Reading passage Grade 7 Social Studies & Civics

When Whitmarsh's Wells Turned Salty

An original grade 7 passage about a fictional coastal town whose summer pumping pulls salt water into its wells, and the three supply options it weighs.

Objectives

  1. Students will explain why fresh groundwater sits above salt water near a coast.
  2. Students will cite passage details describing three ways a town can replace a failing water source.
  3. Students will explain how geography narrowed a town's choices before its council voted.

Vocabulary

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.
Saltwater intrusion
Saltwater intrusion happens when salty ocean water creeps into the fresh groundwater under coastal land. Pumping too much fresh water from coastal wells can pull the salt water in.
Desalination
Turning salty water, like ocean water, into fresh water people can use. It works, but it takes a lot of energy and leaves behind very salty water that must be handled carefully.

Also: chloride, pipeline

Teacher overview

A coastal town can sit beside a great deal of water and still struggle to draw fresh groundwater, because pumping hard pulls salt water in behind it. This passage follows a fictional shore town through a summer of rising chloride in one of its wells and the three supply options its council weighed afterward. It pairs well with a map exercise, because the town's shape and its position on a sandy point explain most of the problem.

Answer Key

  1. Answer: Fresh water is less dense than salt water, so it floats on top of it.
    The passage explains that rain soaks down and collects as fresh water while salt water seeps in from the bay, and that the fresh water forms a lens above the salty water below.

  2. Answer: Chloride had climbed steadily since June, so the department shut the well in August and reopened it in October.
    The passage notes that Well 3 sat closest to the shore and that the fresh lens rebuilt itself once the summer crowd left.

  3. Answer: Inland wells, a pipeline from Broadmere, or a desalination plant.
    Drawbacks named in the passage include a farm owner who will not sell plus the cost of a pipeline and pump station, a twenty-year dependence on another city's council, and the large and permanent energy cost of removing salt from seawater.

  4. Answer: Because the summer pumping that pulls salt water upward happens every year.
    Accept any answer noting that the town's population nearly triples each July and August, so the same strain returns each summer while the town's supply does not grow.

  5. Answer: Both rules reduce how hard the wells must pump in summer.
    Students should connect gentler pumping to drawing mostly from the fresh lens rather than lifting the salty water below it, using the paragraph that contrasts pumping gently with pumping hard for weeks.

  6. Answer: A narrow sandy point, a thin fresh lens, and a bay on three sides left few local sources.
    A complete answer cites at least two details, such as the lens being thinnest near the shore, the nearest thick fresh layer lying two miles inland on farmland, and the seasonal population that peaks when the aquifer is most stressed.

Differentiation

Support (below grade level)

Provide a labeled cross-section drawing showing the sandy point, the fresh lens, the salty water below, and one well, and let students point to the drawing while answering questions 1 and 4. Allow short-phrase answers with a paragraph reference for questions 1 through 3.

Extension (above grade level)

Ask students to write the letter Whitmarsh's water department might send to Broadmere's council asking for a twenty-year contract, naming what Whitmarsh offers, what it needs, and how it will limit its own summer demand so that Broadmere is not asked to cover the whole peak.

ELL supports

Pre-teach "aquifer," "chloride," "lens," and "intrusion" with the cross-section drawing described above, adding an arrow for salty water moving upward. Provide a three-column chart labeled with the three options so students can record drawbacks as they read rather than after.