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
- Students will build an argument on both sides of a nutrient-runoff policy using named evidence.
- 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.
Resolution & Background
Resolution: "Hartcliffe County should require every farm to keep a planted buffer strip along any creek that crosses its land, even though the strip takes cropland out of production."
Background: Hartcliffe County is a fictional area of grain and vegetable farms crossed by small creeks that flow into a shared river downstream. Farmers spread fertilizer to grow their crops, but rain can wash some of that fertilizer, rich in nitrogen and phosphorus, off the fields and into the creeks. Those same nutrients that help crops grow also feed algae in the water. When large amounts of algae grow and then die, bacteria use up the oxygen in the water as they break the algae down. Most fish need dissolved oxygen above 5 mg/L, so a drop in oxygen can kill fish and harm the creek.
A buffer strip is a band of grass, shrubs, or trees left unplanted with crops along the water's edge. It slows runoff and lets the soil and roots trap nutrients before they reach the creek. Requiring buffer strips would protect the water, but it would also take a band of productive land out of use on every farm along a creek.
Roles: The affirmative team argues for the requirement, the negative team argues against it, and three student judges score both teams with the rubric and ask one question each. Each team should prepare an opening claim, two supporting points with evidence, and at least one rebuttal.
Evidence File
Case for requiring buffer strips:
- Fertilizer runoff feeds algae; when the algae die, the water loses oxygen, and most fish need dissolved oxygen above 5 mg/L, so runoff can cause fish kills downstream. (Source: standard water-quality benchmark, EPA and USGS.)
- Buffer strips are a well-established, low-technology method: a band of grass and roots along the water traps nutrients and slows runoff before it reaches the creek. (Source: standard soil-conservation practice.)
- A fictional Hartcliffe drinking-water manager testifies that when creek nutrient levels rise, the downstream utility must spend more to remove nitrate before delivering water, a cost paid by everyone on the system. (Illustrative testimony created for this debate.)
- The creeks and the river they feed are a shared resource used by many people downstream, so protecting them is not only each farm's private choice.
Case against requiring buffer strips:
- Fertilizer is not only a pollutant; it is a necessary resource that feeds the food supply. Every acre planted in a buffer strip is an acre that grows no crop, and farms run on thin margins, so removing a strip of cropland cuts real income.
- A single required width treats every farm the same, but a steep field beside a creek and a flat field farther away pose very different runoff risks, so a fixed rule may force some farms to give up land for little gain.
- A fictional Hartcliffe farm cooperative argues that voluntary programs with cost-sharing already lower runoff while keeping farmers willing to cooperate, and that a mandate would breed resistance and lawsuits instead of cleaner water. (Illustrative testimony created for this debate.)
- Taking cropland out of production across many farms could lower local harvests and raise food prices, a cost that also falls on the public the rule is meant to help.
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 | 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.