Debate kit Grade 8 Science

Should Havering County Spread Biosolids on Farm Fields?

A grade 8 science debate kit on land-applying treated sewage solids, weighing recycled nutrients against PFAS and runoff concerns, with a four-level rubric.

Objectives

  1. Students will construct an argument about a waste management permit using cited evidence from two sides.
  2. Students will write a monitoring plan that names what is measured, where, how often, and what result would halt the practice.
  3. Students will explain why a nutrient can be a resource in one setting and a pollutant in another.

Vocabulary

Biosolids
Biosolids are the nutrient-rich solid material left over after sewage sludge has been treated and made safe. Many farms use treated biosolids as fertilizer for their fields.
PFAS
A large family of human-made chemicals used in things like nonstick pans, waterproof fabric, and firefighting foam. They are called forever chemicals because they take a very long time to break down.
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.

Also: land application, nutrient, monitoring plan

Teacher overview

This kit runs as a permit hearing across two class periods, with opening cases, questions from a board panel, and closing rebuttals. The question divides real communities because both sides are defending something worth protecting: farmland that needs nutrients, and groundwater that needs to stay clean. Students on the affirmative side carry an extra task, since a permit that allows land application has to come with a monitoring plan. Teams are assigned rather than chosen.

Rubric

Score each team on the four criteria below. The teacher scores each student's individual case brief on the first three criteria, and the affirmative team's monitoring plan on the fourth.

Criterion 1 Emerging 2 Developing 3 Proficient 4 Advanced
Claim Names a side without a reason. Names a side with one general reason. States a claim with a specific reason tied to Havering County's situation. States a claim, the reason, and the condition that would change the claim.
Evidence use Cites no evidence from the file. Cites one point without naming its source. Cites three points and names each source. Cites three points, names each source, and explains the limits of one of them.
Rebuttal Repeats the opening case. Mentions an opposing point without answering it. Names the strongest opposing point and answers it directly. Answers the strongest opposing point and concedes the part of it that stands.
Monitoring plan Names no measurement. Names a measurement but not where or how often. Names what is sampled, where, and how often. Names what is sampled, where, how often, and the result that would halt land application.

Differentiation

Support

Give these students an evidence file with three points highlighted for their assigned side and a case-brief frame supplying the transitions: "The county should ___ because ___," "One piece of evidence is ___, from ___," and "Some people say ___, but ___." Assign them to the opening case rather than the rebuttal, since the opening can be drafted in advance.

Extension

Have these students write the board panel's questions. Each question must quote one evidence point and ask the team to name a condition under which that point would no longer hold, such as what a soil test result would have to show before the affirmative team would suspend the program.

ELL supports

Pre-teach "biosolids," "digestion," "nutrient," "buffer," and "monitoring" with a simple flow diagram of the plant showing water going one way and solids going the other. Allow students to deliver their case from an outline. Provide the card frame "My evidence is ___. It matters because ___" for the rebuttal round.

Extensions

Students compare the monitoring plan the winning team wrote with the conditions a permit for a different practice would need, such as spreading dairy manure or applying road salt near a well field. The comparison shows that the science question in each case is the same: what would you measure, and what result would make you stop.