10. Use charts and graphs to show population growth over time.
11. Research the number and reasons for water bans and restrictions and the effect on the community.
12. Use print and non-print sources to identify types and sources of pollutants.
13. Gather information from field trips, guest speakers, and the Web.
 

CULMINATING ACTIVITY

Hold a mock town meeting or MWRA hearing with student role playing about proposed significant rate increases to control use.
Sugggested groups:
a. Town residents for and against rate increases.
b. Environmentalists/Conservationists..
c. Business/Industry representatives.
d. Town government representatives.
e. Hearing members-selected after group work is complete.
Groups make presentations to hearing officers. Only Hearing Officers may question individuals after all presentations are completed. Hearing Officers then openly discuss and engage in a decision making process which is observed by presenters.

ASSESSMENT

1. Accuracy, clarity, creativity, complexity and usefulness of the visuals: maps, charts and graphs.
2. Joint assessment by team teachers if a team is involved.
3. Quizes based on homework readings and information gathered.
4. Point system for Culminating Acitvity in the following areas:
a. Information gathered
b. New sources discovered
c. Homework
d. Name tags
e. Holdups
f. Posters
g. Other visuals
h. Group participation
i. Oral presentation and organization
j. Outlining
k. Research
l. Questions and Answers
m. Adherence to Role
5. Ability to raise inquiry questions.
6. Essay writing reflecting awareness of different points of view, complexity of environmental, community and industrial issues and viewpoints, and the process of community involvement in reaching solutions.
7. Student input evaluating decision, process, and suggestions to improve scenario.

Boston Harbor Water Basin Map: Includes the Neponset River Watershed