Reading & literacy activity
Debate Club
Practice sharing opinions and listening to others! Pick fun topics like cats versus dogs and take turns saying which you prefer and why.
Materials and setup
No special materials are listed; check each step before starting.
How this changes by age
Pre-K (ages 3–4)
Practice sharing opinions and listening to others! Pick fun topics like cats versus dogs and take turns saying which you prefer and why.
Steps
- Stand on opposite sides of the room — one side is 'CATS,' the other side is 'DOGS.' Each person walks to the side they pick!
- Each person says one reason why they picked their side.
- Practice the sentence frame: I think ___ because ___.
- Listen to the other person's reason without interrupting.
- Vote at the end and celebrate both sides for sharing their ideas.
Learning objectives
- Express a preference with a supporting reason
- Practice taking turns speaking and listening
- Understand that people can have different opinions and that is okay
Kindergarten (ages 5–6)
Hold a mini debate with simple rules. Pick a topic, choose sides, give two reasons for your position, and listen to the other side before responding.
Steps
- Pick an age-appropriate topic: Should kids have longer recess? Is pizza the best food?
- Each debater picks a side and thinks of 2 reasons to support their position.
- Take turns presenting: state your opinion and give your reasons.
- After both sides present, each person responds to one thing the other said.
- Shake hands at the end and say one thing you liked about the other person's argument.
Learning objectives
- Construct a simple argument with two supporting reasons
- Listen actively and respond to another person's points
- Practice respectful disagreement and good sportsmanship
Early elementary (ages 6–8)
Organize a structured debate with opening statements, rebuttals, and closing arguments. Research your position beforehand and use evidence to support your claims.
Steps
- Choose a debatable topic: Should schools have uniforms? Should kids get an allowance?
- Research your position: find 3 reasons with supporting evidence or examples.
- Write an opening statement (3-4 sentences) introducing your position and main points.
- Conduct the debate: Opening statements (2 minutes each), rebuttals (1 minute each), closing arguments (1 minute each).
- After the debate, write a reflection: What was the strongest argument from each side?
- Discuss: Did hearing the other side change your thinking at all? Why or why not?
Learning objectives
- Research and organize an argument with evidence and examples
- Deliver a structured oral presentation with opening, body, and closing
- Evaluate the strength of arguments from multiple perspectives
Upper elementary (ages 8–10)
Run a structured debate round with researched positions, logical reasoning, and respectful counterarguments. Compare both sides of an issue to understand multiple perspectives.
Steps
- Select a complex topic: Should space exploration funding increase? Should kids have homework?
- Research both sides of the issue. Create a T-chart listing the strongest arguments for and against.
- Write a formal debate brief: thesis statement, 3 arguments with evidence, anticipated counterarguments, and prepared rebuttals.
- Debate the issue using clear rules: opening statement, rebuttal, and closing.
- Switch sides and summarize the opposite position fairly to practice seeing multiple viewpoints.
- Write a balanced essay (2 paragraphs) presenting both sides fairly before stating your personal conclusion with reasoning.
Learning objectives
- Research and argue both sides of a complex issue with evidence
- Apply logical reasoning and identify logical fallacies in arguments
- Write a balanced analysis that fairly represents multiple perspectives
Safety and evidence note
Read the full activity before beginning. An adult should supervise tools, heat, food, outdoor work, movement, and experiments as appropriate. Completion records that the activity was done; the child’s explanation, work sample, photo, or demonstration is stronger evidence of learning than a completion check alone.
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