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Geoengineering Debate

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CLIMATE PROJECT/ LESSON 3.1ACTIVITY GEOENGINEERING DEBATE1Unless otherwise noted, this work is licensed under CC BY 4.0. Credit: “Geoengineering Debate”, OER Project, https://www.oerproject.com/PurposeUsethe evidence that you’ve collected from the podcast Smog Cloud Silver Liningto share your opinions and thoughts with others. Process1.Working independently or with a small group, develop your position by gathering evidence on both sides of the claim below. Use the podcast transcript, the guiding questions, and additional research to gather information.Claim:Geoengineering is a strong solution to combating climate changeEvidence in favor of geoengineeringEvidence against geoengineeringMajor point 1:Major point 1:Evidence to support this claim: Evidence to support this claim: Major point 2:Major point 2:Evidence to support this claim: Evidence to support this claim:
CLIMATE PROJECT / LESSON 3.1ACTIVITYGEOENGINEERING DEBATE2Evidence in favor of geoengineeringEvidence against geoengineeringMajor point 3:Major point 3:Evidence to support this claim: Evidence to support this claim: 2.Review the evidence you’ve gathered and decide which side you agree with.Geoengineering is a strong solution to combating climate change.______________ In favor ______________ Against3.Explain how you made your choice.4.Choose one of the pieces of evidence you found that supports the argument that’s the opposite of your position. What’s a possible counterclaim in response to that evidence? A counterclaim is an argument that challenges the claim being made.
CLIMATE PROJECT / LESSON 3.1 ACTIVITYGEOENGINEERING DEBATE 3Optional Extension—Class Debate1.For this debate, you’ll either choose or be assigned a side. Each group will take a different stance on the claim thatgeoengineering is a strong solution to combating climate change—one group will be in favor, one against.2.Review the Debate Rubric so it’s clear what your goals are.3.You can use this guide, or an alternate format, to guide the activity. Be sure to have a timer available so that groupsstay within the given time limits. Decide before you begin who will present what information.•Coin toss to determine which side goes first.•Team A has four to six minutes to present their position.•Team B has four to six minutes to present their position.Break: Each team has three to five minutes to prepare a two-minute rebuttal. A rebuttal is your chance to challenge the other side’s claims. In your rebuttal, focus directly on addressing their arguments against your position. This helps strengthen your own argument by showing why their points are flawed or less convincing.•Team A has two minutes to present their rebuttal.•Team B has two minutes to present their rebuttal.Break: Each team has three to five minutes to prepare a one-minute closing statement. A closing statement is your final chance to summarize your main points and reinforce your argument. Briefly restate your key ideas, highlight your strongest evidence, and remind the audience why your perspective is important. •Team A has one minute to present their closing statement.•Team B has one minute to present their closing statement.Debate ends: Winner of the debate is determined by using the Debate Rubric.
CLIMATE PROJECT / LESSON 3.1ACTIVITYGEOENGINEERING DEBATE4Directions:Use this rubric to evaluate debates. Mark scores and related comments in the scoring sheet that follows.Below Standard (1)Approaching Standard (2)At Standard (3)Above Standard (4)Overall ArgumentArgument lacks logic and is unclear. Argument lacks suppor8ng evidence.Presents argument somewhat unclearly.Uses at least one suppor8ng piece of evidence.Presents argument somewhat clearly. Some suppor8ng evidence is provided.Presents argument extremely clearly.Gives suppor8ng evidence for all points made.ExplanaEon of Ideas and InformaEonDoes not present informa8on, arguments, ideas, or findings clearly, concisely, or logically.Argument lacks robust suppor8ng evidence.It’s difficult to follow the line of reasoning.Uses informa8on that is not in line with the overall purpose.Does not consider opposing or alterna8ve perspec8ves.Presents informa8on, arguments, ideas, or findings in ways that are not always clear, concise, or logical.Argument is supported by only some robust evidence.The line of reasoning is some8mes difficult to follow.Uses informa8on that is only some8mes in line with the overall purpose.AIempts to consider and address opposing or alterna8ve perspec8ves but does not do so clearly or completely.Presents informa8on, arguments, ideas, or findings clearly, concisely, or logically.Argument is well supported.The line of reasoning is logical and easy to follow and uses informa8on that is appropriate for the purpose and audience.Clearly and completely addresses alterna8ve or opposing perspec8ves.Does an excep8onal job presen8ng informa8on, arguments, ideas, or findings clearly, concisely, and logically.Argument is well supported with robust, relevant, and interes8ng evidence.The line of reasoning is logical, easy to follow, well craLed, and uses informa8on that is appropriate for the purpose and audience.Clearly and completely addresses relevant alterna8ve or opposing perspec8ves.
CLIMATE PROJECT / LESSON 3.1ACTIVITYGEOENGINEERING DEBATE5Below Standard (1)Approaching Standard (2)At Standard (3)Above Standard (4)RebuHal and Closing StatementNo rebuIal offered.Makes no arguments against points the other side made.Does not explain why their side has the strongest argument.Makes one or two points in rebuIal, but the logic is somewhat ques8onable or not supported by evidence.Makes one or two points against the points the other side made, but the logic is somewhat ques8onable.Explains why their side had the strongest argument, but the logic is flawed.Makes some logical points as rebuIals, but doesn’t support all points with evidence.Makes some logical arguments against the points the other side made.Explains why their side has the strongest argument, but could give more reasons.Makes an abundance of logical points as rebuIals, and all points are supported with evidence.Makes an abundance of logical points against the points of the other side.Is thorough and logical in the explana8on for why their side has the strongest argument.Eyes, Body, and VoiceDoes not look at the audience or make eye contact.Lacks poise (appears nervous, fidgety, slouchy).Speaks in a way that is hard to understand.Makes infrequent eye contact with the audience.Shows some poise (limited fidge8ng or nervousness).Speaks clearly most of the 8me, but may be difficult to understand or hear at 8mes.Keeps eye contact with the audience most of the 8me—only glances at notes or slides.Shows poise and confidence.Speaks clearly and is easy to understand.Keeps eye contact with the audience throughout.Shows excep8onal poise and confidence.Speaks clearly and in an engaging way that is interes8ng to listen to.
CLIMATE PROJECT / LESSON 3.1ACTIVITYGEOENGINEERING DEBATE6Directions:Use this table to evaluate and comment on elements of a debate. Put an X in the cell that denotes the grade. Use the other cells for comments.Below Standard (1)Approaching Standard (2)At Standard (3)Above Standard (4)ScoreOverall ArgumentExplanaEon of Ideas and InformaEonRebuHal and Closing StatementEyes, Body, and VoiceTo ta l S c o re