High School Biology

Introduction

Hello! We are so excited that you decided to join the debate team!

You are going to have a lot of fun and learn a lot. Our first debate is one week from today at our rival high school so the pressure is on.

The debate topic is biodiesel. As a debater you will either be arguing for or against the use of biodiesel.
Task

Your job as a debater is to present the pro or con stance on the topic to your audaince, in this case your classmates.

Once you know which way you are debating it is time to start preparing for the debate.

Process

Let's get started! You have all been broken up into pairs. Each pair has been assigned to the pro or con position on biodiesel. Pros will argure for the use of biodiesel and cons will argue against the use of biodiesel. 1. This is a brief description and outline for the debate. Each person will speak twice and in alternating order. For example, if Amanda and Lacey are on a debate team together and Lacey starts with the pro constructive #1 then Amanda goes after the con constructive #1 with pro constructive #2 and so forth. Within your group of two figure out which speaker you are.

  • Speaker #1
    • Pro or Con Constructive #1 - 5 minutes
    • Pro or Con Rebuttal #1 - 3 minutes
  • Speaker #2
    • Pro or  Con Constructive #2 - 5 minutes
    • Pro or Con Rebuttal #2 - 2 minutes

2. Define the topic

 Answers to the following question will help you define your topic

  1. What is biodiesel? For help of figuring out what biodiesel is click here.
  2. How is it made? To learn how biodiesel is made click here.
  3. What is it used for? Or how is it used? To learn how biodiesel is used click here and here.

3. By answering the above questions you have already started your research for your debate. Each team needs to have three arguments and each argument needs to be supported by facts or evidence. If you are looking for more context for your pro or con check out these articles.

  • Click here or here for atricles supporting the use of biodiesel.
  • Click here or here for articles against the use of biodiesel.

4. The research is done and you have your information for your debate. Now you need to organize your arguments and decide which order they will go in.  5. Practice your debate out loud with your partner and make sure your debate is fluent from speaker to speaker. Check each others presentation style. ( see rubric on evaluation page) 6. I would like each person to prepare a outline for their debate. This is what you will use during your debate. Click here and here for examples and templates on outline formats.  7. To ensure some biology is being learned I would like each person to submit a one page paper explaining the process of how biodiesel is made. Keep in mind that biodiesel can be made several different ways. For an overall process and description of a debate click here. This site gives a through explpanation of each part of the debate. Please let me know if you have any questions.

Evaluation
Hello debaters! Below is what I will be looking for during your debate. I encourage you to look at the grading rubric while you are preparing your debate. It can help you define what I am looking for in your debates and give you some guidance. Please let me know if you have questions. The one page paper describing how biodiesel is made with be worth 15 points. I want to see that you understand the process and are able to explain it. Grammar and spelling with also be graded. Grading Rubric for Debate: 
CATEGORY 4 3 2 1
Information All information presented in the debate was clear, accurate and thorough. Most information presented in the debate was clear, accurate and thorough. Most information presented in the debate was clear and accurate, but was not usually thorough. Information had several inaccuracies OR was usually not clear.
Use of Facts/Statistics Every major point was well supported with several relevant facts, statistics and/or examples. Every major point was adequately supported with relevant facts, statistics and/or examples. Every major point was supported with facts, statistics and/or examples, but the relevance of some was questionable. Every point was not supported.
Understanding of Topic The team clearly understood the topic in-depth and presented their information forcefully and convincingly. The team clearly undestood the topic in-depth and presented their information with ease. The team seemed to understand the main points of the topic and presented those with ease. The team did not show an adequate understanding of the topic.
Rebuttal All counter-arguments were accurate, relevant and strong. Most counter-arguments were accurate, relevant, and strong. Most counter-arguments were accurate and relevant, but several were weak. Counter-arguments were not accurate and/or relevant
Organization All arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion. Most arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion. All arguments were clearly tied to an idea (premise) but the organization was sometimes not clear or logical. Arguments were not clearly tied to an idea (premise).
Presentation Style Team consistently used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience. Team usually used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience. Team sometimes used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience. One or more members of the team had a presentation style that did not keep the attention of the audience.

Conclusion

Great job debaters! You did a wonderful job presenting the material and putting forth valid arguments. I really enjoyed hearing the variety of arguments. This might be a hot debate topic for years to come. Did you get a chance to check out the Pimp my Ride video link on the process page? They altered the car so that it could run on biodiesel; would you do that to your car? Check out this interesting videos on how to convert your car to run on biodiesel.  Click here.  

Credits

I am simply testing out WebQuest.com.  The source for this project is: https://sites.google.com/site/highschoolbiologywebquest/home 

Teacher Page
Subject:  Biology
 
Grade Level: 9th or 10th
 
Standard:

 

1. Students will evaluate the importance of curiosity, honesty, openness, and skepticism in science.

a. Exhibit the above traits in their own scientific activities.

b. Recognize that different explanations often can be given for the same evidence.

c. Explain that further understanding of scientific problems relies on the design and

execution of new experiments which may reinforce or weaken opposing explanations.

I thought this standard was revelent to the project:

 

2. Students will assess the dependence of all organisms on one another and the flow of

energy and matter within their ecosystems.

d. Assess and explain human activities that influence and modify the environment such

as global warming, population growth, pesticide use, and water and power

consumption.