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Nuclear Energy Debates Collaboration of Science and Language Jim Litz Tamra Hatch Combining Language and Science Science Fair Creating books Newspapers in class Local newspaper education page Persuasive speeches Combined field trips with language and science components Debates
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Debate practiceBeginning the Debate Process
For the next few weeks in science and language the students will be researching energy issues facing our world today. The culmination of this research will be a debate between homerooms.
The students will be researching issues centered on fossil fuel, alternative energy, and nuclear energy. They will prepare arguments for both sides of the issue
, and at the end will be told which side of the issue they will debate.
Using debates in the classroom can help students grasp many essential critical thinking and presentation skills. Among the skills classroom debates can foster are:
* abstract thinking* analytical thinking* citizenship/ethics/etiquette* clarity* cross-examination/questioning* point of view* distinguishing fact from opinion* identifying bias* language usage* organization* personal vs. political values* persuasion* public speaking* research* teamwork/cooperation* many more!* students love debating
Considering population growth, the increasing energy demand world wide, and the environmental degradation that occurs with power production, should some of the additional energy demands be derived by bringing more nuclear power plants on line?
A SMALL SAMPLE OF POSSIBLE RESEARCH SITES
are doing research
1AC (first Affirmative Constructive) – 7 minutesA good introduction that attracts the audiences attention and interest in the topicClearly state the resolutionClearly state each of your contentions Support with reason and evidenceConclude effectively
Cross Ex of the Aff by the Neg – 3 minutesYou ask questions – have a strategy or at the very least a direction to your questioningBe courteousFace the audience
1NC (first Negative Constructive) – 8 minutesA good introduction that attracts the audiences attention and interest in the topicClearly state the Negative’s position on the topicClearly state the Negative’s Observations Support with reason and evidenceAttack and question the Affirmative’s Contentions/evidenceConclude effectively
Cross Ex of the Negby the Aff – 3 minutes You ask questions – have a strategy or at the very least a direction to your questioningBe courteousFace the audience
Rebuttal Speeches – No new arguments are allowed – new evidence, analysis is ok
1AR (first Affirmative Rebuttal) - 4 minutesRespond to the Neg Observations – show how they are not as strong/relevant as the Aff ContentionsRebuild the Aff case
NR (Negative Rebuttal) – 7 minutesRespond to latest Affirmative argumentsMake your final case to the audience that the Neg position is superior to the AffTry and convince the audience the Aff has failed to carry the burden of proofSummarize the debate and conclude effectively and ask for the audience to agree with the Neg position
2AR (second Affirmative Rebuttal) – 4 minutesRespond to final Negative argumentsSummarize the debate and show the audience how the Aff position is superior – and the Aff has carried the burden of proofConclude effectively.
Please join us on
from 6:30-8:00 P.M.
for our debate over current energy issues.
Friends and family are welcome!
The debate will be held in the multipurpose room at
Target Range School.
Please let us know if you can provide cookies or punch for the evening. Thank you. We are looking forward to seeing you Tuesday evening!
Ms. Hatch and Mr. Litz
I will bring cookies.
I will provide punch.
Enjoy the process and results
Should spent nuclear fuel be reprocessed?
Nuclear waste disposal