Debate kit Grade 6 English Language Arts

Should Ashkettle Approve the Water Bottling Plant?

A grade 6 debate kit on whether a fictional town should let a bottling company pump its aquifer, with two-sided evidence, assigned roles, and a four-level rubric.

Objectives

  1. Students will build an opening statement pairing a claim with two numbered evidence points.
  2. Students will answer a specific point raised by the other team using evidence rather than opinion.
  3. Students will score an argument against stated criteria and justify one score in writing.

Vocabulary

Aquifer
An aquifer is an underground layer of rock, sand, or gravel that holds water in the tiny spaces between its grains. Wells reach down into aquifers to bring water up to the surface.
Drawdown
Drawdown is how far the water level in a well drops when a pump pulls water out. The harder and longer you pump, the bigger the drawdown gets.

Also: permit, resolution, rebuttal

Teacher overview

This kit runs as a two-team debate across a preparation session and a debate session, and it suits classes of eighteen to thirty. Students argue whether a small town should recommend a state permit that would let a bottling company pump water from the aquifer the town already drinks from. The question is genuinely contested, because the plant brings jobs and tax money that the town needs while the water it ships away never returns to the aquifer. The misconception worth naming during preparation is the assumption that groundwater is an endless supply that refills as fast as anyone pumps it, when the background shows recharge happening on a schedule the pumping does not follow.

Rubric

Criterion Emerging Developing Proficient Advanced
Evidence use Speaks without naming any point from the file Names one point but does not explain what it shows Names at least two points and explains how each supports the team's side Names several points, explains each, and shows why they outweigh the other side's
Rebuttal quality Does not answer the other team Answers a point with opinion only Answers a specific numbered point using evidence from the file Answers more than one point and explains why the team's evidence is stronger
Organization and delivery Hard to follow, with no clear order Has an order, but the parts run together Moves clearly from claim to evidence to closing within the time limit Clearly ordered, well paced, and tied back to the resolution at the end
Listening and questions Does not respond to what was said Repeats a prepared line no matter the question Asks or answers a question that refers to what the other team actually said Asks a question that exposes a gap in the other team's evidence

Differentiation

Support

Give these students one evidence card carrying the single strongest point for their side, plus the rebuttal frame "The other team said ___, but point ___ shows ___." Let them rehearse the frame with a partner before the debate begins, and assign them the opening rather than the rebuttal.

Extension

Ask students to write a set of permit conditions that would answer at least two points from each side, then defend the conditions in one paragraph naming the four points they address and explaining which side gives up more.

ELL supports

Pre-teach "aquifer," "recharge," "permit," "drawdown," and "rebuttal" with a labeled cross-section drawing showing rain, an aquifer, a town well, a private well, and a plant well. Allow students to read their opening from written notes, and give them the numbered points as a checklist to mark while the other team speaks.

Extensions

After the debate, have every student write two sentences on an index card naming the point that most changed their thinking and explaining what made it convincing, whether or not it came from their own side. Collect the cards and read three aloud without names, then ask the class what those three had in common.