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

  1. Students will explain how confining a river between levees changes flood stage, sediment deposition, and groundwater recharge.
  2. Students will evaluate two flood-management solutions against stated hydraulic and ecological criteria.
  3. 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.

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.