1. Lesson Title: Debate
Class KS2 Topic Salmon Habitat Time Allocation 30 mins
Learning Intentions
Identify and discuss the key issues
surrounding the decrease in salmon
numbers.
Take on the role of different groups of
people with different views.
Success Criteria
Pupils should discuss controversial issues
in a productive and thoughtful manner.
Work in groups to form ideas and create
questions to ask opposing parties.
Key Vocabulary
Habitat- clean water, water flow,
water temperature, food,
protection, stream, river bank,
vegetation, pollution, logging etc.
Introduction
Begin by asking pupils to note the 5 main features of a salmon’s habitat with their partner
to revise any prior knowledge.
Discuss with the pupils that they will now take part in a debate. Invite pupils to discuss
where debates are used and why. Encourage pupils to think about how they can raise and
solve different issues which may arise.
Remind pupils that they will be role playing the views of different groups of people.
Resources
Debate scenarios
Paper
Pencils
Costumes/props-toy hard hat/fishing
rod etc.
Development (Activity)
Divide class into 5 groups- ‘Salmon’, ‘Bushmills Salmon Farmers’, ‘Factory Owner’,
‘Commercial Fishers’ and ‘Sport Fishers’.
Set the scene for the debate by reading the introduction (found in the debate scenarios)
to the pupils and distribute the scenarios to each group.
Invite the pupils to use a mind map to note their debate proposals and possible questions
for opposing groups.
Each group should discuss what they believe is the problem and suggest ways they believe
their group could solve these issues.
Once all groups have had time to plan their ideas, call the debate to an open and invite
each group to discuss their opening statement in turns and then open the floor to
questions.
Key Questions
What is a debate?
What must you include to make your
proposal the best?
What way should you organise your
group so that everyone has a role to
play?
What is the underlying issue
surrounding this debate?
What can your group do to test other
opposing group’s proposals?
Plenary Differentiation

2. Call the debate to a close and remind the pupils that there will be no winner.
The class as a whole will now be asked to take part in peer and self-evaluation by sharing
2 positive aspects about each group’s debate proposal and questioning skills and 1 area
which could have been improved on.
Complete the lesson by asking the pupils to reflect on the issues which arose during the
debate and encourage them to be more considerate of the environment and living things
around them.
Extension
This lesson can stimulate much follow up discussion which can be used to construct or be
a part of further lessons.
Other Notes