Learning outcomes (differentiated)MUST Give a short speech, keeping to the pointSHOULD Present reasoned arguments, adapting them in response to how the discussion evolvesCOULD Speak clearly, think quickly, clarify arguments,

provide examples and use body language to good effect

STARTERWatch Rapper, Double S, compare the similarities between the confrontation in a rap battle and a debate. Explore together what he may mean by a ‘mind map.’ What could it look like? A mind map, in this case, is fundamentally a strategy to try and ensure a win in a debate (see accompanying resource for an example). Invite groups to propose and agree a motion for a mini debate in response to something currently topical in their school or in the local news (consider making local newspapers available). A good debate topic should be:

Each member of the class is then given 3 minutes to draft a quick mind map in response to the motion agreed (if most people are in agreement or opposition

KEYWORDSMOTION

MIND MAPREBUTTALABSTAIN

PROPOSERSECONDERLOADED-

QUESTIONCOUNTER- ARGUMENT

Lesson plan: The Great Plastic Debate

LEARNING OBJECTIVE: Present a well-researched, reasoned argument that evolves in response to counter-arguments.

RESOURCES REQUIRED Interactive whiteboard to show film for starter

Exemplar mind mapProbing question sheet

Plastic facts and opinions sheet

Debate Role cardsAn audience (ideally made up of school staff, alternatively task some of the students with this role)

A3 paper for groups to record their thoughts and develop their perspective

A method of time keeping

A bell (optional)Order a debating loan box for free (optional)

ADULT SUPPORTProvide opportunities for quieter class members to input.

Probe for greater depth of debate using the probing question sheet

USEFUL LINKSGovernment Proposal for plastic free schools

Create the Debate parliamentary resource

Watch the House of Commons/House of Lords in action

Explore our Youth Parliament

Find debating topics or watch debate at Free Speech

Watch key influencers in business debate plastic issues

DURATION90 mins

SUBJECT FOCUSEnglish - Debate

AGE GROUPYear 7/8

Realistic Likely to divide opinion

Researchable Relevant to the debate group

Understandable Interesting

it may be necessary to allocate ‘for’ or ‘against.’ However, students are encouraged to explore both for and against on their mind map as this will provide ‘ammo’ for rebuttals.Show the class one of The Guardian’s 5 minute debates and invite class members to go head to head for a 1 minute debate. Encourage them to conduct a self-review once completed (were they well enough prepared, were they able to use a rebuttal, what would they do differently next time?)

ACTIVITY 1 - PREPERATIONTell the students today they will be exploring the government proposal for plastic free schools (schools are being urged to stop using single-use plastic items and consider environmentally-friendly alternatives by 2022.) Suggest that some people believe 2022 is too soon and, because this is not a priority, should be postponed until 2042. With regards to this they will be participating in a debate with the following motion:

Motion: Should the concept of plastic free schools be disregarded until 2042?

Allocate small groups a character and ask them to assume that role and debate from the character’s perspective. Allow time for groups to build their argument (in role) and record as a mind map. If time for research is limited, accompanying this resource are some useful statistics and facts the students could work through, carefully selecting the most appropriate for their perspective. Prompt them to anticipate counter-arguments and prepare their responses.

ACTIVITY 2 – THE DEBATEIf students are not confident in debate structure then we highly recommend the resource: ‘Procedure for Debate Made Simple’ produced by The UK Parliament to clarify any misconceptions/queries.If possible bring older students/other teachers/respected adults to act as a judging panel.Set up the classroom like a debating chamber. Timekeeper and chairperson to take their positions.Some students may just state their arguments (in role), but suggest that a more powerful debater responds to what the last speaker has said and offers a counter argument.Debate!

PLENARYOnce the debate has come to a natural end invite each main spokesperson to summarise their side. They can use their opening statement as a starting point and add any other ideas from the debate that they feel may persuade people. As the ‘Speaker’, bring the debate to a close and propose the question to the house for a final vote. Finally, conduct a ballot or audience vote to determine which argument was the most persuasive.

FOLLOW UP ACTIVITIESExplore the other plastic focused lessons created by Surfers Against Sewage. This lesson particularly lends itself to our ‘Talking Rubbish’ lesson.

Now you’re feeling fired up, participate in Surfers Against Sewage’s ‘Plastic Free Schools’ programme.

Invite students to write a letter to their local MP regarding this issue, or another that interests them. Ask for a response and you should receive a reply from them. You can find the details of your local MP here.

Get to know your Local Youth Parliament Representative and ask for their support.

CURRICULUM LINKSSpoken language

Pupils should be taught to: speak confidently and effectively, including through:

using Standard English confidently in a range of formal and informal contexts, including classroom discussion

giving short speeches and presentations, expressing their own ideas and keeping to the point

participating in formal debates and structured discussions, summarising and/or building on what has been said

CitizenshipPupils are:

equipped with the skills to think critically and debate political questionsuse and apply their knowledge and understanding whilst developing skills to research and interrogate evidence, debate and evaluate viewpoints, present reasoned arguments and take informed action.

Sustainable Development Goal 14: Life below water