Lesson plan:
The Great Plastic Debate
LEARNING OBJECTIVE: Articulate
RESOURCES
REQUIRED
 ‘Official’ letter and willing
conspirator to deliver it
 Debate role cards
 Plastic Facts and
Opinions sheet
 Top Tips for Debating
 Suggested debate format
 Probing question sheet
 An 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)
ADULT SUPPORT
 Adults to circulate and
offer support where
needed.
 Model and encourage
carefully considered
counter arguments
rather than unrelated
responses
 Probe for greater depth
of debate using the
probing question sheet
and justify arguments to convey opinions.
DURATION
90 minutes
SUBJECT FOCUS
English - debate
AGE GROUP
Key Stage 2
Learning outcomes (differentiated)
MUST Recognise the importance of seeing issues from different
perspectives
SHOULD Talk about their opinions (in role), and explain views, on
issues that affect individuals and society
COULD Offer counter arguments to those offered by opposing
stakeholders and/or take on a key responsibility within the debate
such as chairperson or timekeeper
KEYWORDS
DEMOCRACY
MINORITY
MAJORITY
BALLOT
STAKEHOLDER
PERSUASION
SINGLE-USE
COUNTERARGUMENT
MOTION
STARTER
Arrange for an adult to arrive ‘unannounced’ with an ‘official’ letter, and share with class. Are they
familiar with 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.)? If
unfamiliar, take some time to review what this means for your school and who it may impact (both
within and outside the school community). Introduce the term ‘stakeholder.’ Explain that children
will be participating in a debate today, and allocated the roles of different stakeholders. Some
characters will support the motion, others will oppose.
Motion: Should the concept of plastic free schools be disregarded until 2042?
Small groups can represent each character; some roles are more challenging (e.g. local MP) and
may be suitable for more able learners. Alternatively, consider mixed ability groups. Why not give
students the opportunity to give characters a back story, name and accent to add interest?
ACTIVITY 1 – The Preparation
Before the debate begins, discuss the features of persuasive writing/speaking – emotive adjectives,
hyperbole, imagery and use of facts/statistics to support an argument. Allow time for groups to
build their argument (in role). If time for research is limited, accompanying this resource are some
useful statistics, opinions and facts the students could work through, carefully selecting the most
appropriate for their perspective. Prompt more able students to anticipate counter arguments and
prepare their responses.
Each group will need between 7 and 9 prepared arguments. If they have more, encourage them to:
USEFUL LINKS
 Government Proposal
for plastic free schools
 The Noisy Classroom
 Merge similar arguments
 Dismiss insignificant ones
 Dismiss ones for which they do not have strong reasons or evidence
If your class is unfamiliar with debating, it may prove useful to watch one in advance, many are
available online (e.g. The Noisy Classroom)
ACTIVITY 2 – The Debate
Share the resource: ‘Top Tips for Debating’ and display for reference during the remainder of the
lesson. Focus on anything unfamiliar and give the students the chance to ask questions and clarify
understanding especially regarding protocol.
If possible invite older children/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 children may just state their arguments, but suggest that a more powerful debater
responds to what the last speaker has said and offers a counter-argument.
Debate! Finally, conduct a ballot or audience vote to determine which argument was the most
persuasive.
PLENARY
During the debate, how did they feel if the decision didn’t go their way or if they were not
listened to? What were the biggest challenges (e.g. representing a character whose perspective
they did not share). Introduce the terms ‘majority’ and ‘minority.’ Can the class agree upon a
definition? Is democracy always fair and how can the views of minorities be valued?
Moving forwards, what do they themselves feel about plastic free schools? Can they start to take
action towards achieving this accolade.
FOLLOW UP ACTIVITIES
 Explore 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.
 Put debating skills to good practice by organising another: a windfarm debate perhaps?
 Feeling empowered? Shout loud and lead a protest in your local community.
CURRICULUM LINKS
Spoken language
 Articulate and justify answers, arguments and opinions
 Consider and evaluate different viewpoints, attending to and building on the contributions of
others
 Speak audibly and fluently with an increasing command of Standard English
 Participate in discussions, presentations, performances, role play/improvisations and debates
 Gain, maintain and monitor the interest of the listener(s)
 Select and use appropriate registers for effective communication
Science
Living things and habitats
 Recognise that environments can change and that this can sometimes pose dangers to living
things
Citizenship
 Participate (for example, in the school’s decision-making process, relating it to democratic
structures and processes such as councils, parliaments, government and voting)
 Make real choices and decisions, for example how to spend money
 Consider social and moral dilemmas that they come across in life
Sustainable Development Goal 14: Life below water