Project Grade 12 English Language Arts

Trellis Point Aquifer Storage: A Research Brief Project

A five-session grade 12 ELA project in which teams synthesize a seven-document source packet into a policy brief on aquifer storage or a new reservoir.

Objectives

  1. Students will narrow a broad policy question into sub-questions their sources can actually settle.
  2. Students will synthesize at least six sources into a written recommendation rather than summarizing each in turn.
  3. Students will convert and compare stored-water figures to support a claim with quantitative evidence.
  4. Students will deliver a timed recommendation to a panel and answer questions from it.

Vocabulary

Acre-foot
The amount of water it takes to cover one acre of land, about the size of a football field, one foot deep. Western states use acre-feet to measure large amounts of water.

Also: aquifer storage and recovery, recovery efficiency, policy brief, annotated source list, synthesis

Teacher overview

Towns that need more water in dry years choose between storing it on the surface and storing it underground, and the two options fail in different ways. This project puts a class inside that choice with a source packet, a word limit, and a panel that will ask questions. The deliverables are a policy brief and a timed presentation, and the constraint that makes the work hard is that the packet does not settle the question, so teams must decide which sources can bear weight and say so. Teams that summarize their sources one after another will not meet the rubric, which scores synthesis rather than coverage.

Before Session 1, print Documents 1 to 7 from the Project Brief as one packet per team; Document 2 includes the key-figures table. The documents are written to disagree in places and to contain claims of uneven quality, so do not correct them for students. Also prepare a short list of approved public agency websites from which each team will locate its one outside source, such as the U.S. Geological Survey's pages on aquifer storage and recovery, the U.S. Environmental Protection Agency's pages on underground injection wells, and your own state's water resources agency. The teacher reference at the end of the Rubric section lists correct values for Milestone 3 and what each document can and cannot settle.

Each presentation takes about nine minutes with questions, so six teams fill most of Session 5. For a class of that size or larger, assign final revisions of the brief as homework after Session 4 and give Session 5 to presentations. Draw the three panel members for each presentation from teams that are not presenting, and rotate the seats so that panel duty is shared across the class.

Rubric

Criterion Emerging Developing Proficient Advanced
Research and synthesis Uses fewer than five packet documents, or summarizes sources one after another. Uses the required sources but organizes the brief around them rather than around the question. Uses at least six sources organized around the question, with each supporting a specific point. Sources are combined so that the brief reaches a conclusion no single source states, and disagreements among sources (for example, Documents 2 and 4 on downstream water, or Documents 2 and 6 on the reservoir timeline) are addressed rather than averaged.
Quantitative evidence No conversion is attempted, or the arithmetic is wrong. The conversion is completed but never used to support a claim. The conversion is correct and at least one derived comparison supports a stated claim. Derived comparisons carry the argument, and the brief states plainly what the numbers do not settle.
Recommendation and counterargument No clear recommendation, or the objection is omitted. The recommendation is clear but the objection is answered by restating the recommendation. The recommendation appears in the first paragraph and the strongest objection is stated fairly and answered with evidence. The objection is stated in its most convincing form, answered with evidence, and the brief names what the recommendation costs the town.
Annotated source list Missing, or entries only restate titles. Entries describe sources but do not state limits. Every entry states what the source contributed and what it cannot settle. Limits are specific and consequential, and at least one entry explains how a source's limit shaped the recommendation.
Presentation to the panel Runs badly over or under time; one member speaks. Time is close to the limit; speaking is uneven; questions are answered vaguely. Time is met, every member speaks, and questions are answered directly. Time is used deliberately, the structure differs from the brief because the audience differs, and answers to questions concede limits without abandoning the recommendation.

Teacher reference for Milestone 3

Correct conversions, using 325,851 gallons per acre-foot:

  • Aquifer storage: 1,900 acre-feet is 619,116,900 gallons. At 78 percent recoverable, 1,482 acre-feet, or 482,911,182 gallons, can be recovered.
  • Reservoir: 5,400 acre-feet is 1,759,595,400 gallons. At 94 percent recoverable, 5,076 acre-feet, or 1,654,019,676 gallons, can be recovered.

Derived comparisons teams may reach include the following. Any two that are computed correctly and stated clearly meet the milestone.

  • Capital cost per recoverable acre-foot is about $8,570 for aquifer storage ($12,700,000 divided by 1,482) and about $8,080 for the reservoir ($41,000,000 divided by 5,076). The two are close on this measure, although the aquifer option costs less than a third as much in total. Teams that call the aquifer "much cheaper" without this comparison have missed it.
  • Against the two-dry-year shortfall of 1,400 acre-feet in Document 2, the aquifer's 1,482 recoverable acre-feet cover it once with 82 acre-feet to spare, while the reservoir's 5,076 cover it about 3.6 times.
  • Evaporation removes about 5.7 percent of the reservoir's storage each year (310 divided by 5,400). Over six years that is 1,860 acre-feet, more than the aquifer's entire recoverable volume, though in normal years creek inflow replaces it.
  • In a dry year, when little inflow reaches the reservoir, it would have to supply the 650 acre-foot shortfall, the 600 acre-foot release requested in Document 4, and about 310 acre-feet of evaporation, about 1,560 acre-feet in all.
  • After the loans are repaid (Document 5), operating cost alone adds about $16.67 a month per account for aquifer storage ($860,000 divided by 4,300 accounts and 12 months) and about $4.65 for the reservoir.
  • The reservoir arrives 7 years later than aquifer storage under the engineer's schedule, or about 10.5 years later if a contested hearing produces the average of the two contested projects in Document 6 (14.5 years). At one dry year in six, the town can expect about one dry year in the first gap and nearly two in the second.

Points the numbers do not decide include whether the 78 percent projection will hold, whether the district objects and how the state rules, whether voters approve a bond, how much recreation is worth, and whether the Pruitt family's land can be acquired.

Teacher reference for Milestone 2

Document What it can settle What it cannot settle
1. Hydrogeologist's report Why recovery is incomplete, the measured pilot result of 68 percent, and how long the aquifer takes to fill. Whether recovery will actually reach 78 percent, how pumping at Fenwick Farms will change, or whether arsenic appears in later cycles.
2. Engineer's estimate Costs, storage, and land on a common basis, and the size of the dry-year shortfall. Downstream releases, grants, borrowing costs, or recreation value, all of which it leaves out; its schedule assumes no objection.
3. Committee minutes Which concerns some residents hold, and that one landowner will not sell willingly. How residents as a whole feel; the claim about another town's losses is unnamed and unsourced, and Ms. Odum's question is asked but not answered here.
4. Irrigation district letter That the district will object without a 600 acre-foot summer release, and why it believes the dam affects its supply. How much flow the dam would in fact take from the district, or whether the state would impose the condition.
5. Finance memo The borrowing route and the likely bill increase for each option. Whether voters would approve a bond, whether a grant is awarded, or how operating costs will change.
6. Permit checklist Which approvals each option needs and how long similar projects have taken. How long Trellis Point's own projects would take, or how a contested hearing would end.
7. Recreation letter Recreation uses the reservoir would allow that no other document mentions. Visitor numbers, because the estimate comes from an interested party scaling from a lake twice as large, and it does not consider a lake drawn down in a dry year.

Differentiation

Support

Give these teams the source packet with each document already labeled by the sub-question it speaks to, and a comparison page with the first conversion worked as a model. Allow the brief to run 900 to 1,200 words and the presentation to run four minutes, and provide a paragraph-level outline of the brief with the purpose of each paragraph stated.

Extension

Ask these teams to add a third option the packet does not contain, a demand-side program that reduces peak summer use, and to argue it against both packet options. They must locate two additional sources for it and explain why the packet's authors may have left it out.

ELL supports

Pre-teach "aquifer," "injection," "recovery," "acre-foot," "bond," and "brief" with a labeled cross-section sketch showing water going into the ground and coming back out. Provide a template for the annotated source list with the two required sentence types framed, and allow the session 1 memo to be submitted as a labeled list rather than a paragraph.

Extensions

Invite a planner, hydrogeologist, or utility staff member to sit on the final panel and ask one question of each team. Afterward, have the class compile a single committee report that names the two points on which every team agreed and the one point on which teams most disagreed, and send it to the guest as a record of what a room of readers took from the same packet.