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
- Students will build an opening statement pairing a claim with two numbered evidence points.
- Students will answer a specific point raised by the other team using evidence rather than opinion.
- 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.
Resolution & Background
Resolution: "Ashkettle should recommend approval of the state permit allowing the Redmoor Springs Bottling Company to pump groundwater from the town's aquifer."
Background: Ashkettle is a fictional town of about 5,000 people. Its drinking water comes from three town wells. Those wells reach the same aquifer that supplies about 40 nearby farms and roughly 200 homes with private wells of their own. An aquifer is a layer of rock and sand that holds water in the spaces inside it.
Rain and snowmelt refill the aquifer, which is called recharge. Most recharge in Ashkettle happens in the spring. Pumping happens all year. Pumping also lowers the water level in nearby wells while it runs, and that drop in level is called drawdown.
The Redmoor Springs Bottling Company wants to build a plant near the old rail spur on the east side of town. The plant would drill its own well, pump water from the aquifer, bottle it, and truck it out of the valley. The state decides whether to grant the permit, and it asks the town for a recommendation first. The town council will vote on that recommendation next month.
Roles: Divide the class into two teams. The affirmative team argues for recommending approval. The negative team argues against it. Each team prepares an opening statement, a rebuttal answering the other team's points, and a closing. Choose three students as judges, who score both teams with the rubric, and one student as moderator, who keeps time and calls on speakers. Before the judges announce a result, each judge writes one sentence on an index card naming a score they gave and the moment in the debate that earned it.
Evidence File
Use the numbered points below. Name the point you are using each time you speak.
Case for recommending approval:
- The plant would bring steady work to a town that lost its largest employer. The company says it would hire 45 full-time workers at the plant. (Source: the fictional Redmoor Springs permit application.)
- The plant would pay property taxes on the building and the land. In our scenario, the town assessor estimates those taxes would cover about one fifth of what Ashkettle spends on roads each year. (Illustrative figure created for this debate.)
- The amount requested is small next to what the aquifer already gives up. In our scenario, the plant would pump about 90,000 gallons on a working day, while the town's homes and farms together pump about 1.2 million gallons a day from the same aquifer. (Source: a fictional Ashkettle district engineer's report.)
- The permit comes with conditions. As drafted for this fictional case, it would require the company to report its water levels every month and would let the state cut the plant's pumping during a declared drought. (Source: the fictional draft state permit.)
Case against recommending approval:
- The nearest private wells are shallow. A hydrologist's model prepared for this fictional case predicts the water level in wells within a half mile would drop about 3 feet while the plant is pumping. Those homeowners would pay to deepen their own wells. (Source: a fictional consulting hydrologist's report.)
- Water that is bottled and trucked away leaves the watershed for good. Water used in a home mostly returns to the ground or to the river through the town's treatment system, so it is available again. Bottled water is not. (Source: standard groundwater practice.)
- The traffic falls on one road. In our scenario the plant would send about 30 truck trips a day past the elementary school, on a road the town would have to repave sooner. (Illustrative point created for this debate.)
- A permit is hard to take back. The fictional town attorney notes that once the state grants a pumping permit, the town has little say if the company later asks to pump more, and the job number in the application is an estimate rather than a promise. (Source: a fictional Ashkettle town attorney memo.)
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 |
|---|---|---|---|---|
| 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.