Lesson 14

Title: Debate
Estimated Time: 1 hour
Lesson Objective: Students are to research animals in captivity and
animals in zoos and publish arguments FOR and arguments AGAINS!
Students "ill then use these arguments #or debating!
Classroom Organisation: Individual $pairs #or those students "ho
struggle%
Resources:
&ueenie ' One (lephant)s Story by *orinne Fenton
+or,sheet
-aptops or i.ads i# students "hich to research
+ebsites #or above
Learning Experience/Lesson Outline:
Re/read the story o# &ueenie i# needed! 0sing the prior ,no"ledge
#rom our e1tensive coverage o# the lives o# per#orming animals and
animals held in captivity2 "hat are our o"n thoughts on this
important topic3
*lass discussion ' as, students to share their personal vie"s i# they
#eel com#ortable on this topic! +hat do they thin, about animals
being held in zoos2 per#orming #or the public2 being used as
transport and #or entertainment2 should zoos be banned2 should
animals be ,ept in captivity2 "ill stopping this impact the economy
and tourism3
+atch very brie4y a 5/6 minute section #rom the documentary titled
7(arth)! his is a documentary on animals all over the "orld2 and
students "ill "atch the section on animals in the "ild as a contrast
"ith the boo, &ueenie about per#orming animals in a 8oo!
Further class discussion ' as, students #or their vie"s on animals
being destroyed i# they)re deemed a sa#ety ris, #or humans2 discuss
deaths o# high pro9le animals $e!g! "hales%!
urn the group discussion to"ards a debate and ho" sometimes you
have to argue FOR or AGAINS a topic or sub:ect matter and that
may go against your o"n personal vie"!
;and out "or,sheet and ta,e students through their tas, o# "riting
do"n as many arguments #or both FOR and AGAINS animals in
captivity and animals in zoos!
Re/iterate that this is not about one)s personal vie" but about being
able to ob:ectively investigate the arguments #or both FOR and
AGAINS a topic and using appropriate language to put #or"ard a
case #or both sides!
Again have a discussion about correct language that "ould #eature
in a debate!
+rite up on the board an e1ample o# 1 argument FOR and 1
argument AGAINS so students "ho may not ,no" "here to start
can have some guidance!
Allo" students <= minutes $depending on the amount o# time
consumed during introduction and class discussion% #or students to
research i# they need to2 re#er bac, to previous lessons2 activities
and notes and then "rite do"n their arguments!
Remind students about proo# reading2 spelling2 and grammar and to
leave time to proo#/read their "or,!
0se remaining time $appro1! 1= minutes% be#ore recess to hold a
debate! Select > students2 5 #or each side $FOR ? AGAINS%! Run
through the normal structure o# a debate "ith a spea,er #or each
team 12 < 5 and ho" the FOR team goes 9rst2 #ollo"ed by the
AGAINS team! (ach student has to read their best argument and
have a bac,/up in case their previous spea,er addresses that issue!
I# time permits do this a second time "ith a di@erent set o# students!
I# possible video the debate #or later re4ection as a class etc!
Ae#ore sending the students out #or recess advise students that in
tomorro")s lesson "e)ll be using the arguments that both they and
other students have research today to "rite our o"n speechB