After the debate, teachers could have students write an essay on the pros and cons of the topic they debated.
The resource provides students deep analytical prowess on energy debates and lobbying for sustainable and efficient energy production and consumption. This is recommended for teaching.
English Language Arts
Speaking & Listening (K-12)
8.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.
8.SL.4 Present claims and/or findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
ESS3: Earth and Human Activity
7.ESS3.1 Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.
8.ESS3.4 Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
7.8 Examine how economic decisions affect the well-being of individuals, businesses, and society.