Debate Energy in Israel

Lesson Plans

Grades6, 7, 8Social Studies, English Language Arts

Scientist Reviewed

Provided by ClimateScience

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What it is

In this activity, students will work in groups to debate one of two climate change issues in Israel: gas pipelines or electric vehicles.
The resource provides a lesson plan as well as links to resources for students to use for research.

Teaching tips

Positives

Both debate topics will help students to think about global climate issues in a new way.
The guides can be downloaded and used offline.

Additional Prerequisites

The handout uses the term "fossil gas" which is more commonly known in the United States as "natural gas".
The resource recommends using credible resources for research and provides some examples. It's important to reiterate this with the students.
The teacher's guide presents this as one lesson activity, but it may be more manageable to split it up into two lessons.

Differentiation

The debate topics could be used for a debate club or as an inter-school activity.
Students who enjoy this activity may also enjoy this Climate Science debate activity that focuses on climate change issues in Brazil and this debate activity about limiting the number of visitors to the national parks.
After the debate, teachers could have students write an essay on the pros and cons of the topic they debated.

From the scientist review

The resource provides students deep analytical prowess on energy debates and lobbying for sustainable and efficient energy production and consumption. This is recommended for teaching.

How we review resources

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At a glance

Grades: 6, 7, 8
Subjects: Social Studies, English Language Arts
Other types: Activity - Classroom
Format: PDF
Language: English
Location: Middle East
Provider: ClimateScience
Authors: ClimateScience
Published: April 27, 2021
Last updated: July 16, 2026
: Reviewed by our climate scientists How we review

Standards alignment · MS-ESS3-1. + 39 more

Core

Core Standards legacy

MS-ESS3-1.MS-ESS3-1. Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes.
MS-ESS3-4.MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
D2.Civ.12.6-8D2.Civ.12.6-8 Assess specific rules and laws (both actual and proposed) as means of addressing public problems.
D2.Eco.1.6-8D2.Eco.1.6-8 Explain how economic decisions affect the well-being of individuals, businesses, and society.
CCSS.ELA-LITERACY.SL.8.1CCSS.ELA-LITERACY.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.8.4CCSS.ELA-LITERACY.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

New Jersey Climate Education Hub

New Jersey Climate Education Hub Standards legacy

MS-ESS3-1.MS-ESS3-1. Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.
SL.PE.8.1SL.PE.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.
SL.PI.8.4SL.PI.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Oregon Climate Education Hub

Oregon Climate Education Hub Standards legacy

8.SL.18.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.
8.SL.48.SL.4 Present claims and/or findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
7.ESS3.17.ESS3.1 Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.
6-7.E.IC.9:6-7.E.IC.9: Evaluate alternative approaches or solutions to economic issues in terms of benefits and costs for traditionally underrepresented groups and individuals in early major Western and non-Western civilizations.

Wisconsin Climate Education Hub

Wisconsin Climate Education Hub Standards legacy

MS-ESS3-1.MS-ESS3-1. Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.
SL.8.1SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics, texts, and issues, building on others' ideas and expressing one’s thinking clearly.
SL.8.4SL.8.4 Present claims and findings, emphasizing significant points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details. Communicate clearly and in an engaging manner, considering the audience, purpose, and situation. Explain purpose of language choices.
SS.Econ1.a.mSS.Econ1.a.m Predict the opportunity costs of various decisions and explain why the opportunity cost might differ from person to person or in different situations. Assess how limited resources (e.g., money, land, natural resources, workers, time) impact the choices of individuals, households, communities, businesses, and countries.

Maine Climate Education Hub

Maine Climate Education Hub Standards legacy

MS-ESS3-1MS-ESS3-1 Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.
SL.6-8.1SL.6-8.1 Prepare for and participate in conversations across a range of topics, types, and forums, building on others' ideas and expressing their own.
SL.6-8.3SL.6-8.3 Present information and supporting evidence appropriate to task, purpose, and audience so listeners can follow the line of reasoning and incorporate multimedia when appropriate.
CivicsCivics & Government 1 (D2): Students understand the basic ideals, purposes, principles, structures, and processes of constitutional government in Maine and the United States as well as examples of other forms of government in the world by comparing how laws are made in Maine and at the federal level in the United States.
PersonalPersonal Finance (F1): Students understand the principles and processes of personal finance by explaining how scarcity influences choices and relates to the market economy.

New York Climate Education Hub

New York Climate Education Hub Standards legacy

EES.8.1.EES.8.1. Explain how economic decisions affect the well-being of individuals, businesses, and society; evaluate alternative approaches or solutions to economic issues in terms of benefits and costs for different groups of people.
MS-ESS3-1MS-ESS3-1 Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geologic processes.
8SL1:8SL1: Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.
8SL4:8SL4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear enunciation.

Connecticut Climate Education Hub

Connecticut Climate Education Hub Standards legacy

CCSS.ELA-LITERACY.SL.8.4CCSS.ELA-LITERACY.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
6.Eco.1.a.6.Eco.1.a. Explain how economic decisions affect the well-being of individuals, businesses, and societies within a region (e.g., Organization of the Petroleum Exporting Countries, South Asia Food and Nutrition Security Initiative, National Human Development Initiative, FIFA World Cup).
7.Civ.12.a.7.Civ.12.a. Evaluate the effectiveness of rules, laws, and agreements as a means of addressing regional and global problems (e.g., International Court of Justice, International Criminal Court, Paris Agreement, International Atomic Energy Agency).
MS-ESS3-1.MS-ESS3-1. Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.
MS-ESS3-4.MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.

ECCLPs Climate Education Hub

ECCLPs Climate Education Hub Standards legacy

MS-ESS3-1.MS-ESS3-1. Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.

Michigan Climate Education Hub

Michigan Climate Education Hub Standards legacy

MS-ESS3-1MS-ESS3-1 Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.
SL.8.1.SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.
SL.8.4.SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Illinois Climate Education

Illinois Climate Education Standards legacy

SL.8.1.SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.8.4.SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
SS.6-8.EC.1.LC.SS.6-8.EC.1.LC. Explain how economic decisions. affect the well-being of individuals, businesses and society.
MS-ESS3-1.MS-ESS3-1. Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.
MS-ESS3-4.MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.

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