Debate kit Grade 9 English Language Arts

Buffer Strips on Hartcliffe County Creeks: A Debate Kit

A grade 9 debate on whether a fictional farming county should require fertilizer buffer strips along its creeks, with two-sided evidence on water and farm costs.

Objectives

  1. Students will build an argument on both sides of a nutrient-runoff policy using named evidence.
  2. Students will deliver a rebuttal that answers a specific opposing point with evidence.

Vocabulary

Dissolved oxygen
Dissolved oxygen is the oxygen gas mixed into water that fish and other underwater animals breathe. Cold, moving water holds more oxygen than warm, still water.
Algal bloom
An algal bloom is a fast, thick growth of algae that can turn a lake green and scummy. Blooms happen when the water gets lots of nutrients and warm sunshine, and some blooms make toxins.

Also: buffer strip, nutrient runoff, rebuttal

Teacher overview

This is a two-team structured debate for a class period, with a second session for preparation if needed. Students argue whether a fictional farming county should require strips of land kept out of crops along its creeks to catch fertilizer runoff. The resolution is genuinely contested because fertilizer is both a pollutant, when it washes into water, and a resource, when it feeds crops. An affirmative team, a negative team, and a small panel of student judges using the rubric give every student a defined role.

Rubric

Criterion Emerging Developing Proficient Advanced
Evidence use Repeats a claim with no cited evidence Cites one piece of evidence without explaining its relevance Cites at least two pieces of evidence and explains how each supports the position Cites multiple pieces of evidence, explains each, and anticipates the other side's likely response
Rebuttal quality Does not respond to the opposing team Responds to an opposing point but adds no evidence Directly rebuts a specific opposing point using evidence from the file Rebuts more than one opposing point and explains why its own evidence outweighs them
Organization & delivery Hard to follow; no clear structure Has a structure but transitions are unclear Follows a clear claim, evidence, and conclusion structure Clearly structured, confidently delivered, and directly responsive to the resolution

Differentiation

Support

Give each team a single strongest evidence card and a rebuttal frame ("Our opponents claim ___, but the evidence shows ___"). Let supported students focus on delivering one well-prepared point rather than several.

Extension

Ask students to propose a compromise that is neither a full mandate nor purely voluntary, such as a requirement scaled to a field's slope, and to defend it against both teams using the evidence file.

ELL supports

Pre-teach "buffer strip," "nutrient runoff," "dissolved oxygen," and "rebuttal" with a labeled diagram of a creek, a field, and a grass strip between them. Allow students to deliver arguments from written notes and to answer a judge's question after a brief pause to consult a partner.