Debate kit Grade 7 English Language Arts
Bexhollow's Choice: Pay Upstream Farmers or Build a Filter
A grade 7 ELA debate kit on whether a fictional town should spend a water-quality grant on upstream farm practices or on a new filtration step, with two-sided evidence.
Objectives
- Students will build a case that cites at least three pieces of evidence from a shared file.
- Students will state and answer the strongest argument made by the opposing team.
- Students will explain the difference between protecting a water source and treating water at a plant.
Vocabulary
- Watershed
- A watershed is all the land where rain that falls will drain to the same stream, river, or lake. Everyone lives in a watershed, no matter how far from the water they live.
- Turbidity
- Turbidity is a measure of how cloudy or murky water looks because of tiny particles floating in it. Clear water has low turbidity, and muddy water has high turbidity.
Also: resolution, constructive, rebuttal, buffer strip
Teacher overview
Utilities that draw from a creek or river must decide whether to spend money upstream, keeping material out of the water, or to spend it at the plant, taking that material back out. This kit puts that choice in front of two teams, each with four speakers, in a structured round with constructive speeches, questioning, and rebuttals. The resolution is genuinely contested because both options work and both carry real risk, so a well-prepared team can win from either side. The debate suits grade 7 because it rewards the same move the writing standards add this year, which is naming the other side's best argument and answering it.
Resolution & Background
Resolution: The Bexhollow Water District should spend its state water-quality grant on paying upstream farmers to protect Talwyn Creek rather than on building a new filtration step at the treatment plant.
Background (a fictional case built for classroom debate)
Bexhollow is a fictional town of about eleven thousand people. Its drinking water comes from Talwyn Creek, which runs down a valley of row-crop farms and pasture before it reaches the town intake.
For most of the year the creek runs clear. In spring, and after hard summer storms, it runs brown. The brown color is soil washed off fields and stream banks, and the runoff also carries fertilizer. Soil in the water raises turbidity, which is a measure of how cloudy water is. Cloudy water makes the treatment plant work harder. Operators use more chemicals, clean the filters more often, and sometimes cut the amount of water they can produce in a day.
The state has offered Bexhollow a one-time water-quality grant. The district must choose one of two plans.
Plan A: Pay upstream farmers. The district would sign yearly agreements with farms in the valley. Farmers would plant cover crops over the winter, leave strips of grass and shrubs between fields and the creek, and fence livestock away from the water. The district would pay them for the work and for the yield they give up.
Plan B: Build a new filtration step. The district would add a building at the plant with a second stage of filters designed to handle very cloudy water. Once built, it would run every day, no matter what happens upstream.
Both plans are legal, and the state will fund either one. The board wants a recommendation.
Roles
- Affirmative team (four speakers): argues for Plan A. One speaker opens with the case, two present evidence, one delivers the rebuttal.
- Negative team (four speakers): argues for Plan B, with the same four jobs.
- Moderator: keeps time, calls speakers, and enforces the rule that every claim names its source in the file.
- Board panel (three judges): scores with the rubric and asks one question of each team at the end.
Format: four minutes of constructive speaking from each side, divided among the opening speaker and the two evidence speakers, then three minutes of questioning, a two-minute rebuttal from each side, and one-minute closings. Teams may use note cards and the evidence file, and may not bring outside research.
Evidence File
Every point below comes from this fictional case. Speakers must name the source when they use a point.
Case for paying upstream farmers (Plan A)
- District engineer's memo (fictional): The new filter building would cost about $6 million to build, plus staff time and power every year after that. The farm payment program would cost about $180,000 a year, and the district could expand it, shrink it, or stop it as conditions change.
- Talwyn Watershed Council statement (fictional): Soil that stays on a field never has to be removed at the plant. A filter treats the symptom each day, while cover crops and buffer strips reduce the amount of material that reaches the creek in the first place.
- County extension agent's testimony (fictional): Buffer strips shade the creek, hold the banks in place, and give fish cover. A filter at the plant does none of that. The creek itself would be better off under Plan A.
- Ratepayer burden, real trend: Combined water and sewer bills across the country rose about 24% from 2019 to 2024 and about 5.1% in 2025, outpacing inflation (Bluefield Research and industry rate surveys). Affirmative speakers argue that a smaller yearly program keeps future rate increases smaller than a large capital project would.
- Farmer testimony, Vane family farm (fictional): The family already wants to plant cover crops but cannot absorb the seed cost and the lost acres. Payment makes the practice possible on the farms that matter most.
Case for building the filter (Plan B)
- Plant superintendent's memo (fictional): A filter works every day it is turned on. The farm program depends on farmers choosing to sign, and a single large farm that refuses can undo the gains from three that agree.
- Turbidity rule, real requirement: Conventional filtration plants must keep finished-water turbidity at or below 0.3 NTU in 95% of monthly samples and must never exceed 1 NTU (EPA Surface Water Treatment Rules). Negative speakers argue the district is judged on what leaves the plant, not on what the creek looks like.
- Operations log summary (fictional): The worst cloudiness follows intense storms. No field practice stops a storm, so the plant must be sized for the peak in any case.
- Water district lawyer's note (fictional): Payment agreements run one year at a time, and land changes hands. A farm that signs this year may be sold to an owner who will not. The filter belongs to the district and lasts for decades.
- Bexhollow Ratepayers Association statement (fictional): Ratepayers already pay for the plant. Paying private landowners not to send soil downstream asks water customers to cover a cost that belongs upstream.
Points both sides may use
- The board has confirmed the grant covers only one plan, so the choice is real.
- Nobody claims the water is currently unsafe. The dispute is about cost, reliability, and where the money does the most good.
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 worth four points, for a possible sixteen.
| Criterion | Emerging (1) | Developing (2) | Proficient (3) | Advanced (4) |
|---|---|---|---|---|
| Evidence use | Claims are asserted with no source named | Some claims name a source; others are unsupported | Every major claim names its source in the file, and at least three distinct pieces are used | Evidence is chosen for fit, and the team explains why a given source is credible on that point |
| Rebuttal quality | The other side's arguments are ignored or restated as a caricature | One opposing point is named but answered with a repeat of the team's own claim | The strongest opposing point is named accurately and answered with a reason | The team anticipates the opposing case before it is delivered and dismantles it with specific evidence |
| Role fulfillment | Speakers run over or under time and duplicate one another | Roles are mostly followed, with some overlap | Each speaker performs the assigned job within time | Speakers hand off cleanly, and the rebuttal builds on what the constructive speeches set up |
| Delivery and organization | Hard to follow; no clear order | Order is present but signposting is thin | Clear structure with signposting such as "our second reason" | Structure is easy to track, pacing is controlled, and the team speaks to the judges rather than reading |
Judges should record one sentence per criterion naming the moment that decided the score, so feedback points to specific speech content rather than to general impressions.
Differentiation
Support
Give these students a case-building sheet with the evidence bullets already grouped into three labeled reasons, so preparation begins with selection rather than sorting. Provide a rebuttal frame ("The other team argued that ___. That is true, but ___, because our file shows ___.") and let them deliver from a written script.
Extension
Assign two students the role of board members who must write a one-page recommendation after the debate, choosing a plan and explaining which single piece of evidence changed their mind. Alternatively, ask a student to prepare a third position that splits the grant between the plans and to defend it against both teams.
ELL supports
Pre-teach "resolution," "constructive," "rebuttal," "watershed," "buffer strip," and "turbidity" with a labeled valley sketch showing fields, a creek, and an intake. Provide each speaker with a card listing the order of speeches and the sentence starter for their job, and allow extra preparation time with a partner who shares a first language.
Extensions
After the debate, students can write a short letter to the board in the voice of a resident who did not attend, taking a position and citing two pieces of evidence from the file. Comparing the letters with the judges' scores shows how a written argument differs from a spoken one, and gives a second, quieter assessment of the same reasoning.