Debate kit Grade 8 Science

Kilnbrook's Purified Water Plan: Reuse for the Drinking Supply

A grade 8 science debate kit on whether a fictional inland city should purify its wastewater for drinking, with two-sided evidence and a four-level rubric.

Objectives

  1. Students will build a claim about a water supply decision and support it with three cited pieces of evidence.
  2. Students will summarize the strongest opposing argument and write a rebuttal that answers it directly.
  3. Students will distinguish documented figures from clearly labeled local testimony when choosing evidence.

Vocabulary

Potable reuse
Cleaning used water so thoroughly that it becomes safe drinking water again. Special plants use several layers of treatment and constant testing to make sure it is safe.
Reverse osmosis
Reverse osmosis cleans water by pushing it through a membrane with holes so tiny that salt and most other dissolved things cannot fit through. It can even turn seawater into fresh water.
Ratepayer
A person or business that pays a utility bill. Ratepayers provide most of the money that keeps a water system running.

Also: multiple barriers, resolution, rebuttal

Teacher overview

This kit runs as a two-team structured debate across two class periods, with an opening case, a cross-examination round, and a closing rebuttal. The question is genuinely contested in real communities: purified wastewater meets drinking water standards and is used at large scale in several places, yet it costs a great deal and asks residents to trust an unfamiliar process. The fictional city in this kit is inland, so the coastal options its neighbors use are closed to it. Teams are assigned rather than chosen, and each student writes an individual case brief before the debate.

Rubric

Score each team on the four criteria below. The panel scores the team; the teacher scores each student's written case brief on the same criteria.

Criterion 1 Emerging 2 Developing 3 Proficient 4 Advanced
Claim States a side but not a reason. States a side with one general reason. States a clear claim with a specific reason tied to Kilnbrook's situation. States a clear claim, the reason, and the condition under which the claim would change.
Evidence use Cites no evidence from the file. Cites one point and does not name its source. Cites at least three points and names each source. Cites at least three points, names each source, and explains why each one matters here.
Handling of sources Treats fictional testimony as documented fact. Uses documented and fictional points without noting the difference. Separates documented figures from fictional local testimony when speaking. Separates them and explains why the documented figures carry more weight in a council decision.
Rebuttal Repeats the opening case. Mentions an opposing point without answering it. Names the strongest opposing point and answers it directly. Names the strongest opposing point, answers it, and concedes any part that stands.

Differentiation

Support

Give these students a pre-marked evidence file with three points highlighted for their assigned side and a case-brief frame that supplies the transitions: "Kilnbrook should build the plant because ___," "The evidence for this is ___, from ___," and "Opponents argue ___, but ___." Assign them to the opening case rather than the rebuttal round, since the opening can be written in advance.

Extension

Have these students prepare the council panel's questions. Each question must quote one evidence point and ask the team to explain a limit of that point, such as whether a facility built for a large county tells us anything reliable about a city of 60,000 people.

ELL supports

Pre-teach "potable," "reuse," "reservoir," "ratepayer," and "rebuttal" with a simple diagram of the water path from the wastewater plant through the treatment stages and back to the reservoir. Allow students to write their case brief in outline form and to read the outline aloud during the debate. Provide the sentence frame "This evidence supports my side because ___" on an index card for the rebuttal round.

Extensions

After the debate, hold a written vote in which students may argue for a position different from the one they were assigned. Ask each student to name the single piece of evidence that came closest to changing their mind, and collect those responses to open the next class discussion on how utilities decide among expensive options.