Fifth grade scientists spent the week preparing for and participating in a debate of the age-old question: Are we alone in the universe? Students first rated their own opinions on a scale of 1 to 10 before diving into research using credible source sites. Finally, they faced off with their peers in a formal debate to present their knowledge.

 

“One of the goals of this project is for students to educate themselves on the major arguments surrounding this topic,” says science teacher Andy Dodge. “They need to know the right questions to ask so that information can be evaluated in an intelligent, mature way instead of solely having an emotional or visceral reaction.”

 

Students took turns bringing evidence to the table while their opponents presented rebuttals. Part of the process, Andy says, is anticipating the other side’s arguments and being equipped with facts to defend your position. Here is an example.

Affirmative: There are 40 million habitable, earth-like planets in the galaxy. The Drake equation shows there is a probability of life on other planets.

Negative: These planets are thousands of light years away. We can make assumptions, but there is no actual evidence, so we can never know 100 percent if there is life on those planets.

 

“Before the debate I took notes on different theories and learned about the Drake Equation and panspermia,” says Sam Oberlin. “Panspermia (the theory that life on the earth originated from microorganisms or chemical precursors of life present in outer space) was one of our strongest arguments that there is life on other planets.”

 

One of his opponents, MacCoy Weil, agrees. “Sam’s team made a strong point when they said that life has to start from somewhere, a meteor or other factor that introduces microbes into the environment.”

 

The process of debating was a lesson in itself, say both boys. “Right off the bat, I was shocked that Mr. Dodge gave us a lot of freedom,” MacCoy shares. “It was a good teaching style because it pushed us to work harder to make good debate. Teamwork was a huge part of it. I really liked how some were behind the scenes looking up facts and others were presenting. Everyone worked equally hard.”

 

As the debate moved along through the course of several days, students honed their skills at thinking on their feet. “We learned to research quickly on the fly, to listen for mistakes and loopholes and to make rebuttals,” says Sam. “Listening is the essence of the debate. If you don’t listen carefully, you can’t do anything.”