Debate kit Grade 11 Science

Chlorine or UV at Thistlewood: A Water Disinfection Debate Kit

A grade 11 debate kit on whether a fictional utility should replace chlorine with UV disinfection, weighing residual protection against chemical byproducts and handling.

Objectives

  1. Students will evaluate evidence on both sides of a water-disinfection technology resolution.
  2. Students will explain the chemistry trade-off between residual protection and disinfection byproducts.
  3. Students will construct and deliver a rebuttal supported by named evidence.

Vocabulary

Disinfection
Disinfection is the step that kills or disables germs in water so it is safe to drink. Water plants usually disinfect with chlorine, ultraviolet light, or ozone.
Pathogen
A pathogen is a germ, such as a bacterium, virus, or parasite, that can make people sick. Keeping pathogens out of drinking water is the most important job of water treatment.

Also: residual, byproduct, ultraviolet

Teacher overview

This is a two-team structured debate for a 60-minute block split across two sessions, with the first session used for evidence review and case preparation and the second for the debate itself. Students argue for or against the Thistlewood Water Authority (a fictional utility created for this debate) replacing its chlorine disinfection system with ultraviolet (UV) disinfection, a resolution with real chemistry and engineering tension between two disinfection technologies that solve different parts of the same problem.

Rubric

Criterion Emerging Developing Proficient Advanced
Evidence use Repeats a claim with no cited evidence from the Evidence File Cites one piece of evidence without explaining its relevance to the resolution Cites at least two pieces of evidence and explains how each supports the team's position Cites multiple pieces of evidence, explains their relevance, and anticipates the opposing side's likely response
Rebuttal quality Does not respond to the opposing team's points Responds to an opposing point but without new evidence Directly rebuts a specific opposing point using evidence from the file Rebuts multiple opposing points and explains why the team's evidence outweighs them
Organization & delivery Argument is difficult to follow; no clear structure Argument has a structure but transitions between points are unclear Argument follows a clear claim-evidence-conclusion structure Argument is clearly structured, confidently delivered, and directly responsive to the resolution

Differentiation

Support (below grade level)

Provide a simplified evidence card for each side listing only its single strongest point, and give sentence starters for rebuttals ("Our opponents claim ___, but the evidence in the file shows ___.").

Extension (above grade level)

Ask students to reason, using only the Evidence File provided and not outside sources, about what a "second treatment step" combining UV with a small residual dose might actually look like in practice, and to incorporate that reasoning into a stronger rebuttal for either side.

ELL supports

Pre-teach "disinfection," "residual," and "byproduct" with simple definitions and a labeled diagram showing water leaving a treatment plant and traveling through pipes to a house, with chlorine's residual shown as protection along the way that UV alone does not provide. Allow students to deliver rebuttals from written notes rather than extemporaneously.