Debate kit Grade 11 Science

Sarnwick's Sewer Overflows: Green Streets or a Tunnel

A grade 11 debate on whether a fictional city should cut sewer overflows with green infrastructure or a deep storage tunnel, using soil and storm data.

Objectives

  1. Students will explain how a combined sewer produces an overflow during heavy rain.
  2. Students will compare two stormwater solutions on capture volume, soil limits, and maintenance.
  3. Students will build and rebut evidence-based claims about which solution better protects a creek.

Vocabulary

Combined sewer overflow
In some older cities, one pipe carries both sewage and rainwater. A combined sewer overflow happens when a big storm fills the pipe past what the plant can handle, and the extra mix spills into a river untreated.
First flush
First flush is the very first bit of runoff at the start of a rainstorm, which often carries the most pollution because it washes off everything that built up on streets and roofs during the dry period before the rain. Later rainfall in the same storm is usually cleaner.
Baseflow
Baseflow is the water that keeps a stream flowing even when it has not rained for a while. It comes from groundwater slowly seeping into the streambed.

Also: infiltration rate, design storm, bioretention

Teacher overview

Older cities often built one pipe to carry both sewage and street runoff, and heavy rain still pushes the mixture past what the treatment plant can accept. This kit runs as a three-round policy debate between two teams of four, with the remaining students judging on evidence. The evidence file reports soil infiltration rates by neighborhood, so teams have to argue about where infiltration features can work and where the ground will not accept the water. Both positions rest on real engineering practice, and cities have chosen each of them.

Rubric

Criterion Emerging Developing Proficient Advanced
Use of evidence Asserts positions without citing the file Cites one or two items, sometimes inaccurately Cites at least four items accurately and ties each to the resolution Cites items from both sides, names each source, and explains which evidence carries the most weight
Hydrologic reasoning Treats all storms as the same Distinguishes large from small storms without using the data Uses the storm frequency and volume data to argue what each solution captures Explains why event count and event volume lead to different conclusions and resolves the tension
Water quality reasoning Does not address what reaches the creek Mentions pollution in general terms Explains first flush or full treatment with a mechanism Compares the removal mechanism of soil to that of the plant and states the limits of each
Rebuttal Ignores or restates the opposing case Responds in general terms Answers the specific opposing point with cited evidence Concedes the valid part, then defeats the rest on evidence and scale
Role and timing Speaks outside role or far over time Stays roughly within role and time Fulfills the assigned role within time Fulfills the role, stays in time, and extends a teammate's argument

Differentiation

Support

Give these students an evidence file in which each item is reduced to a headline sentence with the detail beneath, and assign them a single speaking role. Provide a two-column organizer for writing the opposing point beside their planned response, and let them rehearse one exchange with a partner before the debate.

Extension

Ask these students to design a hybrid proposal and defend it in the closing round. They must state which neighborhoods receive infiltration features, which receive tunnel capacity, and what soil evidence justifies each assignment.

ELL supports

Pre-teach combined sewer overflow, infiltration, bioretention, and baseflow with a cross-section drawing of a street and a pipe. Provide the frames "Our evidence shows ___, which means ___" and "The other team relies on ___, but that only applies when ___." Allow home-language notes and English delivery.

Extensions

Have students find whether their own community uses combined or separated sewers, then write a paragraph explaining which of the two Sarnwick arguments would apply where they live and which would not. Students can also map their school grounds and identify three surfaces where a bioretention feature could be placed, naming the soil evidence they would need first.