Reading passage Grade 11 English Language Arts

The Wetland Ferrisdale Built: Polishing Effluent With Plants

A grade 11 informational passage on a fictional constructed treatment wetland, with a seasonal data table and questions on inference, structure, and craft.

Objectives

  1. Students will explain how a constructed wetland reduces oxygen demand and nitrogen using cited passage evidence.
  2. Students will interpret a seasonal performance table in light of the passage's account of temperature effects.
  3. Students will analyze how the author's ordering of information supports the passage's central claim.

Vocabulary

Effluent
Effluent is the cleaned water that leaves a treatment plant at the end of the process. It is tested carefully before being released to a river, lake, or the ocean.
Biochemical oxygen demand (BOD)
Biochemical oxygen demand, or BOD, measures how much oxygen tiny microbes will use up as they eat the waste in water. Dirtier water has a higher BOD.

Also: constructed wetland, nitrification, denitrification, polishing

Teacher overview

Constructed wetlands are a useful subject for eleventh-grade informational reading because the technology looks like nothing at all, which forces a writer to explain a mechanism a photograph cannot show. This original passage describes a fictional treatment wetland at the fictional Ferrisdale Water Reclamation Facility, tracing what happens to already-treated water as it moves through four shallow cells, and it includes a seasonal table that complicates the story rather than confirming it. Students who assume that a natural-looking solution must be a low-performing one will find the winter column of the table useful to argue with.

Answer Key

  1. Answer: Biochemical oxygen demand measures how much oxygen bacteria use as they consume the dissolved organic material in the water. It matters to a stream because that consumption draws down the oxygen the stream's own life depends on, which the passage links to fish struggling below about 5 milligrams per liter.

  2. Answer: The plant discharged into Penmarch Brook, a small stream with little late-summer flow, so water meeting the federal minimum was still more than the brook could absorb; the town's monitoring showed August dissolved oxygen falling toward the level where most fish struggle. The second detail is nitrogen, since secondary treatment leaves nitrate that acts as fertilizer in the stream.

  3. Answer: The plants supply surface area and structure, meaning stems, roots, and decaying litter, and they slow the flow so fine particles settle. Films of bacteria growing on those surfaces do the treating.

  4. Answer: Nitrate removal falls sharply. In summer the wetland brings nitrate from 13.6 down to 1.8 milligrams per liter, while in winter it brings 15.8 down only to 9.6. The passage attributes the change to temperature, since the bacteria that do the work slow down in cold water.

  5. Answer: The reasoning is that Penmarch Brook runs high and cold in January, so it can absorb a weaker effluent in the season when the wetland performs worst, meaning the performance dip lands where the stream is least vulnerable. The table supports the pattern of the dip; students should note that the passage gives no winter data for the brook itself, so the argument rests on a stated seasonal claim rather than on measurements shown here.

  6. Answer: Nitrification converts ammonia to nitrate in the oxygen-rich shallow water, which changes the form of the nitrogen without removing it. Denitrification occurs in the oxygen-poor sediments, where bacteria strip the oxygen from nitrate and release nitrogen gas to the air, so only that step takes nitrogen out of the water.

  7. Answer: The opening uses the eleven acres to set up a contrast between how the treatment looks and what it does, which the passage then spends its middle explaining. Returning to the same figure in the list of drawbacks converts it from a surprise into a cost, so the repetition lets the writer present the wetland as both effective and expensive in land without arguing either point twice.

Writing task exemplar. Water reaching the fictional Ferrisdale wetland has already been through screens and aerated tanks, so it arrives carrying a modest load, with an inlet BOD of 21 milligrams per liter in summer. It then spends about six days crossing four shallow cells planted with cattail, bulrush, and sedge. Near the surface of the first cells, where oxygen is plentiful, bacteria convert ammonia into nitrate through nitrification, which changes the nitrogen without removing it. Deeper in the sediments, where oxygen runs out, other bacteria strip oxygen from that nitrate and release nitrogen gas, and this denitrification step is the one that actually takes nitrogen out of the water. Meanwhile the slow, shallow flow lets fine particles settle among the stems while bacterial films consume the dissolved organic material. Water leaves the fourth cell with summer nitrate down to 1.8 milligrams per liter before it enters Penmarch Brook.

Differentiation

Support

Provide a labeled cross-section sketch of one wetland cell showing the oxygen-rich surface layer and the oxygen-poor sediment, and let students annotate it before answering question 6. Allow questions 1 and 3 to be answered by locating and restating the relevant sentences, and supply the writing task with an opening sentence already written.

Extension

Ask students to write a short memo from the fictional plant's operators to the town council defending the winter numbers, then annotate their own memo to show where they conceded a point and where they reframed one. Strong responses will use the seasonal argument from the final paragraph without overstating what the table proves about the brook.

ELL supports

Pre-teach effluent, nitrate, and polishing with a three-step arrow diagram from raw sewage to secondary effluent to wetland outflow, and post the terms with one-line definitions. Provide a sentence frame for question 4, such as "Between summer and winter, nitrate removal ___ because ___." Allow students to answer questions 1, 2, and 3 with quoted phrases and short labels before writing full sentences.