Reading passage Grade 7 Science

Why Kingsloe's Tap Water Tastes Different Each October

A grade 7 science reading passage on summer layering and fall turnover in a fictional reservoir, with a depth data table and seven comprehension questions.

Objectives

  1. Students will explain why a reservoir separates into warm and cold layers in summer.
  2. Students will use a depth table to identify where oxygen falls below the level fish need.
  3. Students will cite evidence from the passage to explain the fall taste complaints.

Vocabulary

Reservoir
A human-made lake, usually created by a dam, that stores water for later. Reservoirs supply cities and farms and help control floods.
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.

Also: density, layering, turnover, sediment, intake

Teacher overview

Seasonal taste and odor complaints are one of the most common reasons a utility hears from its customers, and the cause is usually a seasonal change in the lake itself rather than anything at the plant. This passage explains summer layering and fall turnover in a reservoir, using a depth table of temperature and oxygen to connect the science to both fish habitat and the flavor of tap water. A teacher can assign it before a unit on density, on aquatic ecosystems, or on drinking water treatment, because it links all three to one observable event that happens on a schedule every year.

Answer Key

  1. Answer: Warm water is less dense than cold water, so it floats on top.
    The passage states that the sun warms the top few feet and that the warmer, less dense water sits above the colder water below.
  2. Answer: 30 feet.
    The table shows 5.2 mg/L at 20 feet, which is still above the benchmark, and 1.8 mg/L at 30 feet, which is the first depth listed below 5 mg/L.
  3. Answer: The layers stop the lake from mixing while bacteria use up the oxygen.
    The passage explains that oxygen enters at the surface and reaches deep water only when the lake mixes, and that bacteria breaking down dead leaves and algae on the bottom consume the oxygen already there.
  4. Answer: The surface water cools until it is as dense as the deep water, and wind mixes the lake.
    The passage describes longer, colder nights cooling the surface, the density difference disappearing, and a few windy days completing the mixing.
  5. Answer: The compounds stay trapped on the bottom until turnover spreads them through the reservoir.
    In July the layers hold, so the iron, manganese, and geosmin stay in the deep water away from the intake. Turnover in the fall lifts them into the water the plant draws.
  6. Answer: Geosmin can be smelled at levels far below any that would harm a person.
    The passage states this directly, and also notes that no one is getting sick and that the reservoir is behaving normally.
  7. Answer: About 20 feet, where the water is cooler than the surface and oxygen is still above 5 mg/L.
    The table shows 66 degrees F and 5.2 mg/L at 20 feet, which avoids both the warm surface water and the oxygen-poor bottom water where iron, manganese, and taste compounds build up. Accept a defended choice of the surface or 10 feet if the student cites the higher oxygen values there and explains the tradeoff with warmth.

Differentiation

Support

Give students a two-column chart labeled Summer and Fall and have them fill in what happens to the layers, the oxygen, and the taste in each season as they read. Highlight the table rows for questions 2 and 7 in advance.

Extension

Ask students to write the customer notice that Kingsloe would mail in September, explaining in plain language what is coming, why, how long it lasts, and what the plant is doing about it. Limit the notice to 200 words.

ELL supports

Pre-teach "dense," "layer," "mix," and "taste" using a clear jar with warm colored water poured gently over cold water, so the layers are visible before reading. Provide a labeled cross-section of the reservoir with the depths from the table marked along the side.

Extensions

Have students graph the table with depth on the vertical axis and dissolved oxygen on the horizontal axis, then add a second line for temperature and describe where the two curves change most sharply. Ask them to predict what the same graph would look like in November, after turnover.