Debate kit Grade 6 Social Studies & Civics

Should Silverbrook Charge a Stormwater Fee by Hard Surface?

A two-session grade 6 debate kit on whether a fictional city should bill each property for storm drains by roof and pavement area, with two-sided evidence.

Objectives

  1. Students will build a claim about how a city should pay for storm drains and support it with evidence.
  2. Students will respond directly to the strongest point made by the other side.
  3. Students will compare a timed debate format with the way a real council hears public comment.

Vocabulary

Stormwater
Stormwater is rain or melted snow that flows off roofs, streets, and parking lots. In most towns it goes into storm drains and flows to a stream without being treated, carrying whatever it picked up.
Impervious surface
An impervious surface is any hard surface, like a road, roof, or parking lot, that rain cannot soak through. The more impervious surface a town has, the more stormwater rushes off it.
Ratepayer
A person or business that pays a utility bill. Ratepayers provide most of the money that keeps a water system running.

Also: fee, credit

Teacher overview

This kit runs as a two-team hearing before a student panel, with timed opening statements, a question round, and closings, in the fictional city of Silverbrook. The question is genuinely contested in real cities: paying for storm drains through a fee based on roof and pavement area is fairer to some households and harder on others, and it reaches property owners who pay no property tax at all. Session one is preparation and session two is the hearing and debrief. Teachers should expect strong arguments on both sides, since the evidence file gives each team substantive points to work from.

Rubric

Judges score each team on four criteria, using the four levels below. Each criterion is worth up to 4 points, for a team total of 16.

Criterion 1: Emerging 2: Developing 3: Proficient 4: Advanced
Use of evidence Refers to the topic without naming any evidence from the file. Names one point from the file but does not connect it to the claim. Uses at least two points from the file and explains how each supports the claim. Uses three or more points, names each source, and explains why the strongest one matters most.
Rebuttal Does not respond to the other team. Mentions the other team's point but changes the subject. Restates the other team's strongest point accurately and answers it. Answers the strongest point and shows why the answer holds even if part of it is granted.
Organization and delivery Statement is hard to follow and runs past time. Statement has a beginning and end but wanders in the middle. Statement is clear, ordered, and finishes within time. Statement is clear and ordered, finishes within time, and uses signposting so listeners can track each reason.
Use of the process Speaks out of turn or ignores the moderator. Follows the format with reminders. Follows the format, asks one relevant question, and listens without interrupting. Follows the format, asks a question that draws out new information, and credits an opposing point fairly.

Differentiation

Support

Give these students a prepared claim sentence and two evidence cards drawn from their team's side, and assign them the opening statement rather than the question round, so their speaking task is planned in advance. Allow them to read from notes. Pair each with a teammate who will handle follow-up questions.

Extension

Ask these students to draft an amendment that keeps the fee but softens its hardest effect, such as a cap for nonprofit properties or a reduced rate for households below an income line. They should present the amendment after the closings and explain which objection it answers and what it costs.

ELL supports

Pre-teach "runoff," "hard surface," "fee," "credit," and "burden," using a photograph of a parking lot in rain beside a photograph of a lawn in rain. Provide sentence frames for each round: "Our claim is that ___." and "The other team says ___, but ___." Allow students to deliver the opening in a rehearsed pair, with one speaker per reason.

Extensions

After the debrief, students can compare the timed hearing with a real city council meeting by watching a recorded local meeting and charting who speaks, for how long, and who decides. Students may also write a two-paragraph public comment on the resolution and submit it to a classroom comment file.