Debate kit Grade 11 Science

Thurlow Bend Dam: Remove It or Relicense It

A grade 11 debate on whether a fictional utility should remove an aging hydroelectric dam or relicense it with fish passage, using sediment and energy evidence.

Objectives

  1. Students will explain how a dam changes sediment supply, water temperature, and dissolved oxygen downstream.
  2. Students will weigh carbon-free generation against measured ecological costs in a cost-benefit argument.
  3. Students will rebut an opposing claim using evidence rather than assertion.

Vocabulary

Key words: relicensing, sediment starvation, bed armoring, fish passage, entrainment, dispatchable generation

Teacher overview

Hydroelectric licenses come up for renewal on a fixed schedule, and the review forces a community to compare what a dam produces against what it costs the river. This kit runs as a three-round policy debate between two teams of four, with the rest of the class serving as a judging panel that scores on evidence rather than delivery. The evidence file separates upstream adult passage from downstream juvenile survival and from the sediment and temperature changes, so that neither team can treat a fish ladder as an answer to every biological effect of the dam. Both sides of the file contain defensible science, and an informed adult could argue either position.

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 the source for each, and explains why the strongest one is strong
Scientific reasoning Treats the dam as simply good or bad Names one physical effect without a mechanism Explains the mechanism behind sediment, temperature, or oxygen effects Connects two mechanisms and explains how they interact over time
Cost-benefit analysis No comparison of benefits and costs Lists benefits or costs but not both Compares generation and supply benefits against measured ecological costs Weighs benefits and costs on a common basis and states what would change the balance
Rebuttal Ignores or restates the opposing case Responds to the opposing case in general terms Answers the specific opposing point with evidence Concedes the valid part of an opposing point, then defeats the rest on evidence
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 builds on a teammate's line of argument

Differentiation

Support

Give these students the evidence file with each item reduced to a one-sentence headline above the detail, and let them prepare only one of the four speaking roles. Provide a two-column organizer where they write the opposing point on the left and their planned response on the right before the debate begins.

Extension

Ask these students to prepare a third position for the judging panel: a shorter license with a scheduled review after ten years, tied to measured fish counts. They must explain what would have to be measured, and what result would trigger removal.

ELL supports

Pre-teach relicensing, sediment, armoring, entrainment, and dispatchable with a labeled river cross-section and a simple diagram of a fish ladder. Provide the frames "Our strongest evidence is ___, because ___" and "The other team says ___, but the file shows ___." Allow students to prepare notes in their home language and deliver in English.

Extensions

After the debate, have the class vote by secret ballot and then write a one-paragraph explanation of the single piece of evidence that most affected their vote. Students can also compare the two paths against the three other dams on the fictional Marrick and explain why a decision about one dam may depend on decisions not yet made about the others.