Debate Speech Lesson Using STEM/STEAM

I am an adjunct college professor for undergraduate students at Union Bible College, but this Speech lesson can work for any grade and many different curriculum subjects.

This is a Speech debate lesson plan involving collaboration, critical thinking skills, information literacy skills, and STEM/STEAM skills. The lesson can last up to six class periods, or it can be shortened as needed. This lesson is repeatable by mixing up teams, and it can be scaled up or down to any grade level by changing the topic and the time allowed for completion.

Possible elements included in this lesson are: Creative Writing, English/Language, STEM/STEAM, Information Literacy, Critical Thinking, Collaboration, Tech Literacy, Art, Language Arts, and more.

Camera or phone

The CRAAP Test (The CRAAP Test - Evaluating Sources - Research Guides at Benedictine University Library)

An internet connection

Paper and pen/pencil

A computer or smart device

Filmmaker Pro app (Filmmaker Pro - Video Editor on the App Store (apple.com) [free option available])

Projector or screen (alternative: uploaded YouTube video)

(Approximate time: 5 minutes)

Divide the students into two teams. If you have a very large group, your class can complete two debates and can be divided into four teams.

(Approximate time: 10 minutes)

When picking a debatable topic, you want to choose something that won't be too volatile but will still be fun and impassioned (cats vs. dogs, Superman vs. Batman, D.C. vs. Marvel, video games vs. tabletop games, theaters vs. streaming, etc.).

After picking a topic, assign the groups to either side of the debate. To avoid conflict a coin flip or drawing straws can be used to assign debate sides.

If doing two or more different debates, choose two topics and then assign teams as needed.

(Approximate time: 45 minutes or more [more than one class period can be used for this portion])

Once the teams have been assigned their topics for the debate, they must begin the research process. The first thing each team must do is brainstorm, using their pencils or pens and paper to write out everything they already know about the topic. They also need to write out any questions they might have concerning the topic, and brainstorm ways their competitors might attack their argument and how they might attack in return.

Once students have a handy list of facts, questions, and attacks, it is time to begin their research using information literacy skills. This portion requires access to the internet. Utilizing the CRAAP test linked above, students will look for supporting evidence for their arguments and to tear down their opposition's attacking arguments. CRAAP stands for: Currency (the topic needs to be current and up-to-date), Relevance (the supporting documents need to be about their topic), Authority (does the author of the supporting document have the credentials to write in this area?), Accuracy (how accurate is the article? Is it peer-reviewed?), and Purpose (is the article informational, argumentative, biased, prose, satire, etc....make sure its purpose aligns with your research).

Additionally, the best resources for these students to utilize will be primary sources. This is a great way to integrate primary vs. secondary sources into your lesson. A primary source is the first source, like diaries, original research, photographs, etc. A secondary source is something that bases its information off a primary source, like an encyclopedia, a commentary, etc. A favorite analogy of mine is when carpenters are cutting pieces of wood, they always go off the first piece they cut, measuring every new piece against the first. If a carpenter would base the third piece of wood off the second and the fourth off the third, the inaccurate measurements would eventually lead to wood being all the wrong sizes. (This analogy would make for a great object lesson--a teacher could use paper instead of wood to display this.)

Once students have gathered their supporting documents, it is time to move on to the next step.

(Approximate time: 30 minutes)

It's time to get writing! This can be your Creative Writing integration. Working in their teams, the students need to put their arguments in order and have their supporting information ready. In addition, they need to make sure they have their attacking arguments prepped and ready for battle. This can look like anything from a typed sheet to a notebook to index cards. As long as the students are ready, it doesn't matter what the information is on.

(Approximate time: 45 minutes or more [or multiple class periods])

If the students want, a green screen can be used for this step.

The first plan of action needs to be the class deciding on a background for their debate. They can do a scene from another country, the inside of a building, the great outdoors, etc. If the students want to use a green screen, they need to search for copyright free images. This would be a great time to teach about copyright and giving others credit. An optional website would be: Openly Licensed Images, Audio and More | Openverse. If students want to design a background, they can use artistic skills to create props, outfits, and backgrounds. This would allow a teacher to use 3D Design and printing, laser cutting, sewing, painting, and more for STEAM/STEM integration.

The comes the videoing. Student debaters and video crew need to set up. This scene can be as simple as two students on chairs with one student videoing on a phone or it can be as complicated as a team of debaters standing in front of the Eiffel Tower with students getting numerous angles with different cameras. Once the debate has been recorded (they may want to do a practice run first) the footage can be uploaded to the Filmmaker Pro app and edited to the satisfaction of the students.

(Approximate time: 10 minutes)

Once the video has been edited, it can be presented on a classroom screen or using a projector. If those two options are unavailable, students may also upload their video to YouTube and it can be watched on individual smart devices. If desired, other classes can be invited to join in the fun!

(Approximate time: 15 minutes)

Have students take notes on a second run-through of the video, jotting down what they could have done differently, taking notes on how they could have designed something better, and making note of any improvements their arguments might have needed. Split the students into groups to discuss their findings. Ask for each group's feedback out loud. See if the students had fun and would like to do the debate again with new mixed-up teams.