• 4-6 debate station posters with different statements
• Two-column response sheets (For/Against)
• Research materials for each statement
• Colored markers (different colors for pro/con arguments)
• Timer/bell for rotations
• Argument evaluation forms
• Role cards for team members

Create debate stations with controversial statements about space exploration (e.g., 'Funding should prioritize Mars over the Moon', 'Private companies should lead space exploration', 'Space tourism should be encouraged'). Prepare research packets with background information for each station. Arrange classroom into station areas.

1. Introduce the concept of seeing multiple perspectives in complex issues and the importance of evidence-based argumentation.
2. Divide students into teams of 3-4 and assign each team an initial debate station.
3. Explain the rotation process:
4. Teams spend 10 minutes at each station
5. First rotation: Teams argue FOR the statement, adding arguments in green
6. Second rotation: Teams argue AGAINST the statement, adding arguments in red
7. Teams never debate the same statement twice
4. First station - PRO arguments (10 minutes):
5. Teams read the station statement and research materials
6. Discuss and write strongest arguments supporting the statement
7. Record arguments on the station poster in green marker
8. Add evidence from research materials to support claims
5. Rotation to second station - CON arguments (10 minutes):
6. Teams read a new statement and review PRO arguments already written
7. Develop counter-arguments against the statement
8. Record arguments on station poster in red marker
9. Address any flaws in the previous team's reasoning
6. Continue rotations until all teams have visited at least 4 stations, alternating PRO/CON positions.
7. Final analysis (15 minutes):
8. Teams return to their original station
9. Review all arguments that have been added
10. Evaluate the strength of arguments on both sides
11. Prepare a 1-minute summary of the most compelling points from both perspectives
8. Team presentations followed by whole-class discussion on the nature of complex policy decisions.

For students who need support, provide argument frames and evidence cards. For advanced students, add roles like 'Devil's Advocate' or 'Fact Checker' to each team. For classes new to debate, start with more straightforward topics before tackling complex policy issues.

Evaluate quality and variety of arguments generated, use of evidence, and ability to argue both sides convincingly. Note which students can shift perspectives easily versus those who struggle to argue against their personal views.