LANGUAGE ARTS ACTIVITIES

Games Energy Plays

Objectives - Language Arts

1. Students will prepare information and participate in a well-planned debate.

2. Students will create an original game for the purpose of reviewing important environmental concerns.

3. Students will prepare and perform a pre-written play on the effects of air pollutants on our environment.

Module Overview - Language Arts

The language arts portion of this unit revolves around games. The first activity involves debating, sometimes called "the game of wits." Debating has its own set of rules, resulting in winners and losers. Activity 2 offers the students a chance to create their own set of rules for an original game. The optional activity suggested is a play which allows the students to creatively present one issue that affects us all.

The focus of these activities is on critical and creative thinking. Students will have the opportunity to express themselves in oral and written form.

Suggested Teaching Strategies

In order for students to lead productive, healthy lives, they need to be able to communicate effectively. This includes having the ability to agree and disagree with others. It is an important skill for students to be able to create a convincing argument based on factual information with the absence of emotion. Discussion and debate are the key problem-solving tools of our way of life. Debate helps students become effective problem-solving members of our society. To help the students develop this skill, they will organize critical information on energy topics and participate in structured debates.

The students will acquire a great deal of information about environmental problems/solutions. One means of processing this information is through the use of games. The more students work with the information, the more it becomes a part of their knowledge base. Therefore, students will create original games using information learned from the debate.

Some teachers may want to use the optional activity. Drama is an effective and fun way to receive and disseminate new information. Students' creative abilities will be tapped as they assume the roles of eight air pollutants and create the props and scenery to make the story come alive.

The Great Debate

Teacher Notes

Objective:
Students will examine information on a particular energy-related topic and prepare their argument for a debate.

Materials:
references for articles on seven energy related debatable topics (see Appendix C).

Teaching Strategies:
The procedures outlined in this activity are designed to introduce students to the debate process. Some terminology has been altered to keep the language simple. To generate interest in the debate process, begin by writing a controversial topic or statement on the chalkboard. Examples might be the following:

• To save energy, stores should not be allowed to be open between 10:00 p.m. and 5:00 a.m.
• Driving permits should not be issued until age 15.
• Roller blades should not be allowed on city streets.
• All bicycle riders must wear helmets.
• To save energy, students who live within one mile of school should not be allowed to drive a car to school.

Have students think about the topic and decide how they feel about it. Next, direct students to form one long line down the center of the classroom. On the count of three, students who support this issue should step to the right. Students who disagree with this issue should step to the left. (Students need to take one side or the other.)

Instruct students on each side to form groups of 3-5 to generate a list of three reasons why they feel the way they do about the topic. When the groups are ready, each group should present its ideas. Alternate between the affirmative and negative sides. (This part of the activity could be repeated using a different subject if you have the time or if the interest is high.)

After students have returned to their seats, discuss the following questions:

• Were you able to form an opinion in a short period of time?
• What did you like about the experience? What was frustrating? Why?
• What do you feel you have accomplished by this?

Lead students to understand that while it is easy to voice an opinion, it's not always easy to support it. In order to produce a truly convincing argument, a person must be thoroughly prepared to present his/her side. Explain to students that debate is a method that stresses this principle. Debate places a great value upon careful thinking, adequate evidence, good organization, and effective delivery.

Introduce The Language and Sequence of Debate. (See Appendix C) Take time to introduce the information to students. Although this information seems difficult, it is important that students learn the language of debate. It will be helpful to students if you can provide examples for each of the terms presented. The more the terminology is reviewed and discussed, the more clear it will become to students.

There are many variations to the sequence of debate. The sequence outlined in Appendix C is just one example. Each of the steps of the procedure should be assigned a time limit. The speakers should adhere strictly to these time limits. It would be a good idea to have a timer visible for the debaters and to inform them when their time has expired.

Divide students into groups of four. Two of the students will take the affirmative side of an issue and two will take the negative side. It is important that students read and study carefully the information on their topics to present a logical and well-planned case.

Suggested Debate Topics

• The government should not fund global warming research because Global Warming is a hoax.
• Coal-fired power plants must be phased out over the next two decades.
• The government should not fund acid rain research since acid rain is not the result of industralization.
• Laws should be passed allowing each household to discard only one garbage bag of trash each week.
• Laws should be passed allowing only recyclable materials to be used for packaging all manufactured items.
• Nuclear power should be forbidden until a safe disposal method is devised for nuclear waste.
• The government should force auto manufacturers to make and sell electric vehicles.
• Resource rich countries should be forced to give 5% of their resources to third world countries.

Appendix C contains references for articles on several of the topics listed above. The references are included to allow students time to concentrate their efforts on formulating strong arguments and becoming familiar with their issue, rather than conducting library searches for information. However, the articles may not contain adequate information to satisfy the students assigned to a particular topic. Students should be encouraged to conduct more research for additional information supporting their topics. When the class is ready to begin their debates, present the following Debate Etiquette points to students. This should help to impress upon them the serious and formal nature of debate.

Debate Etiquette

• Introductions should precede the debate
• Each speech should contain an opening analysis which relates to the statements made by the preceding speaker. It is important to make references to what your opponent has said.
• The debater should not offer emotional appeals. H/she should concentrate on the evidence.
• The debater should never falsify, create or distort evidence.
• The debater should never publicly disagree with the decision of the judge or the audience. Winners need to be congratulated by the opposition.
• Debaters address their remarks to the judge or audience, not to the opposing side. It is important to give the audience eye contact.
• Debaters should avoid swaying, shuffling, and pacing.

During the process of debating, it is important to know at a glance what has been presented, attacked, and successfully defended. An Audience Debate Flow Sheet (Appendix C) offers the debater a note system with which to keep track of information presented during the debate.

When the students are ready for the debate, have them sit at two separate tables in the front of the room. The Affirmative side sits on the audience's left. In order to keep the student audience involved, the audience will be required to take notes on the debate. These notes will also be used to create games in Activity 2 of this module. Before beginning inform students of some typical "Debator's Lingo" which they might want to use. This includes the following:

Debator's Lingo
Refer to the opposite side as "my opponent".
Use phrases like "There are three main points that prove the affirmative..."
In the rebuttal, say...."My opponent said..., however,... "

After the sequence of debate has been followed, have the audience come to a decision on the issue.

Extensions:
Ask your local access cable channel to air your debate
Argue a case to your student council.

Home/Community Connection:
Have students select the best debate and present it to your principal, the local school board, or some other interested organization.
Ask students to carry out an informal debate with their parents.

Energy Pursuit

Teacher Notes

Objectives:
Students will use information acquired during debate to create an original game as a means of review.

Materials:
Card stock or tagboard, markers, 3x5 cards

Suggested Teaching Strategies:
Now that students have acquired a great deal of information about controversial energy topics, they need to "do something" with this newfound knowledge, or it will soon be lost. As a means of processing this new information, students will stretch their creativity by developing an original game - complete with written directions, game board, playing pieces, and other needed accessories.

Discuss with students the various non-electronic games they enjoy playing at home. List the important elements necessary to play these games. Assign students to cooperative groups of 3-4 for the purpose of creating their original energy games. They may fashion their games after existing games or create a totally new approach.

Suggested Game Guidelines

• Information learned from the debates must be used in the game.
• The game must be playable by 3-4 players.
• Students must be able to play the game by reading the game directions.
• Each game must include a gameboard and other required pieces.

When students finish the activity, schedule a game day so each group can enjoy the creativity of others (and review important information!). Discuss with students the benefits of reviewing material in this manner.

Extension:

• Have students design posters to "advertise" their new games. Display the poster in the hallways, lunchroom, media center, and classrooms.
• Ask students to design a game for a different audience. They might want to "adopt a class" of younger students and have a "game hour" with these kids.

Home/Community Connection:

• Ask students to take their game home and play it with some of their family members.
• Place the games on display in your school's media center. Allow students to "check out" the games to play either at home or at school.