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Desalination: Reading Beneath the Surface
Analyze technical language, figurative meanings, an analogy, and an allusion in an original article about desalination and fresh water.
Grade 8ELAInteractive · Printable
Aligned toRI.8.4
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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 8
- Subject
- ELA
- Question types
- Multiple choice, Circle the answer, Short answer
About this worksheet
What students practice
- Students determine technical, figurative, and connotative meanings using context.
- Students explain how an analogy and an allusion develop an informational text.
- Students analyze how word choices shape meaning and tone.
How to use
Have students read and annotate the article before answering. Review the evidence pairs, then discuss how precise and figurative language work together.
Curriculum
Common Core standard covered
Work out figurative, connotative, and technical meanings, and how word choices, analogies, or allusions affect meaning and tone.
Preview
OwlSheets.com
Desalination: Reading Beneath the Surface
Analyze technical terms, comparisons, and tone in an informational article.
Read
Read the article. Notice where the author explains a process and where the language suggests an attitude.
An Ocean Is Not a Faucet
1A coastal community can face a freshwater shortage while an ocean stretches beyond its windows. That apparent contradiction makes desalination—the removal of dissolved salts from water—an appealing option. Yet a treatment plant is not a faucet attached to the sea. Between seawater and drinking water lies a series of decisions about equipment, energy, water quality, and waste.
2One widely used process is reverse osmosis. Pumps push seawater against a membrane, a thin barrier that allows water to pass through while blocking much of the dissolved salt. Imagine a doorway that admits certain visitors but holds others outside. The comparison explains the membrane’s selective role, although actual separation depends on the membrane’s properties and applied pressure, not a guard making decisions. Water that passes through has much less salt than the incoming seawater.
3The pumps are thirsty for energy. Here, thirsty suggests a persistent demand rather than a need for a drink. Maintaining the pressure needed to move water through the membrane requires a substantial supply of electricity. Equipment that recovers energy from the pressurized leftover stream can reduce that demand. Still, the source and cost of electricity remain important when communities evaluate a plant.
4The separation also produces brine, a leftover stream containing a higher concentration of salt than the original seawater. Concentration describes how much dissolved material is present in a given amount of water; it has nothing to do with paying attention. A plant must manage this salty remainder as well as the water it collects. Discharging it without suitable planning can expose nearby marine organisms to unusually salty conditions. The effects depend on factors such as dilution, currents, and the discharge location.
5Energy demand can be an Achilles’ heel for a proposed plant. The allusion names a vulnerable point in something that may otherwise seem strong. A well-designed facility with access to seawater may still be difficult to operate affordably where electricity is expensive or unreliable. This weakness does not erase the technology’s usefulness, but it can limit where the technology makes sense.
6Finally, the separated water needs polishing, though no one buffs it with a cloth. Treatment may include adjusting mineral content and disinfecting the water before distribution. These finishing steps help prepare it for drinking and for movement through pipes. Desalination can expand a community’s options, but calling it a bottomless well hides the resources needed to keep it running. The ocean may be vast; a dependable water supply still has to be built and maintained.
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