L02 — Research & Build

Module: E06 — Bioethics Debate Club
Periods: 1
NGSS: HS-LS3-1, HS-LS2-8
Lesson Type: Explore / Explain

Learning Objective

By the end of this lesson, students will be able to build a complete CER argument (claim, evidence, reasoning) on a bioethics topic by evaluating evidence from multiple sources and organizing it into a debate-ready format.

Phenomenon / Hook

“Yesterday you explored 4 controversies and picked your topic. Today you become experts. You have 30 minutes to build the strongest argument your side can make. The debate is tomorrow — and your opponents are doing the same thing right now.”

Materials

Evidence research packets (distributed in L01)
Argument builder graphic organizer (one per student)
Laptops/tablets for supplemental research (optional)
Chart paper for group argument maps
Markers

Agenda

Opening (5 min)

Review: What makes a strong CER argument? (30-second recap)
Set expectations for research day:
- Read evidence critically — not everything online is accurate
- Look for facts, data, and expert opinions (not just opinions)
- Build your argument on your graphic organizer BEFORE writing on chart paper

Explore (25 min)

Research & Argument Building (Groups of 4: 2 per side)
- Each pair (For / Against) works separately
- Steps:
  1. Read the evidence packet (10 min) — highlight key facts that support your side
  2. Build your CER on the graphic organizer (8 min):
    - Write your claim
    - Select 3 strongest pieces of evidence
    - Write the reasoning connecting each piece of evidence to the claim
  3. Transfer to chart paper (5 min) — big, visible, with clear labels
  4. Anticipate the other side (2 min) — write one counterargument you expect to hear and your rebuttal
- Teacher circulates and asks guiding questions:
  - “Is that evidence a fact or an opinion?”
  - “How does that piece of evidence connect to your claim?”
  - “What will the other side say about your weakest point?”

Explain (10 min)

Argument Gallery
- All groups post their chart paper
- Students do a quick walk-around to see what the opposing side is building
- This is intentional — seeing the other side’s argument helps students prepare rebuttals
Debate Format Preview:
- L03 will use Structured Debate format:
  - Opening statement (2 min per side)
  - Rebuttal round (2 min per side)
  - Closing statement (1 min per side)
  - Audience Q&A (3 min)
- Judges: Students from other topic groups score using the rubric

Elaborate (5 min)

Groups finalize their arguments
Assign roles for L03:
- Opening speaker
- Rebuttal speaker
- Closing speaker
- Evidence specialist (holds the chart paper, prompts with facts)

Closing (5 min)

Exit Ticket:
1. What is the strongest piece of evidence for your side? Why?
2. What is the strongest argument the OTHER side might make? How would you respond?

Differentiation

Support	Extension
Provide a pre-highlighted evidence packet with key facts marked	Students find one additional source beyond the packet (online or from classroom library)
Pair struggling readers with stronger readers for the evidence reading phase	Students write out a full rebuttal script for the anticipated counterargument

Assessment

Formative: Argument builder graphic organizers — check for complete CER with 3 pieces of evidence
Exit Ticket: Evidence evaluation and counterargument anticipation

Teacher Notes

Resist the urge to give more time. 25 minutes is enough. Constraints build focus.
If a group finishes early, have them rehearse their opening statement out loud.
The argument gallery (seeing the other side) is critical. Students who see opposing arguments early perform better in the debate.
Collect the graphic organizers — they’re a great formative assessment snapshot.
Remind students: The debate judges are from OTHER topic groups. They don’t care about your topic specifically, so your evidence must speak for itself.