Debate kit Grade 10 English Language Arts
Should Wistmore Install Hourly-Reading Water Meters?
A grade 10 ELA debate kit on a fictional district's proposal to replace manual-read meters with hourly-reporting meters, with two-sided evidence, roles, and a rubric.
Objectives
- Students will construct an argument on the metering resolution supported by named evidence.
- Students will anticipate the opposing case and prepare a rebuttal that concedes what is true.
- Students will distinguish evidence about cost from evidence about privacy in a policy debate.
Vocabulary
Key words: metering, consumption data, leak alert, estimated bill, rate base
Teacher overview
This kit runs as a two-team structured debate across two class periods, with the first period for preparation and the second for the rounds. The resolution asks whether a small water district should replace meters that a person reads every other month with meters that record use every hour and report it automatically. The question is genuinely contested, because an hourly record that catches a leak in a crawl space also documents when a household is awake, away, or empty, and reasonable people weigh those two facts differently.
Resolution & Background
Resolution: "The Wistmore Water District should replace its manual-read water meters with meters that record hourly use and transmit it automatically to the district."
Background: The fictional Wistmore Water District serves about 6,800 connections. Its meters are read by two employees who walk routes every other month. When a meter cannot be reached, because of a locked gate or a dog in the yard, the district estimates the bill and corrects it at the next reading. An hourly-reporting meter, sometimes called an advanced meter, records use every hour and sends the record over a radio signal to the district several times a day. The district would keep that record and would offer customers an account where they could see their own use.
The district's board has heard from residents on both sides. Some want the leak alerts. Some object to the district holding an hourly record of what happens in their homes. The board has not decided, and the change would require a rate increase to pay for it.
Roles: Assign an affirmative team arguing for the replacement, a negative team arguing against it, a moderator who keeps time and enforces speaking order, and three judges who score with the rubric below. Each team prepares an opening claim of three minutes, one cross-examination question per speaker, a rebuttal of two minutes, and a closing of two minutes. Judges may not speak during the rounds and must record one piece of evidence per speech.
Evidence File
Every point below is available to both teams. Points drawn from the fictional Wistmore scenario are labeled as such. Points drawn from published sources name the source.
Case for hourly-reading meters (affirmative)
- Household leaks waste an average of nearly 9,400 gallons a year, and most of that water escapes from fixtures nobody is watching, such as a toilet flapper or an irrigation line. An hourly record shows continuous flow at three in the morning, which is the clearest signal a leak exists. Source: EPA WaterSense, Fix a Leak Week materials.
- The average American household uses about 300 gallons of water per day, roughly seventy percent of it indoors. A customer who can see which hours carry that use has something to act on, while a bill that arrives every other month gives a total and nothing else. Source: EPA WaterSense.
- Estimated bills would end. In the fictional Wistmore scenario, the district issued 412 estimated bills last year because meters could not be reached, and each one had to be corrected later, which generates complaints and staff time.
- Water and sewer bills rose about 24 percent nationally between 2019 and 2024, outpacing inflation. An affirmative team can argue that a district facing rising costs cannot afford to keep losing unbilled water it never detects. Source: Bluefield Research and industry rate surveys.
- The district finds its own leaks faster. In the fictional scenario, a main leak in the Halloway Lane zone ran for five months before a resident reported wet ground, and hourly data from the meters on that street would have shown the imbalance within days.
- Meter readers can be reassigned rather than laid off. In the fictional scenario, the district's general manager has proposed moving both readers into the maintenance crew, where two positions are open.
Case against hourly-reading meters (negative)
- An hourly record of water use is a record of when people are home. It shows the hour a household wakes, the days it is away, and whether anyone is in the house at all. A fictional ratepayer group in Wistmore, the Wistmore Customers Alliance, argues that the district has no policy governing who may see that record or how long it is kept.
- The district would hold data it can be compelled to hand over. The alliance points out that the district has never had to answer a subpoena for consumption records, because until now it has held only a bimonthly total.
- The cost falls on every customer. In the fictional scenario, the replacement would cost about $2.1 million and would raise the average monthly bill by about $3.40 for ten years, including for households that do not use the online account.
- Electronic meters have a shorter service life than mechanical ones. In the fictional scenario, the manufacturer warrants the battery for fifteen years, while the mechanical meters now in the ground have averaged twenty-six years in service.
- Leak alerts can misfire. In the fictional scenario, a neighboring district reported that a quarter of its first-year alerts turned out to be irrigation timers working as intended, and customers who received several false alerts began ignoring them.
- The benefit is unevenly distributed. A leak alert helps a homeowner who can call a plumber. A renter who receives the same alert must persuade a landlord to act, and in the fictional scenario about a third of Wistmore's connections serve rental property.
From Water for Schools (waterforschools.org). This material is in the public domain (CC0) and may be copied, edited, and shared freely.
Rubric
Judges score each team on the four criteria below. Each criterion is scored on a four-level scale.
| Criterion | Emerging | Developing | Proficient | Advanced |
|---|---|---|---|---|
| Use of evidence | Claims are asserted with little reference to the evidence file. | Evidence is cited but not always matched to the claim it is meant to support. | At least three pieces of evidence are cited accurately, each tied to a stated claim, with the source named. | Evidence is selected deliberately, sources are named and characterized, and the team distinguishes the published figures from the fictional scenario's figures. |
| Counterargument and rebuttal | The opposing case is ignored or restated inaccurately. | The opposing case is acknowledged, then answered by repeating the team's own claim. | The strongest opposing point is stated fairly and answered with evidence and reasoning. | The team concedes what the opposition establishes, then shows why its position survives the concession. |
| Organization and delivery | Speeches lack a discernible order and run over or well under time. | An order exists, though transitions and time management are uneven. | Each speech has a clear structure, stays within time, and signals its moves to the judges. | Structure serves the argument, timing is controlled, and delivery adjusts to what the opposing team actually said. |
| Preparation and teamwork | Speakers duplicate each other or contradict the team's own case. | Roles are divided, with some overlap and some gaps. | Speakers divide the case cleanly, and cross-examination questions set up later arguments. | The team's speeches build on one another, and cross-examination answers are used directly in the rebuttal. |
Differentiation
Support
Give these students the evidence file with one strong point per side already marked, along with a speech frame naming what each part of an opening statement must contain. Assign them cross-examination or judging roles, which require close listening and less extended speaking, and let them prepare two questions in advance.
Extension
Ask these students to prepare a third position for the moderator to introduce after the first rebuttal, such as offering the hourly meters as an option customers may decline, then argue why the two-sided framing missed it.
ELL supports
Pre-teach "meter," "estimated bill," "consumption data," "subpoena," and "rate increase" with a simple diagram showing how a reading travels from a meter to a bill under each system. Provide a debate phrase card with openers for conceding, disagreeing, and citing. Allow prepared speeches to be read from a written script.
Extensions
Have students write the data policy the debate revealed to be missing, naming who inside the district may see hourly records, how long records are kept, and what happens to a request from outside the district. Students then exchange policies and mark the loopholes they find in one another's drafts.