Reading passage Grade 9 Science

Water From Beside the River: Riddlesworth's Collector Wells

A grade 9 science reading passage on riverbank filtration, in which a fictional town stops pumping from the river and draws water through the sand beside it.

Objectives

  1. Students will describe how river water is filtered as it moves through sand and gravel to a well.
  2. Students will identify what riverbank filtration removes and what it does not remove.
  3. Students will explain how local geology shaped a town's choice of water source.

Vocabulary

Turbidity
Turbidity is a measure of how cloudy or murky water looks because of tiny particles floating in it. Clear water has low turbidity, and muddy water has high turbidity.
Aquifer
An aquifer is an underground layer of rock, sand, or gravel that holds water in the tiny spaces between its grains. Wells reach down into aquifers to bring water up to the surface.

Also: riverbank filtration, collector well, coagulant, travel time

Teacher overview

This passage introduces riverbank filtration, a supply method in which a town pumps wells beside a river instead of an intake in it. It gives students a clear case of geology shaping an engineering decision, and it sets up an accurate picture of what natural filtration can and cannot do. Teachers can use it before a treatment unit, since it establishes why plants still disinfect water that already looks clean.

Answer Key

  1. Answer: Storm turbidity and a summer taste problem. The passage says rain washed soil into the river and turned it brown, forcing extra coagulant and sometimes shutting the intake, and that algae upstream gave the finished water an earthy taste each late summer.
  2. Answer: About two hundred feet back and about sixty feet deep. The passage states that Riddlesworth drilled three wells on the riverbank roughly two hundred feet from the water, each reaching about sixty feet into sand and gravel.
  3. Answer: Particles settle out or stick to the grains as the water creeps through the sand. The passage explains that the water moves slowly along a winding path between the grains, so silt, clay, and larger organisms settle out or stick to the grains and are left behind as the water moves toward the wells.
  4. Answer: Dissolved substances travel with the water, while particles do not. Filtering works on solid pieces that are caught on or between grains, so silt is removed. Road salt and nitrate are dissolved in the water itself, so they move along with it and reach the wells.
  5. Answer: The state classifies the wells as under the influence of surface water. Because most of what the wells pump is river water that has only traveled a short way underground, the passage says regulators require the same monitoring and disinfection that a river intake would need.
  6. Answer: The valley's sand and gravel let water move at a useful rate, and clay does not. The passage says a glacier left a coarse, permeable layer beside the river, which is what allows river water to seep through to the wells. It also says water moves through clay far too slowly to supply a public system, so identical wells in clay would produce almost nothing.
  7. Answer: The three-week travel time creates the warning, but the sand does not remove dissolved fuel. The passage explains that water takes about three weeks to move from the river to the wells, which gives operators time to react. It also says dissolved substances pass through, so the town would still need to shut the wells or treat the water rather than rely on the sand to clean it.

Differentiation

Support

Provide the passage in three labeled parts, with a one-sentence summary printed above each part: the old river intake, how the collector wells work, and the limits of the method. Assign questions 1, 2, 3, and 5 first, and allow students to answer question 6 orally to a partner before writing it.

Extension

Ask students to write a short paragraph explaining what data the fictional town should collect over the next ten years to know whether the riverbed is clogging, and what result would tell the town it is time to act. Students can also compare the three-week travel time to a river intake's response time and describe how each shapes what an operator can do during a spill.

ELL supports

Pre-teach "turbidity," "coagulant," "permeable," "dissolved," and "travel time" with a labeled cross-section drawing showing the river, the sand layer, and a well. Provide sentence frames for questions 3 and 4: "The water gets clearer because ___." and "Salt reaches the well because ___, but silt does not because ___."

Extensions

Have students draw a labeled cross-section of the Riddlesworth valley showing the river, the riverbed, the sand and gravel layer, a collector well, and the direction water moves when the pumps run. Ask them to add two labels marking one thing the sand removes and one thing it does not, then trade drawings and check each other's labels against the passage.