Reading passage Grade 12 Science

Nutrients as Pollutant and Resource: The Wexford Lake Story

A grade 12 science passage on how nitrogen and phosphorus both pollute waterways and serve as recovered fertilizer, told through a fictional lake's recovery.

Objectives

  1. Students will explain how excess nitrogen and phosphorus cause eutrophication and low oxygen in a lake.
  2. Students will explain why phosphorus is treated as both a pollutant to remove and a resource to recover.

Vocabulary

Eutrophication
Eutrophication is what happens when a lake or bay gets overfed with nutrients: algae grows out of control, and when it dies and rots, the water loses the oxygen that fish need.
Dissolved oxygen
Dissolved oxygen is the oxygen gas mixed into water that fish and other underwater animals breathe. Cold, moving water holds more oxygen than warm, still water.
Biological nutrient removal (BNR)
Biological nutrient removal uses specially managed bacteria to strip extra nitrogen and phosphorus out of wastewater before it is released. Removing these nutrients helps prevent algal blooms in the rivers and lakes that receive the treated water.

Also: nutrient, struvite

Teacher overview

This passage explains why the same nutrients that make crops grow can also destroy a lake, and how treatment plants now both remove and recover them. It introduces eutrophication, the oxygen crash that follows an algal bloom, and the idea that phosphorus is a finite mined resource worth capturing. A teacher can assign it to connect wastewater treatment, water quality, and resource management, and the questions mix locating stated facts with drawing conclusions across paragraphs.

Answer Key

  1. Answer: Nitrogen and phosphorus.
    The passage opens by naming nitrogen and phosphorus as the nutrients that living things need and that, in excess, cause eutrophication.

  2. Answer: Bacteria decomposing the dead algae use up oxygen, and it can fall below the roughly 5 mg/L most fish need, so fish flee or die.
    The third paragraph explains that decomposition consumes dissolved oxygen and that oxygen dropping below about 5 mg/L leaves fish unable to survive.

  3. Answer: Any two of: fertilizer runoff from farm fields, fertilizer from lawns, and wastewater.
    The fourth paragraph lists rain washing fertilizer off farms and lawns, and nutrient-rich wastewater, as the main human sources.

  4. Answer: Nutrients pollute lakes when they cause blooms, but phosphorus is also a scarce resource fertilizer depends on.
    The passage shows both sides: excess nutrients ruin a lake through eutrophication, while phosphorus is a finite mined resource the world needs to grow food.

  5. Answer: Struvite recovery captures phosphorus that would otherwise be lost, easing demand on mined phosphate rock.
    Because phosphorus comes from phosphate rock that is mined in few places and cannot be replaced, recovering it as struvite keeps a finite resource in use and out of rivers.

  6. Answer: It lowers the nutrient load in the treated water, so less nitrogen and phosphorus reach the lake to feed a bloom.
    The fifth paragraph explains that biological nutrient removal pulls nutrients out before discharge, reducing the load that could otherwise fertilize algae downstream.

  7. Answer: Accept a summary that uses eutrophication and follows the passage's sequence.
    A strong answer states that heavy nutrient loads from runoff and a plant fed algal blooms (eutrophication) that lowered oxygen and harmed fish, and that after the plant added nutrient removal and phosphorus recovery, loads fell, blooms shrank, and fish returned.

Differentiation

Support

Provide a labeled cause-and-effect chain (extra nutrients, algal bloom, algae die, bacteria use oxygen, fish suffer) for students to reference, and allow questions 1 through 3 to be answered with short phrases rather than full sentences.

Extension

Ask students to write a short paragraph arguing whether a community should invest in phosphorus recovery, weighing the cost of the equipment against the value of the fertilizer produced and the protection of the lake.

ELL supports

Pre-teach "eutrophication," "dissolved oxygen," and "struvite" with simple definitions and a picture sequence of a lake before, during, and after a bloom. Provide sentence frames for questions 4 through 7.

Extensions

Have students look up whether a lake or bay near them has had algal blooms or a dead zone, and identify from a local report which nutrient sources are named, then compare those sources with the ones in the passage.