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
USEFUL LINKS
Government Proposal for plastic free schools
The Noisy Classroom
DURATION
90 minutes
SUBJECT FOCUS
English - debate
AGE GROUP
Key Stage 2
Lesson plan:
The Great Plastic Debate
LEARNING OBJECTIVE: Articulate and justify arguments to convey
opinions.
Learning outcomes (differentiated)
KEYWORDS
DEMOCRACY
MINORITY
MAJORITY
BALLOT
STAKEHOLDER
PERSUASION
SINGLE-USE
COUNTER-ARGUMENT
MOTION
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
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:
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