Activity

Whale vs Tree Debate – Part 2

Description:
Students take on the role of a whale, tree, or another species and debate why their organism is most valuable to nature, focusing on climate regulation, carbon storage, ecosystems, and biodiversity. They use evidence to build arguments while exploring how different species contribute to a healthy planet.

Intention:
To help students understand that different organisms play unique and interconnected roles in supporting ecosystems and regulating the climate, while developing their research, critical thinking, and argumentation skills.

1
  • Looking back and perparing:
    Briefely take some time to look back on the previous brick. Is everyone ready for the debate? Agree on which rules are there while debating, and give students a little bit of time to reread their arguments and perpare.Methods that can help to structure the debate are Whale vs Tree Debate – Part 2 and Whale vs Tree Debate – Part 2.
2
  • Debate round: openings 
    Tree team opening 3 min, Whale team opening 3 min. Speakers present 2 to 3 strongest claims with evidence.
3
  • Cross-examination 
    Each side asks the other side two questions. Keep questions concise and evidence-focused.
4
  • Rebuttals 
    Each team delivers a 3-minute rebuttal addressing the opponent’s main points and reinforcing their strongest evidence.
5
  • Closings 
    One minute per side to summarize the case and state why their evidence best answers the motion.
6
  • Class vote and debrief
    Silent individual vote. Then discuss: Which evidence felt most convincing, where was uncertainty, how might both whales and trees work together in climate solutions.

Didactic tips

  • Keep time visible. Use a timer to ensure both teams have equal speaking time and the debate stays focused.
  • Reward evidence. Encourage students to respond with facts and reasoning rather than repeating opinions.
  • Ensure equal participation. Invite different team members to speak during the debate, not only the lead speaker.
  • Debrief the process. Discuss which arguments were supported by the strongest evidence and what students learned about the interconnected roles of species in ecosystems.
GreenComp: 2.1 Systems thinking, 2.2 Critical thinking, 3.3 Exploratory thinking