Reading passage Grade 10 Careers & CTE

Upstream of the Intake: Ravensholt's Source Water Work

A grade 10 careers reading passage on a source water protection coordinator who works miles upstream of the plant, with buffers, cover crop payments, and spill maps.

Objectives

  1. Students will explain how upstream land use changes the water a treatment plant receives.
  2. Students will describe the duties of a source water protection coordinator and one path into the role.
  3. Students will analyze who pays for and who benefits from a utility's cover crop payment program.

Vocabulary

Watershed
A watershed is all the land where rain that falls will drain to the same stream, river, or lake. Everyone lives in a watershed, no matter how far from the water they live.
Turbidity
Turbidity is a measure of how cloudy or murky water looks because of tiny particles floating in it. Clear water has low turbidity, and muddy water has high turbidity.

Also: source water, riparian buffer, cover crop, land use

Teacher overview

A large share of drinking water quality is determined on the land miles upstream of a treatment plant, before any water reaches the intake. This passage follows a source water protection coordinator at a fictional water district whose entire job takes place outside the plant fence. Teachers can use it to widen a careers unit beyond operator roles, or to open a unit on watersheds. The misconception it addresses is the belief that a utility's only defense against pollution is treatment, when many utilities spend staff time and money preventing contamination from reaching the intake at all.

Answer Key

  1. Answer: About 300 square miles. The passage describes the watershed above the intake as an area of roughly that size containing farms, two small towns, a highway, and forest.
  2. Answer: The strip of trees and grass between a field and the water. The passage says a wide buffer slows runoff, holds soil in place, and shades the stream, while a field plowed to the water's edge does none of that.
  3. Answer: Mapping, fieldwork, payments, and review. The passage names keeping a map of risk sites, walking streambanks with landowners, running the cover crop payment program, and reviewing development proposals for the county.
  4. Answer: Because both stayed inside the limits that applied. The passage says neither event broke a rule, yet the turbidity spike forced the plant to triple its coagulant dose and slow production, and the nitrate only reached an alert level the district set for itself.
  5. Answer: Land use changes the water, and the water then changes land use. The passage explains that farming and road work upstream determine what the plant receives, and that the treatment burden is why the district plants trees, buys seed for cover crops, and comments on zoning proposals.
  6. Answer: Ratepayers pay, and both farmers and ratepayers benefit. The passage states the payments come out of water rates, so every customer funds them, while farmers receive the per-acre payment and the district avoids some of the treatment costs that storms bring.
  7. Answer: Starting as a seasonal field hand. The passage describes a watershed technician who began collecting stream samples seasonally and is now finishing an associate degree with district tuition support, and a GIS analyst who completed a one-year certificate.

Differentiation

Support

Give students a simple watershed diagram showing the forest, farms, highway, two bridges, and the intake, and have them mark where each of the four job duties takes place as they read. Provide the four job parts as a checklist so question 3 becomes a matter of matching rather than recalling.

Extension

Ask students to write the two-paragraph comment letter Ruvalcaba would send the county about the proposed truck stop, naming the specific risk and the specific protection she would request. The letter should use evidence from the storm described in the passage.

ELL supports

Pre-teach watershed, buffer, runoff, and upstream with a tilted tray, soil, and a spray bottle, so the vocabulary attaches to something students have seen move. Supply a glossary card with the six vocabulary terms and allow questions 1, 2, and 7 to be answered in phrases.

Extensions

Students can look up whether their own drinking water comes from a river, a reservoir, or wells, then list which of Ruvalcaba's four duties would apply to that source and which would not. A class can also invite a county planner or a soil and water conservation district staff member to describe how utility comments are handled in real permit reviews.