Reading passage Grade 8 Science

Layers in Ambergate Reservoir: Stratification and Turnover

A grade 8 science passage on how a reservoir stratifies in summer and mixes in fall, with a depth-profile table linking dissolved oxygen to where fish can live.

Objectives

  1. Students will explain how a reservoir stratifies in summer and mixes during fall turnover.
  2. Students will use a depth-profile table to connect dissolved oxygen to where fish can live.

Vocabulary

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: stratification, thermocline, turnover

Teacher overview

This passage explains why a reservoir forms warm and cold layers in summer and then mixes in the fall. It ties those layers to dissolved oxygen and to where fish can live, and it uses a depth-profile table so students practice reading a text alongside data. A teacher can assign it to introduce water quality in lakes and reservoirs before a monitoring lab.

Answer Key

  1. Answer: It gets colder with depth.
    The passage says warm water floats on top and cold water sinks to the bottom, so the water cools as you go down.
  2. Answer: 20 feet.
    The table shows oxygen at 4 mg/L at the 20-foot thermocline, the first depth below the 5 mg/L level, and it stays low below that.
  3. Answer: It is the middle layer where temperature drops fast, and it keeps the layers apart.
    The passage describes the thermocline as a lid between the warm top and the cold bottom that stops them from mixing.
  4. Answer: The bottom is sealed off, and bacteria use up its oxygen.
    Below the thermocline, decomposers use oxygen to break down dead matter, and no new oxygen reaches the bottom from the surface, so it runs down.
  5. Answer: Capacity is not the same as supply.
    Cold water can hold a lot of oxygen, but the sealed bottom is not resupplied and its oxygen is used up, so the actual amount is low even though the capacity is high.
  6. Answer: Turnover mixes the whole reservoir and carries oxygen to the bottom.
    When the surface cools and becomes as heavy as the deep water, wind mixes it all, which brings oxygen down and relieves the trapped fish.
  7. Answer: The bottom water is low in oxygen and can taste or smell bad.
    The higher layer has more oxygen and fewer of the odor and color problems that build up in the sealed bottom, so it makes better tap water.
  8. Answer: The comfortable layers do not overlap.
    The warm surface has oxygen but is too warm, and the cool bottom has too little oxygen, so a fish needing both cool water and high oxygen gets squeezed between them. Accept any answer that uses the table to show the mismatch.

Differentiation

Support

Provide a labeled diagram of the three layers (warm top, thermocline, cold bottom) with arrows for where oxygen enters, and let students point to the table row that answers each factual question. Allow questions 1, 2, and 3 to be answered with short phrases.

Extension

Ask students to sketch how the depth-profile table would change after fall turnover, when the reservoir is fully mixed, and to explain in a sentence why the oxygen numbers would look more even from top to bottom.

ELL supports

Pre-teach "stratification," "thermocline," and "turnover" with a simple three-layer picture and a gesture for mixing. Provide sentence frames such as "The deep water loses oxygen because ___." Allow students to answer the table question by pointing to the correct row.