Debate kit Grade 12 Science
Reconnecting the Ardsley Floodplain or Raising the Levee
A grade 12 science debate on whether a fictional levee district should set its levee back to reconnect a floodplain or raise the existing embankment in place.
Objectives
- Students will explain how confining a river between levees changes flood stage, sediment deposition, and groundwater recharge.
- Students will evaluate two flood-management solutions against stated hydraulic and ecological criteria.
- Students will rebut an opposing argument by identifying the constraint or mechanism it leaves out.
Vocabulary
- Levee
- A long earthen wall built along a river to keep floodwater out of the nearby land. Levees protect many towns, but they can fail if water rises too high.
- Floodplain
- A floodplain is the flat land next to a river that the river spills onto when it floods. Floodplains are natural storage areas that give floodwater a safe place to spread out.
- Flood stage
- Flood stage is the water level in a river at which it starts to overflow its banks and cause flooding problems nearby. Forecasters compare the current water level to flood stage to warn people when flooding is about to happen.
- Recharge
- Recharge is water soaking down through the ground to refill an aquifer, the way rain refills an underground sponge. Aquifers stay healthy only if recharge keeps up with pumping.
Also: conveyance, setback levee
Teacher overview
This is a two-team structured debate with cross-examination and a judging panel, run over two class periods so that teams can study the evidence before speaking. The fictional Draycott Levee District must decide how to handle an embankment that no longer meets its design standard. Both options reduce flood risk, so the debate turns on which side effects each option produces in the river and its floodplain. The evidence file is built so that the claim that a taller levee is a safer levee has to be defended rather than presumed.
Resolution & Background
Resolution: The fictional Draycott Levee District should move its levee back from the Ardsley River to reconnect the floodplain, rather than raise the existing embankment in place.
Background. A levee is an earthen embankment that keeps a river out of land that would otherwise flood. Levees along the fictional Ardsley River were built in 1948 and sit an average of 260 feet from the channel bank. They protect 3,100 acres of cropland and the edge of Draycott, a town of about 6,200 people. A 2025 inspection found that settlement has reduced the crest height by an average of 14 inches, so the district must act.
Two mechanisms matter for this debate. The first is conveyance, which is the cross-sectional area a river has available to move water past a point at a given depth. Narrowing that area with levees forces the same discharge through less space, so the water surface rises higher for the same flow. The second is exchange between the river and its floodplain. When water spreads across a floodplain, it slows, drops sediment, and soaks into shallow groundwater, and it gives young fish slow water to feed in. A levee cuts off all three exchanges along the reach it encloses.
The two options are as follows. Raising in place means rebuilding the existing embankment to its 1948 design crest plus 2 feet, along the same alignment. A setback means building a new levee an average of 900 feet from the channel along 4 miles of the reach, retiring 640 acres of cropland into a reconnected floodplain, and leaving the old embankment breached in several places.
Roles. Form an affirmative team for the setback, a negative team for raising in place, and a three-member judging panel. Each team gives a five-minute constructive speech, takes three minutes of cross-examination, and closes with a three-minute rebuttal. Judges score with the rubric and must name, for each criterion, the specific evidence that decided it. Every speaker must cite at least one hydraulic or ecological mechanism by name.
Evidence File
Items below are either standard river-engineering principles or figures clearly invented for this fictional scenario. Values attributed to the Draycott Levee District are illustrative and were created for this debate.
Case for the setback levee
- Widening the flood corridor lowers the water surface for the same discharge. In the district's fictional hydraulic model, the 1-percent-annual-chance flood reaches a stage of 24.6 feet on the Draycott gauge under the raise-in-place plan and 21.9 feet under the setback plan, a difference of 2.7 feet. The setback also lowers the modeled stage 3 miles upstream by 1.1 feet, because backwater from a constricted reach raises levels above it. (Illustrative model results created for this debate.)
- A reconnected floodplain stores sediment instead of passing it downstream. In the district's fictional sediment budget, the reconnected 640 acres would trap about 5,800 tons of suspended sediment in an average year, sediment that currently travels to a downstream reservoir where the district pays to dredge it. Deposition also raises the floodplain surface slowly over time. (Illustrative sediment budget created for this debate.)
- Floodplain inundation recharges the shallow aquifer that sustains the river in late summer. The district's fictional monitoring wells behind the levee show an August water table 6.8 feet below ground, against 3.4 feet in a nearby unleveed reach. Recharge lost to levee confinement is one reason summer flows in confined reaches fall faster. (Illustrative well record created for this debate.)
- Slow water at the floodplain edge is nursery habitat. A fictional 2024 spring survey by the district found 11 fish species using an unleveed side channel during high water, including juveniles of 4 species that were absent from the main channel at the same time. Raising the levee preserves none of this. (Illustrative survey created for this debate.)
- Maintenance grows with height. A taller embankment carries higher water pressure at its base for longer during a flood, which increases seepage and the risk of internal erosion, and it demands more frequent inspection.
Case for raising the levee in place
- The setback takes productive land out of use permanently. The 640 acres to be retired are the district's most reliable cropland, and the fictional easement and construction estimate for the setback is $19,400,000, against $7,200,000 to raise in place. The district's fictional annual budget is $2,300,000. (Illustrative estimates created for this debate.)
- Reconnection can deliver contaminants as well as sediment. A fictional 2025 sampling round found lead at 190 milligrams per kilogram and arsenic at 24 milligrams per kilogram in fine sediment suspended during high flow, from legacy sources upstream. Depositing that material on 640 acres is a change in land condition that the setback case does not price. (Illustrative sampling results created for this debate.)
- The modeled benefit depends on assumptions the district cannot verify. The 2.7-foot stage reduction comes from one model run at one discharge. The district's fictional sensitivity analysis shows the benefit falling to 1.4 feet if floodplain roughness is double the assumed value, because dense vegetation on the reconnected floodplain slows the water and reduces the conveyance the setback adds. (Illustrative sensitivity analysis created for this debate.)
- Raising in place is a known solution with a known performance standard. The 1948 alignment has an inspection history, a documented failure mode, and a design flood it was built to pass. The setback introduces a new alignment through soils the district has not tested at depth.
- Reducing impact does not require abandoning the levee. The district could raise in place now and add engineered floodplain benches, seasonal gates, or a downstream side channel later, refining the existing solution instead of replacing it.
From Water for Schools (waterforschools.org). This material is in the public domain (CC0) and may be copied, edited, and shared freely.
Rubric
| Criterion | Emerging | Developing | Proficient | Advanced |
|---|---|---|---|---|
| Mechanism | Argues from outcomes only, naming no hydraulic or ecological process | Names conveyance or recharge but describes it inaccurately | Explains at least two mechanisms, such as conveyance and floodplain recharge, and links each to a modeled result | Explains multiple mechanisms, links each to evidence, and shows how one mechanism limits another |
| Use of evidence | Cites no evidence, or evidence unrelated to the claim | Cites one item without stating what it establishes | Cites at least three items and states what each establishes | Cites items, states what each establishes, and separates standard principles from the illustrative figures |
| Handling uncertainty | Treats every modeled number as fixed | Notes that models can be wrong without saying how it matters here | Addresses the roughness sensitivity result and explains what it implies for the setback benefit | Addresses uncertainty on both sides, including seepage risk in the raise option, and states what measurement would reduce it |
| Rebuttal and criteria | No criteria stated; no response to the opposing case | Criteria stated but not applied; rebuttal restates the constructive case | Criteria stated in advance and applied to both options, with a specific rebuttal of one opposing point | Criteria prioritized and applied consistently, opposing strengths conceded, and the team states what evidence would change its position |
Differentiation
Support
Provide a two-panel cross-section drawing of this fictional reach, one panel showing the channel confined between close levees and one showing the setback alignment, with the water surface drawn for the same discharge in both. Give rebuttal frames such as "That figure assumes ___, and the evidence file shows that assumption ___."
Extension
Ask students to design a third option for the fictional district, such as a partial setback along only the two miles with the lowest crop yield, and to write a one-page addendum stating which criteria improve, which worsen, and what model run they would request to test it.
ELL supports
Pre-teach levee, floodplain, conveyance, and stage using a labeled cross-section with the water surface marked at two different heights. Allow speakers to work from written notes, and give each team a card restating the four rubric criteria in plain language before case building.
Extensions
Have students find a real setback levee or floodplain reconnection project and write a short technical note on what the project's monitoring reported about flood stage afterward. Discuss why measured stage reductions often differ from modeled ones, and what that implies for how a district should write a monitoring plan.