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When the Water Cycle Falls Short

Analyze how an original article about the water cycle and droughts uses questions, causes, contrasts, and solutions to develop its ideas.

Grade 7ELAInteractive · Printable

Aligned toRI.7.5

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What’s included

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

Details

Format
Interactive · Printable
Grade
Grade 7
Subject
ELA
Question types
Multiple choice, Matching, Circle the answer, Short answer

About this worksheet

What students practice

  • Students analyze how major sections contribute to an informational article’s overall structure.
  • Students explain how questions, causal sequences, and contrasts develop ideas about drought.

How to use

Have students read and label the purpose of each article section. Then assign the questions, asking students to return to the text for structural evidence.

Curriculum

Common Core standard covered

RI.7.5

Analyze how an author organizes a text, including how the major sections build the whole and develop the ideas.

Preview

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Name Date

When the Water Cycle Falls Short

Analyze how an article’s sections connect and develop its ideas.

Read and trace the explanation

Read the article. Notice how each bold heading introduces a new step in the explanation.

When the Water Cycle Falls Short

1A Cycle, Not a Schedule
Water moves among the air, land, and oceans through the water cycle. Yet a place can go weeks or months without the precipitation it normally receives. If water keeps circulating, why can the ground become so dry? Answering that question requires looking beyond the familiar circular diagram.

2Energy from the sun helps liquid water evaporate into water vapor. Plants also release water vapor through their leaves. As moist air cools, water vapor can condense into droplets or ice crystals that form clouds. Water returns to the surface as precipitation, but winds can carry moisture far from where it entered the air. The cycle does not promise rain to every place on a regular schedule.

3How a Shortage Builds
A drought develops when a region receives less precipitation than it needs over an extended period. Weather patterns can steer storms away from an area or prevent rain-producing clouds from developing. A few clear days are not necessarily a drought. The shortage matters in relation to a region’s usual conditions and water needs.

4The effects can build on one another. With little rain, soil receives less replacement water. If temperatures are high, water can evaporate more quickly, making the shortage worse. As soil dries, plants have less water available to take up through their roots. Streams may also shrink as less water reaches them from the surrounding land.

5Why One Storm May Not Be Enough
After a dry period, a storm can darken sidewalks and fill puddles within minutes. Those visible changes do not necessarily mean the drought has ended. Some rain runs off the surface instead of soaking into the soil. A brief shower may wet the top layer while deeper soil remains dry.

6Recovery therefore depends on more than the arrival of rain. The amount, duration, and spacing of precipitation all matter. Repeated rainfall may restore soil moisture more effectively than one short burst. Water managers examine several signs, including precipitation totals, soil moisture, and streamflow, rather than judging recovery from a wet street.

7Responding While the Cycle Continues
People cannot direct each cloud toward a thirsty region, but they can reduce pressure on limited supplies. Fixing leaks and adjusting outdoor watering can lower demand. Communities can also plan restrictions before shortages become severe. These actions manage water use; they do not manufacture rainfall.

8The circular diagram remains useful for showing where water can travel. To understand drought, however, readers must also consider where water arrives, how quickly it leaves, and how much people need. The arrows describe movement, not a timetable for relief.

1.
How does paragraph 1 prepare readers for the rest of the article?
  • A. It recounts a particular drought that the later sections will compare.
  • B. It lists the steps readers will follow to measure local precipitation.
  • C. It presents an apparent puzzle that the later sections will explain.
  • D. It introduces a debate between people who disagree about conserving water.
2.
Underline the sentence in paragraph 1 that most directly presents the puzzle identified in question 1.

Water moves among the air, land, and oceans through the water cycle.Yet a place can go weeks or months without the precipitation it normally receives.If water keeps circulating, why can the ground become so dry?Answering that question requires looking beyond the familiar circular diagram.

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