Worksheet
Desalination: Reading and Listening
Compare an original desalination article with an audio adaptation, analyzing how narration, sound, pacing, and omissions shape understanding.
Grade 7ELAInteractive · Printable
Aligned toRI.7.7
What’s included
- Single worksheet
- Auto-graded online
- 1 Common Core standard
- Printable answer key
- 12 questions
- Classroom-ready
Details
- Format
- Interactive · Printable
- Grade
- Grade 7
- Subject
- ELA
- Question types
- Multiple choice, Circle the answer, Sorting, Short answer
About this worksheet
What students practice
- Students compare how an article and an audio adaptation portray desalination.
- Students analyze how sound, pacing, and omitted details affect an explanation.
How to use
Read the article and audio production script. Students should treat bracketed directions as planned sound, not scientific evidence. Optionally read the script aloud before students compare the versions.
Curriculum
Common Core standard covered
Compare a text with its audio, video, or multimedia version, analyzing how each medium portrays the subject.
Preview
OwlSheets.com
Desalination: Reading and Listening
Compare an article with the production script for its audio adaptation.
Read the article
Consider what the article explains and how its details are organized.
Fresh Water Beyond the Shore
1An ocean can sit beside a community that needs fresh water. The water is close, but its dissolved salts make it unsuitable for drinking without treatment. Desalination removes salts from water. Coastal communities may use it to add another source to their water supply, especially where rainfall and freshwater sources are limited.
2One widely used method is reverse osmosis. First, incoming seawater is screened and treated to remove materials that could damage equipment. Pumps then push the water at high pressure against membranes. These thin barriers allow water molecules through while blocking most dissolved salts. This requires energy; proximity to the ocean does not make the separation effortless.
3The process produces two streams: water with much less salt and a concentrated salty liquid called brine. The lower-salt water receives further treatment before entering a drinking-water system. Operators may add minerals and disinfect the water. Passing through a membrane is therefore one stage in producing drinking water, not the entire job.
4Brine also needs careful management. Sending concentrated brine into coastal water can affect nearby marine life if it is not properly dispersed. The effect depends on conditions such as currents, the discharge location, and how the brine is mixed with other water. An explanation that ends with a glass of water leaves this second stream out of view.
5Cost is another part of the decision. Building facilities, maintaining membranes, and supplying energy all require money. Some facilities recover energy from the pressurized brine, reducing their energy needs. Even so, local conditions matter: a method that fits one coast may not fit another. Communities also consider conservation, reuse of treated wastewater, and protection of existing freshwater sources.
6To evaluate a proposal, residents need more than a diagram of a membrane. They need to ask where the energy will come from, how the brine will be handled, and what other water sources are available. Desalination can expand a community's options. Understanding the full journey means following both streams and looking beyond the plant's walls.
Study the audio adaptation
This is a production script for an audio version of the article, not an actual recording. Bracketed directions describe what listeners would hear.
Two Streams: Audio Production Script
1[Ocean waves fade in, then soften beneath the narrator.] NARRATOR: “You can hear water everywhere along this shore. Yet a nearby community may still need fresh water. Ocean water contains dissolved salts, so it cannot go straight from the sea into a drinking glass. Desalination separates much of that salt from the water.” [The waves fade out.]
2[A steady mechanical hum begins.] NARRATOR: “Inside a reverse-osmosis plant, incoming seawater is screened and treated. Pumps press it against thin membranes at high pressure. Water molecules pass through; most dissolved salts do not. Imagine a doorway that admits some travelers and stops others. That comparison is imperfect: a membrane is not an ordinary screen catching visible grains of salt.” [The hum continues beneath the explanation.]
3NARRATOR: “Listen for the split.” [Two brief tones sound, one after the other.] “One stream has much less salt. It receives more treatment before joining a drinking-water supply.” [A pause.] “The other stream is brine: liquid with a higher salt concentration. It cannot simply disappear from our story. Its discharge needs planning because concentrated salt can affect marine life nearby.” [Three seconds of silence follow.]
4[The mechanical hum returns, louder for two seconds, then drops beneath the voice.] NARRATOR: “That pumping takes energy. Equipment and upkeep cost money, too. Some plants recover energy from pressurized brine. Still, choosing desalination means considering local conditions and other ways to obtain or save water.” [The hum stops.] “A shore provides seawater, not a free supply of finished drinking water.”
5[The narrator slows and leaves a short pause after each question.] NARRATOR: “Where will the energy come from? What happens to the brine? What other sources could the community use?” [Ocean waves return quietly.] “Keep both streams in mind when you hear a proposal. The useful question is not just whether a plant can remove salt, but how it would fit this particular place.” [The waves fade.]
Analyze the two versions
Use only the article and production script. Choose one answer unless a question gives different directions.
- A. It would introduce the problem through sounds recorded inside a plant.
- B. It would present local residents describing their water needs.
- C. It would make the contrast between abundant seawater and usable water audible.
- D. It would explain how rainfall changes the ocean's salt content.
- A. The article describes membrane maintenance; the audio includes a steady mechanical hum.
- B. The article describes further treatment; the audio introduces two streams with brief tones.
- C. The article mentions limited rainfall; the audio asks about other available water sources.
- D. The article describes an ocean beside a community in need; the audio pairs waves with that need.
- A. It uses the pump's hum to demonstrate how salt particles move through the membrane.
- B. It adds a familiar comparison, then explains a limit of that comparison.
- C. It replaces the scientific explanation with an account of people entering a building.
- D. It substitutes a detailed account of equipment maintenance for the membrane explanation.
Inside a reverse-osmosis plant, incoming seawater is screened and treated.Pumps press it against thin membranes at high pressure.Water molecules pass through; most dissolved salts do not.Imagine a doorway that admits some travelers and stops others.That comparison is imperfect: a membrane is not an ordinary screen catching visible grains of salt.
- A. It explains that concentrated salt can affect nearby marine life.
- B. It reminds the audience to ask what happens to the brine.
- C. It identifies the two streams produced during reverse osmosis.
- D. It names conditions that can change the effects of a discharge.
- A. “Some facilities recover energy from the pressurized brine, reducing their energy needs.”
- B. “The effect depends on conditions such as currents, the discharge location, and how the brine is mixed with other water.”
- C. “An explanation that ends with a glass of water leaves this second stream out of view.”
- D. “The lower-salt water receives further treatment before entering a drinking-water system.”
- A. It gives listeners time to consider each issue separately.
- B. It supplies spoken answers from people living along the coast.
- C. It turns the questions into a step-by-step account of plant operations.
- D. It organizes the questions from least important to most important.
- A. “Ocean waves fade in, then soften beneath the narrator.”
- B. “Two brief tones sound, one after the other.”
- C. “The narrator slows and leaves a short pause after each question.”
- D. “The mechanical hum returns, louder for two seconds, then drops beneath the voice.”
| Article only | Audio only | Both versions |
|---|---|---|
- A. Speak a short preview of each question before its related explanation, then repeat the questions at the end.
- B. Place all three questions beneath louder waves so the ocean becomes the ending's main focus.
- C. Read the three questions more quickly so listeners hear them as one continuous closing statement.
- D. Replace the questions with a longer mechanical hum so listeners can judge the plant's energy use.
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