YOUR SIDE OR MINE? PRESIDENTIAL DEBATE
This lesson is designed for an Environmental Science, Ecology, or Biology class to engage students in the political process. I teach Environmental Science in Georgia, so I included the appropriate standard. You can edit to include your proper standard. As the Overall Significance (real-world application) of the lesson states, “We are in the middle of a political season and many people are not paying attention to the political stances of each of the presidential candidates. However, as an Environmental Science student you need to be aware of their views because it can impact the environment locally and globally. It can also cause short-term damage and/or lead to long-term consequences.”
This lesson took place in four 50-minute class periods. The 1st class involved assigning candidates (on 2nd PowerPoint presentation), forming campaign committees, and doing research on the candidate’s (and opposing candidate’s) political stance of each of the listed issues. The 2nd class involved showing a clip of the 2012 Obama-Romney Presidential debate to show the proper format of a debate and allowing the campaigns to organize their research to prepare for the debate. During the 3rd class period, students did the actual debate and they were asked to dress up. Finally, the 4th class period involved reflection on the stance of each of the candidates and their party platform, followed up with their essay using the Claim-Evidence-Reasoning Cycle.
Next Generation Science Standards (NGSS)
Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
Common Core State Standards Connections:
Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-ESS3-1),(HS-ESS3-2),(HS-ESS3-4)
Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-ESS3-2),(HS-ESS3-4)
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-ESS3-1)
Common Core Standards