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Fresh Water, Salt Water, and Trade-Offs worksheet preview

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Fresh Water, Salt Water, and Trade-Offs

Interpret technical vocabulary, figurative phrases, and connotations in a grade 6 article about desalination and fresh water.

Grade 6ELAInteractive · Printable

Aligned toRI.6.4

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What’s included

  • Single worksheet
  • Auto-graded online
  • 1 Common Core standard
  • Printable answer key
  • 14 questions
  • Classroom-ready

Details

Format
Interactive · Printable
Grade
Grade 6
Subject
ELA
Question types
Multiple choice, Matching, Circle the answer, Short answer

About this worksheet

What students practice

  • Students determine technical word meanings using definitions and explanations in an informational text.
  • Students interpret figurative phrases and distinguish connotations in an article about desalination.
  • Students identify textual evidence that supports an interpretation of a word or phrase.

How to use

Have students read the article independently and revisit the numbered paragraphs for each question. Discuss how technical and figurative language serve different purposes.

Curriculum

Common Core standard covered

RI.6.4

Work out the meaning of words and phrases in a text, including figurative, connotative, and technical meanings.

Preview

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Name Date

Fresh Water, Salt Water, and Trade-Offs

Use context to interpret technical terms, figurative phrases, and connotations.

Read the Article

Notice how explanations, comparisons, and nearby details clarify unfamiliar language.

Fresh Water, Salt Water, and Trade-Offs

1A coastal community may overlook an ocean yet have limited drinking water. Seawater contains dissolved salts that make it unsuitable for drinking. Desalination removes much of that salt, producing fresh water with a low salt content. The ocean can seem like a locked reservoir: a vast supply that people cannot drink directly. Desalination provides a way to unlock part of that supply, but doing so requires equipment and energy.

2One widely used method is reverse osmosis. First, seawater passes through screens and filters that remove materials such as sand. Pumps then force the water against a membrane, a thin barrier that allows water molecules through while blocking most dissolved salts. Pressure—the force applied over an area—pushes water through this barrier. The membrane is selective; it lets some substances pass while keeping others back.

3The process produces two streams. One has much less salt and receives further treatment before entering the drinking-water supply. The other is brine, water containing a higher concentration of salt than the original seawater. Here, concentration means the amount of a substance in a given amount of mixture. It does not mean the mental effort someone uses to solve a difficult puzzle.

4Brine presents a disposal challenge. Releasing very salty water without careful planning can harm nearby marine life. Engineers may use outlets that spread the brine and help it mix with surrounding seawater. They also consider local currents and conditions. These measures reduce risks, but they do not erase the need to monitor the discharge, or released water.

5Desalination can become a lifeline during a long dry period. It can keep drinking water flowing when rainfall supplies shrink. However, that lifeline comes with an energy bill: pumps need power, and equipment needs maintenance. Calling desalination a lifeline emphasizes its importance, not a physical rope connecting the ocean to a town.

6These benefits and costs invite cautious optimism. Communities have reason to welcome another water source while examining its limits. Desalination is one tool in a larger toolbox, alongside repairing leaks and using water efficiently. Choosing among these approaches involves trade-offs: gaining a benefit while accepting a cost or disadvantage. A useful water plan weighs both sides rather than treating the ocean as an effortless answer.

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