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

  1. Students will build a case that cites at least three pieces of evidence from a shared file.
  2. Students will state and answer the strongest argument made by the opposing team.
  3. 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.

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.