Community Attractions Debate

Date: 02-26-2015

Subject:

English/Social Studies

Grade: 5th Grade

Goals/Objectives/Standards: Facilitating and inspiring students learning and creativity by letting them
choose, research, and defend an attraction from their own community. NTSE Standards: Interact,
collaborate, and publish with peers, experts, or others employing a variety of digital environments and
media; Interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media.
Timeline/structure of lesson:
Time
Opening/Framing the Lesson/Introduction/Early Assessment
The Lesson Structure: This activity will flow better and
engage more students if there is a recording device, such as an
ipad or video camera, to bring an element of professionalism
and a facet of broadcasting to the class.
The students will be divided into groups of two or three. Groups
will have the freedom to choose an attraction from their own
town or state (i.e. The Rims, Downtown Billings, Pictograph
Caves, Yellowstone National Park, etc.). Once the attraction is
selected, students will have the opportunity to research online.
They will be asked to record their findings electronically or
with a pencil and paper.
After research, the teacher will announce that the debate will
begin. The dilemma: One of their attractions will be demolished
and no longer be a part of the state/town. They must defend
their attractions and persuade their peers that their attraction
is a valuable asset to the community. The students are
encouraged (but not limited) to make a poster, Powerpoint, PSA,
or other form of visual aid. Just before the debate begins, the
teacher will explain the guidelines:
Only one group at a time has the floor, which means
that the other groups must show respect to the group
by listening with attention on and voices off
Questioning will commence after the group presenting
says, And that is our stance.
The questioning will include statements that are asking
for sources, facts, or clarity. No questions should bash
the groups attraction or the group itself.
The teacher has full rights to end the debate if the
events break the guidelines, there are continuous
interruptions, or a group is bashed.
If there is a deliberate interruption (due to taping,
deliberate distraction, etc.) the group member will be
asked to walk over to the off-air chairs (a designated
table) and count to fifteen before returning to the live
debate.

Closing/Assessment
After the debate, give the students ten minutes to discuss

Monitor/Feedback

their opinions of the stances and their own experiences with

the attractions. In closing, inform the students of the
importance of each attraction to a town or state. Emphasize
the importance of a community to reflect on its features in
order to fully appreciate them. And reassure them that their
research and defenses saved the attractions from becoming
demolished.

Homework
Journal about one of the attractions that were discussed in the
debate. In the journal, write a passage that describes the
effects of the attraction on someone else you know (uncle,
parent, neighbor). Write your favorite memory or feature of
the attraction. Then, finally, write the impact that attraction
will have on the next generation. You can also explain the
alternate: what would life in the town or state be like without
this attraction?

Self Evaluation of the Lesson

Resources/Materials
Computers, paper, pencils, poster board, ipad/other recording device, microphone (optional), markers,
erasers.