Day 1 – Debate Intro, Background to Kruger Products
Teacher Preparation:
Read How to Host a Successful Debate (BLM1 ). Become familiar with the Suggested
Debate Order (BLM2).
Minds on:
Post a question or statement on the board to generate an opinion. (Example: Animal testing is a necessary part of scientific research.)
2 minutes – students generate their opinion and some arguments to support their opinion
2 minutes
– students “debate” their position with an elbow partner
2 minutes - share with the class some of the arguments
Lesson: Scientific Debate - Making a Scientific Argument
Present background information about Kruger Products (See Kruger Products: Teacher
Information and Student Debate Package )
Brainstorm, in groups, constituents who are affected by Kruger Products’ tissue, napkin and paper products and manufacturing processes in a positive and negative way.
Teacher asks students to make a list of people whose lives are impacted, good and bad, by Kruger Products’ product portfolio and manufacturing processes

Possible list: fisheries, mayor, general consumer, children who blow their nose and go to the washroom, truckers who transport wood, people who live close to the manufacturing plant, cottagers, store owners (pricing), environmentalists, marketers, workers in the plant
Have students put a circle around five who may be positively affected by Kruger Products’ product portfolio and manufacturing processes

Consumer, store owner, worker, government officials (economic value), environmentalist (gives them work), forestry workers
Have students put a square around five who may be negatively affected by Kruger
Products’ tissue, napkin and paper products and manufacturing processes.

Fisheries, environmentalists (air and water quality), people whose land is being forested, cottagers living on polluted waters
Introduce the idea of a debate
Teacher: “We are going to be having a debate. The debate will follow a specific format. Each student will be assigned a role and a position for the debate. It is important that everyone is able to make an argument for any position assigned because, essentially, you will need to think about your opponent’s position in order to develop arguments that will negate their position. To help you out, you will be assigned a perspective from which you must build your arguments. Your team needs your input because your perspective is important.”
Go through How to Host a Successful Debate (BLM1) with the class
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Introduce the debate topic. Select one of the debate topics
(Water, Forestry, Recycled Fibres, Forest Stewardship
Council ® (FSC®) Certification, EcoLogo™ certification) from
Kruger Products: Teacher Information and Student
Debate Package.
Teacher will select one of the debate topics provided
The debate topic will be posted
Teacher will assign perspective roles to the students as well as the position they will be arguing. See BLM3 for roles and position. Students will meet with their debate team in separate locations (hallway and classroom). Each team is provided with three or more Student Debate Packages found in Kruger
Products: Teacher Information and Student Debate Package . Students need to introduce themselves and their role to their debate team. From here, students can begin to develop arguments using the fact sheets that will support their position.
Assessment: Anecdotal notes and descriptive feedback
Wrap-up/Homework:
Regroup as a class
Points to emphasize

Every person has a different outlook on a situation
 It is important to consider the arguments of your “opponents” in order to add strength to your arguments
 A strong opinion is one that can predict their opponents’ arguments and has preemptively-built arguments to address those positions
 Teacher: “Research your position for tomorrow. Come with some scientific facts and ideas that can support your position. Tomorrow your team will begin developing arguments.”
Day 2 – Argument planning and research day
Minds on : Kruger Products video clip about sustainability or one that supports the debate topic selected
Lesson : Research Period
Teacher reintroduces the debate topic, some of the roles, and the debate format
Teacher will emphasize the importance of considering the arguments that may be presented by the opposition
Teacher reviews what an opening statement should look and sound like with the class
Debate teams meet in their locations
Using Debate Organizer (BLM4) , students will create a list of arguments with support for their debate. They will need to be able to research facts that will act as support for their argument.
M
trademark of TerraChoice used under license
® Forest Stewardship Council and FSC Logo – Forest Stewardship Council used under license
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Each debate team will prioritize their arguments from strongest to weakest
The top three arguments will be incorporated into the opening statement
Two students are selected by the group to present opening arguments
During argument presentation, students use the Debate Tracking Sheet ( BLM5) to keep a list of the arguments made while they are listening
Assessment: Anecdotal notes, descriptive feedback, and probing questions to gain valuable insight into student thinkin g processes. “Why would you make that argument?” “What might be the other team’s rebuttal to your argument?” “How are you going to ensure your arguments are ordered in the most effective and presentable order?”
Wrap-up: Consider counter arguments of the opposition. Continue collecting research and scientific evidence as homework. The opening statement needs to be finalized by the speakers.
Day 3
– Debate day #1
Set-up : Teacher will set up the classroom with a podium at the front of the room (desk to stand behind) and a “line” that divides the class into two sides.
Minds on: Teacher formally welcomes the class to the debate and introduces him/herself as the debate host. The host then allows teams five minutes to review their arguments and evidence.
Lesson : Debate
Opening statements (8 minutes) Teacher: “I would like to call up the speakers for the affirmative to present the opening statement for today’s debate topic.”

Students will present the opening statement
 There will be NO TALKING throughout the opening statements
 Students will be encouraged to record the points made by the opposition during the opening statements using the Debate Argument Tracking Sheet (BLM5)

Upon conclusion of the opening statement, students will reassemble in their teams and plan their first rebuttal
First rebuttal round with two questions permitted per team (8 minutes)
Regroup as a team (10 minutes)
Second rebuttal round (8 minutes)
Open question period of two questions per team (4 minutes)
Regroup as a team (6 minutes)
Assessment: Use the Debate Tracking Sheet (EVAL1), found at the end of this package, to keep track of the “look for’s” you wish to evaluate during each debate. The “look for’s” can be language or science based depending on what you need to evaluate. Some possible “look for’s” have been inserted. Go back t o the original expectations for more assessment “look for’s”.
Wrap-up : Discuss
Teacher will put a pause on the debate and will encourage each team to come with more evidence for the following day. Any extra evidence will be helpful to strengthening their position.
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Day 4 – Debate day #2
Minds on: Discuss briefly the points presented during yesterday’s debate period (2 minutes)
Lesson : Debate
Third rebuttal (6 minutes)
 “Yesterday, we heard from both teams. Today, you have one more argument per team and a closing statement. Hopefully, you went home and did a bit of research last night to strengthen your last argument.”
Regroup as a team
Closing statements (10 minutes)
 “Please summarize all the notes your team has taken. Use these notes to help you create a strong, clear, persuasive statement that leaves the listener knowing your position is the stronger position.”
Open floor (10 minutes)

Allow students time to meet with a member of the opposition to really have a one-onone talk/argument about the debate topic.
 Teacher can listen to students who didn’t get to speak as much during the formal debate.
Regroup as a class
 “Did any new information come up during your open floor discussion? Please share.”
Consolidation : Argument review and debate self-evaluation
Teams will now break into smaller groups (4 students maximum) and create a list of all the arguments presented by the opposition. For every argument listed, students are encouraged to also record the supporting evidence provided by the opposition.
Lists will be posted in the classroom for everyone to see.
Teacher will comment on the lists identifying differences and similarities. The hope is that every student has a strong grasp of the arguments presented so that they can argue both sides of the argument thoroughly, if needed.
Exit ticket : Students must complete a Debate Self-Evaluation (EVAL2) about their debate skills and involvement before leaving class.
Day 5 – Scientific Report Persuasive Essay
Minds on : Post the other debatable Kruger Products topics up in the classroom making them very visible (see Water, Forestry, Recycled Fibres, and FSC Certification student debate packages in the Kruger Products – Teacher Information Package). Have students read and reflect on them in their science journals. Which one seems most debatable? Any personal comments they wish to provide on one or more of the topics? (5 minutes)
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Lesson : Introduce the written scientific report in persuasive essay format
Points to emphasize:

Scientists need to be able to both debate and present findings and arguments orally and in writing.

The report is very similar to the debate; however, it is presented in written text rather than verbal text.
Hand out Scientific Report - Persuasive Essay Guidelines (BLM6 )
Together as a class, read through the guidelines and take questions
Pose the other debate topics as options for their Scientific Report. Students may also choose to write about the debate topic from either position.
Allow students time to begin planning for their essay
Wrap-up: Discuss what you have noticed throughout the class. Assign homework – generate arguments and find research to support each argument. Rank the arguments so that tomorrow in class, each student is ready to begin writing each paragraph.
Day 6 – Scientific Report Work Period
Research period using one of the four Student Debate Packages (Kruger Products –
Teacher Information Package) provided on each Kruger Products debate topic, as well as any internet resources
Make sure students know how to cite their sources so as not to plagiarize
Days 7 and 8 – Revisions to first draft, final draft editing, and reports are due
Reports are to be peer-edited and revisions are to be made using the information provided in the Scientific Report – Persuasive Essay Guidelines (BLM6) . Final report is to be handed in for grading using the Scientific Report Rubric (EVAL3) .
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