#SEAWEEDMATTERS
Activity 3- Teacher Guide
Stakeholder debate
Learning Intentions:
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Identify the arguments that are posed by various stakeholders
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Communicate the arguments posed by stakeholders in a persuasive way
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Understand the complexity of scientific issues
Success Criteria:
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Understanding of the various views on scientific issues
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Improvement in scientific communication skills
Curriculum Links:
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The values and needs of contemporary society can influence the focus of scientific research (VCSSU116)
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Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations (VCSIS140)
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Communicate ideas and processes using evidence to develop explanations of events and phenomena and to identify simple cause-and-effect relationships(VCSIS088)
Summary of Activity and Relation to Research:
The aim of this activity is to allow students to explore the complex community that scientific issues often find themselves surrounded by. Prue's research is subject to a variety of stakeholders who may have differing views on the research and the potential benefits and consequences that come as a result.
Prue's research on seaweed is effected by a number of stakeholders that isn't overwhelming and that should give students the perfect chance to dive into the often conflicting community that surrounds the seaweed research
This activity can be done in two ways.
Students can form groups and each group takes on the role of a stakeholder.
Students may also form groups and individually take on the role of a stakeholder, resulting in multiple debates
Students will do some research on their stakeholders and their beliefs on the seaweed issue before the debate begins.
Not every stakeholder will start with an argument. Some stakeholders may be neutral in the situation, instead being effected by the arguments of other stakeholders.
This activity offers a high level of student freedom, however, teachers may choose to help guide students during the research phase and act as an adjudicator during the debate.
This activity can easily be adapted to other scientific issues.
Instructions for Students:
This activity can be done in two ways, depending on the number of students in the class and their ability levels. As such, there will be two sets of instructions.
Method A: Groups as Stakeholders:
1. Sort the students into groups corresponding to the number of stakeholders
2. Give each group a stakeholder
3. The groups work together to research their stakeholder and the stakeholder's views on the issue.
4. The groups work together to prepare an argument
5. The groups undertake the debate
Method B: Individuals as stakeholders:
1. Sort the students into groups of same number as the number of stakeholders
2. Each individual student is given a stakeholder
3. The students research their stakeholder and the stakeholder's views on the issue
4. The students prepare and argument
5. Students return to their groups and undertake seperate debates.