Project Grade 10 English Language Arts

The Havenbrook Water Explainer: A Research Writing Project

A five-session grade 10 project in which teams turn a four-document utility packet into a four-page plain-language explainer and present it to a library board.

Objectives

  1. Students will synthesize four utility documents and one located source into a single explanation.
  2. Students will define technical water terms in plain language without losing accuracy.
  3. Students will produce a four-page explainer that answers questions residents asked at a public meeting.

Vocabulary

Action level
A trigger number in lead and copper testing. If too many homes test above this level, the utility must take steps like improving treatment and telling the public.
Service line
A service line is the small pipe that connects the water main under the street to the plumbing inside one home or building. It is the last leg of the trip water makes to your tap.

Also: consumer confidence report, 90th percentile, capital plan, rate increase, glossary, source evaluation

Teacher overview

Community water systems are required to deliver an annual water quality report to their customers, and utilities generally report that few customers read one all the way through. This project asks teams to address that problem for a fictional utility by turning a packet of its documents into a four-page explainer for a library display, then presenting it to a panel. The driving question is what a household actually needs to know about its water, and the constraint that makes the project hard is the page limit, which forces teams to decide what to leave out.

The complete source packet is printed in the Project Brief below, so the only preparation is copying it (about four pages per team), arranging a panel of three adults or students to act as the library board, and reviewing the teacher reference that follows the rubric. The packet contains two points where the documents and the outside rules do not line up neatly: the coming change to the lead action level and the federal deadline for the new PFAS limits. The strongest teams will show their reasoning on those two points.

Rubric

Criterion Emerging Developing Proficient Advanced
Research and sources Uses one or two documents and no outside source. Uses most of the packet and an outside source that is named but not evaluated. Synthesizes all four documents and one evaluated outside source, with each answer traced to its document. Reconciles a difference between two sources and explains in the text which one governs and why.
Accuracy and plain language Restates technical wording without explaining it, or simplifies until the meaning changes. Explains some terms clearly while leaving others in the utility's own wording. Explains every glossary term in plain sentences that keep the original meaning, and answers five resident questions accurately. Handles an uncertain finding honestly, stating what is known, what is not, and what the utility has committed to do.
Constraints and organization Exceeds the page limit or omits required parts. Meets the page limit but the order is hard to follow, or the chart is decorative. Meets every stated constraint, and the chart is built from packet numbers and supports a point in the text. Uses the page limit as a design choice, so the sequence of pages answers the reader's questions in the order a reader would ask them.
Presentation Reads from the explainer and runs over or under the time. Covers the content within the time with uneven delivery. Presents the explainer clearly in three minutes and answers the panel's question directly. Defends a specific cut or inclusion with reasoning about the reader, not about team preference.

Teacher reference: where the packet answers each question

Use this table to check Milestone 1 and the accuracy row of the rubric. Teams may answer any five questions; a team that chooses a question marked "in part" should say plainly what the packet does not settle.

Question Where the answer is What an accurate answer includes
Q1, lead and baby formula Document 1, lead table row and lead notes In part. The town's 90th percentile (11 ppb) is below the current action level, yet 2 of 30 tested homes were above 15 ppb, the health goal is zero, and the result for one home depends on its own pipes. The answer should give the cold-water advice and the free test kit, and should neither promise safety nor claim danger.
Q2, finding and paying for a lead line Document 1, inventory note; Document 2, second note Look up the address or call customer service; the utility replaces the whole line, including the private side, at no direct charge to the owner. A 1948 house could be on the unknown-material list.
Q3, PFAS Document 1, PFAS rows and note; Document 2, Well 3 row and note PFAS are long-lasting manufactured chemicals. Well 3 averaged 5.2 ppt PFOA, above the 4.0 ppt limit that applies from April 2029; it supplies part of the water north of Route 9, so the resident may receive some. PFOS (2.6 ppt) was below the limit. Until treatment is built, the utility is drawing less water from Well 3; treatment is planned for 2028 and could slip into 2029.
Q4, the bill and why Document 3, bill table and reasons; Document 2, totals and funding A typical bill rises from $48.60 to $53.00, or $4.40 a month. Meeting today's standards does not pay for aging mains, lead lines, or the coming PFAS limit, and about 62 percent of the added money goes to the capital plan.
Q5, Mill Street Document 2, system data and first note In part. Breaks are rising (41 in 2021 to 58 in 2025), and 13.0 miles of main are scheduled, yet the packet does not name streets; the list is published each January.
Q6, chlorine smell Document 1, chlorine row and note Chlorine is added on purpose; the running average of 1.1 mg/L is well below the 4.0 mg/L limit, and the smell can be stronger in the morning or after a main break.
Q7, rates in 2028 Document 3, "What comes next" In part. Another increase may be considered after Well 3 bids are opened; nothing has been decided and the amount is unknown. This is a natural choice for the "cannot promise" requirement.
Q8, bottled water Not in the packet The packet does not address bottled water. A team choosing this question needs its outside source and should say so.
Q9, help with the bill Document 3, "Help with your bill" Households that qualify for state home energy assistance can receive a 20 percent discount on the base charge by calling customer service.

Two places where sources must be reconciled, for the Advanced column of the research row: the report says the 2025 lead result met the standard, while the outside rule lowers the action level to 10 ppb in 2027, which the 11 ppb result would exceed; and the report says the PFOA limit is "not yet required," while the Well 3 average is already above the number that will apply. A strong explainer states which rule governs now, which governs later, and what the utility has said it will do.

Charts teams can build from the packet include main breaks by year (Document 2), miles of main or lead lines replaced by year (Document 2), spending by project over five years (Document 2), and the current and proposed bill broken into base and use charges (Document 3). A Proficient chart uses the packet numbers correctly and supports a specific sentence in the explainer.

Differentiation

Support

Assign these teams three resident questions rather than five, chosen from Q2, Q4, Q6, and Q9, which the packet answers fully. Give them a glossary starter with four terms already selected (action level, 90th percentile, service line, and capital plan). Provide a page map template with the four pages divided into labeled blocks, and a bar chart frame with the years 2021 through 2025 already marked on the horizontal axis and main breaks from 0 to 60 marked on the vertical axis, so the team plots the five values from Document 2 rather than designing the chart from scratch.

Extension

Ask these teams to produce a second version of one page for a reader who has just moved to town and speaks English as a second language, then write a short memo on what they changed and why. A further option is to write the one-paragraph cover note the utility would send with the display, addressed to the library board, explaining how the explainer handles the coming change to the lead action level.

ELL supports

Pre-teach report, level, standard, percentile, capital, and rate with the packet documents open to the relevant line. Provide a bilingual glossary template with the plain definition column separated from the technical wording column, and allow the three-minute presentation to be delivered from a written script or shared among more speakers.

Extensions

Have teams send their finished explainer to their own city or water district and ask whether any of it could be reused, then report back on the response. A related follow-on has students compare their explainer with the real annual report their utility publishes and write a paragraph on one thing the real report does better.