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Educator Guide: Wonderful World of Water: Wonderful World of Water Educator Guide

Wonderful World of Water

Tips to Come Prepared

Before you visit the Genovesi Environmental Study Center (GESC) with your class, review the Educator's Guide to prepare for your students.

  • Read the Essential Questions (p. 1) and Connections to Standards (p. 2) to decide how you want to link your curriculum with your field trip
  • Complete the Pre-Visit Lesson with your class activating student interest and engagement
  • Come to GESC ready to engage and learn with our experiential, hands-on field trip program, Amazing Amphibians

Library Finds

Essential Questions

  • What are the different kinds of living organisms that depend on water in New York City (NYC)? 
  • What role do plants play in the water cycle and in aquatic ecosystems?
  • What is the importance of an indicator species? 
  • How does water travel to and through NYC's urban ecosystem? 
  • What are some of the water-related issues facing NYC?


Sora eBooks

Access these free ebooks by signing in to the Sora app with your NYC DOE credentials

Wonderful World of Water

Pre-Visit Materials

Post-Visit Materials

Wonderful World of Water Wows

  • New York City has over 575 miles of coastline, which is home to many plants and animals including sharks, whales, and sea turtles.
  • The Big Apple’s water system moves over a billion gallons a day, most of which is unfiltered.
  • 300,000 ships pass through New York City’s waterways each year.
  • The rotten-egg smell that is often associated with salt marshes is produced by bacteria that live in the decomposing plant material, or peat.

Wonderful World of Water Supplemental Resource

Connections to Standards

Grade 3: Unit 2: Interdependence
Grade 4: Unit 1: The Structure and Function of Organisms
Grade 5: Unit 2: Matter and Energy in Ecosystems


Third Grade
3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.

Fourth Grade
4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
4-ESS2-2. Analyze and interpret data from maps to describe patterns of Earth’s features.

Fifth Grade
5-PS3-1. Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the Sun.
5-LS2-1. Develop a model to describe the movement of matter among plants (producers), animals (consumers), decomposers, and the environment.

New York State has a diverse geography. Various maps can be used to represent and examine the geography of New York State.
Physical and thematic maps can be used to explore New York State’s diverse geography. 

Common Core Learning Standards for ELA and Literacy in History/Social Studies 
RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. 
RI.4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on webpages) and explain how the information contributes to an understanding of the text in which it appears. 
SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 4 topics and texts, building on others’ ideas and expressing their own clearly.