The unit will culminate with a debate of the essential question "Do you believe aliens exist?".
Depending on the students, they could be offered the opportunity to self-select their groups, if the teacher believes there will be an even enough split between those who would answer yes and those who would answer no. If not, this provides some students the opportunity to argue a point they may not necessarily agree with, which is a rich task in its own way.
Broken up into smaller groups, students will self-assign roles, including (but not limited to):
Debates should not be run concurrently; instead, each debate should be run one at a time with the teacher moderating. This will allow the teacher to monitor each activity, and continue to provide feedback on both the conceptual topics of belief and evidence, and formative assessment of the debates themselves. The rest of the class should listen respectfully and attentively while their group is not participating in the active debate.
Depending on the students, they could be offered the opportunity to self-select their groups, if the teacher believes there will be an even enough split between those who would answer yes and those who would answer no. If not, this provides some students the opportunity to argue a point they may not necessarily agree with, which is a rich task in its own way.
Broken up into smaller groups, students will self-assign roles, including (but not limited to):
- Researcher: This student will be in charge of finding and organizing the information the debate team plan to use for their main arguments. Responsibilities will generally include: Organizing arguments; Preparing rebuttals
- Debater: this student will be the primary speaker during the debate. Responsibilities will generally include: Delivering opening/closing arguments Delivering rebuttals
- Captain: this student will be in charge of keeping their group on task. Responsibilities will generally include: Organizing and assigning arguments to debaters
Debates should not be run concurrently; instead, each debate should be run one at a time with the teacher moderating. This will allow the teacher to monitor each activity, and continue to provide feedback on both the conceptual topics of belief and evidence, and formative assessment of the debates themselves. The rest of the class should listen respectfully and attentively while their group is not participating in the active debate.
Final Individual Reflection
Part A: Reflection on the Topic (2 pages)-- Do you believe aliens exist?
Students will write a 2 page response detailing their (current) final answer to the original prompt "Do you believe aliens exist?". Students must also engage with one argument that they disagree with, and refute it. Students must draw upon a minimum of three resources found in the course of either their research, or shared with them by a classmate to support their argument. Differentiation can include an audio or visual contribution to answer this question.
Part A will be handed in to the instructor and evaluated for:
Part B: Self Assessment
Students will assess their own performance on the task. For each of the following criteria, students will give themselves a grade out of ten (for a total of thirty points). They will also write minimum three sentences to support why they awarded themselves that grade.
Teachers will review the self-assessments and, so long as they deem the assessments reasonable, input student's self-grading as it stands. In cases where self-assessments are determined to be unreasonable, teachers will work with students to improve their introspection and reflection tools, and give them another opportunity to submit the assessment.
Self assessment can be adjusted to use at any stage in the unit as a way to formatively assess student progress.
Part A: Reflection on the Topic (2 pages)-- Do you believe aliens exist?
Students will write a 2 page response detailing their (current) final answer to the original prompt "Do you believe aliens exist?". Students must also engage with one argument that they disagree with, and refute it. Students must draw upon a minimum of three resources found in the course of either their research, or shared with them by a classmate to support their argument. Differentiation can include an audio or visual contribution to answer this question.
Part A will be handed in to the instructor and evaluated for:
- depth of engagement with the topic
- thoughtfulness of response
- appropriate selection of arguments
- persuasiveness and quality of argument
- minimum requirements met
- Developing (Areas that need work)
- Well-Developed (Meets standards for this assignment)
- Advanced (Evidence of exceeding standards)
Part B: Self Assessment
Students will assess their own performance on the task. For each of the following criteria, students will give themselves a grade out of ten (for a total of thirty points). They will also write minimum three sentences to support why they awarded themselves that grade.
- Criteria #1: Participation
Student is actively involved in class discussions and activities, this format including: active discussion, providing meaningful feedback, professional language, and drawing meaning from the theme presented. - Criteria #2: Independent research
Student demonstrates the capability to research topics in an independent manner without teacher supervision or prompt. Research clearly relates to the subject and research theory is explored throughout the unit. - Criteria #3: Skill and knowledge development
Student demonstrates the ability to push beyond surface level inquiry amid discussion and research, subjects and techniques for which they are already familiar are addressed and critiqued with consistency, and the student displays an emerging comfortability in peer discussion and debate
Teachers will review the self-assessments and, so long as they deem the assessments reasonable, input student's self-grading as it stands. In cases where self-assessments are determined to be unreasonable, teachers will work with students to improve their introspection and reflection tools, and give them another opportunity to submit the assessment.
Self assessment can be adjusted to use at any stage in the unit as a way to formatively assess student progress.
