The Debate
  1. Assign each group a number from 1 to 6, and draw Fig. 1 on the chalkboard.
  2. Roll dice or use a spinner to determine which group gets to speak. A spokesperson identifies the group and its intention, and states a fact. (Ex. "I'm from fossil fuels. I'd like to move up a step as there is no harmful radiation released when using gasoline.") The group moves up a step.
  3. Assume the next spin allows the nuclear group to speak. They might respond: "I'm from nuclear vehicles. I wish to move fossil down because the SO2 emissions result in acid rain." The fossils group is moved down one step.
  4. Continue until a group reaches the top.
  5. Penalize a group a step down for repeating or giving a wrong fact.

                     Decisions by the judge (teacher) are final!

    Evaluation:

    Were students able to research, evaluate, list, and analyze the advantages and disadvantages of various fuel sources? In a follow-up discussion, deal with questions like:

    1. Did any fuel source make it to the top? Why? Why not?
    2. Was any group driven to the bottom? If so, do we now have a fuel source    with so many disadvantages that it would fail?
    3. Did any group not get to speak? Where did they finish? Could this really     happen?
    4. Do the final positions truly reflect the nation's energy mix?