Reading passage Grade 10 English Language Arts

Millbrook's Constructed Wetland: A Biotechnology Reading Passage

A grade 10 informational passage on how a fictional town's constructed wetland uses plants and microbes to treat stormwater, with comprehension questions.

Objectives

  1. Students will identify the sequential stages of a constructed wetland's treatment process.
  2. Students will explain how plants and microorganisms work together to remove pollutants from water.
  3. Students will make inferences about engineering design choices using evidence from an informational text.

Vocabulary

Key words: constructed wetland, sediment, microorganism, nutrient uptake, overflow channel

Teacher overview

When rain falls on streets, roofs, and parking lots, it picks up oil, sediment, and lawn fertilizer on its way to the nearest storm drain, and that runoff often reaches a stream or lake with little or no treatment along the way. This passage describes a constructed wetland, an engineered version of a natural wetland, built by the fictional town of Millbrook to treat exactly that kind of runoff before it reaches Millbrook Creek. It gives students a concrete example of environmental biotechnology, the use of living organisms to solve an engineering problem, and asks them to trace a multistep process that includes a deliberate exception built in for heavy storms.

Answer Key

  1. Answer: To treat polluted stormwater runoff from nearby streets and parking lots before it reaches Millbrook Creek.
    The passage states this purpose directly in its first paragraph.
  2. Answer: The forebay (settles heavy sediment), the main wetland cell (plants and microorganisms remove nutrients and break down pollutants), and the polishing cell (settles remaining fine particles before release).
    The passage describes these three cells in order in its second paragraph.
  3. Answer: An overflow channel routes the excess water around the main wetland cell to a separate settling basin. This exception protects the wetland's plants and microorganisms from being scoured away by fast-moving water during a heavy storm.
    The passage explains this exception and its reasoning in its third paragraph.
  4. Answer: Plants take in dissolved nutrients such as nitrogen and phosphorus the way any plant absorbs fertilizer, while microorganisms living around the plant roots break down oil residue and other organic pollutants into simpler compounds.
    The passage describes both roles together in its second paragraph, showing they work on different kinds of pollutants at the same time.
  5. Answer: Answers will vary, but a strong response explains that routing fast-moving water around the wetland, rather than through it, prevents the water's force from uprooting plants or washing away the sediment and microorganisms the system depends on.
    The passage's third paragraph supports this reasoning directly.
  6. Answer: A constructed wetland is engineered and built on purpose to treat a specific source of polluted water, while a natural wetland forms on its own wherever land stays wet long enough.
    The passage draws this distinction in its opening paragraph.
  7. Answer: Because plants take up fewer nutrients while dormant in winter and more while actively growing in summer, a technician would expect less nutrient removal in winter and more during the growing season, and would use that expected pattern to judge whether a change in results is normal or a sign of a problem.
    The passage explains this seasonal pattern in its final paragraph.

Differentiation

Support (below grade level)

Provide a three-box graphic organizer labeled "Forebay," "Main wetland cell," and "Polishing cell" for students to fill in while reading, and allow question 4 to be answered with a labeled diagram instead of full sentences.

Extension (above grade level)

Ask students to research, using only the passage's details, what might happen to Millbrook Creek's water quality if the overflow channel failed to open during a heavy storm, and write a short paragraph predicting the consequences using evidence from the passage.

ELL supports

Pre-teach "constructed wetland," "sediment," "microorganism," "nutrient uptake," and "overflow channel" with simple definitions and a labeled diagram of the three-cell system before reading. Allow questions 1, 2, and 6 to be answered with short phrases rather than full sentences.