Subject Area
Language Arts

Activity Overview
Stem cells are undifferentiated cells found during the early stages of embryonic development. The best source of human stem cells come from embryos.
These cells are unusual in that they can become any type of cell the human body will need - skin, brain, muscle, bone. For this reason, science is looking to stem cells to cure diseases like cancer, Alzheimer's, and Parkinson's. Many people (President Bush, theologians, ethicists, researchers, bankers, plumbers, and even middle school students) are interested in what should happen with stem cell research or if it should be allowed at all. In this activity, students will debate the issue of stem cell research.

Activity Outline
Have students:
1. Conduct research and take notes on stem cell research.
2. Take a pro or con role in a debate.
3. Debate the pros and cons of stem cell research.

Debate may be videotaped for playback.

Assessment Options
· Assess students on amount and quality of research.
· Assess students for comprehension on issues of debate.

Standards
Writing
Standard 4: Gathers and uses information for research purposes
2. Uses card catalogs and computer databases to locate sources for research topics
3. Uses the Reader's Guide to Periodical Literature and other indexes to gather information for research topics
4. Uses a variety of resource materials to gather information for research topics (e.g., magazines, newspapers, dictionaries, schedules, journals, phone directories, globes, atlases, almanacs)
5. Determines the appropriateness of an information source for a research topic
6. Organizes information and ideas from multiple sources in systematic ways (e.g., time lines, outlines, notes, graphic representations)
8. Uses appropriate methods to cite and document reference sources (e.g., footnotes, bibliography)

Reading
Standard 5: Uses the general skills and strategies of the reading process
1. Establishes and adjusts purposes for reading (e.g., to understand, interpret, enjoy, solve problems, predict outcomes, answer a specific question, form an opinion, skim for facts; to discover models for own writing)
2. Uses word origins and derivations to understand word meaning (e.g., Latin and Greek roots, meanings of foreign words frequently used in the English language, historical influences on English word meanings)
3. Uses a variety of strategies to extend reading vocabulary (e.g., uses analogies, idioms, similes, metaphors to infer the meaning of literal and figurative phrases; uses definition, restatement, example, comparison and contrast to verify word meanings; identifies shades of meaning; knows denotative and connotative meanings; knows vocabulary related to different content areas and current events; uses rhyming dictionaries, classification books, etymological dictionaries)
4. Uses specific strategies to clear up confusing parts of a text (e.g., pauses, rereads the text, consults another source, represents abstract information as mental pictures, draws upon background knowledge, asks for help)
6. Reflects on what has been learned after reading and formulates ideas, opinions, and personal responses to texts

Standard 7: Uses reading skills and strategies to understand and interpret a variety of informational texts
1. Uses reading skills and strategies to understand a variety of informational texts (e.g., textbooks; biographical sketches; letters; diaries; directions; procedures; magazines; essays; primary source historical documents; editorials; news stories; periodicals; bus routes; catalogs; technical directions; consumer, workplace, and public documents)
3. Summarizes and paraphrases information in texts (e.g., arranges information in chronological, logical, or sequential order; conveys main ideas, critical details, and underlying meaning; uses own words or quoted materials; preserves author's perspective and voice)
4. Uses new information to adjust and extend personal knowledge base
5. Understands techniques used to convey viewpoint (e.g., word choice, language structure, context)
6. Reflects on what has been learned after reading and formulates ideas, opinions, and personal responses to texts
7. Differentiates between fact and opinion in informational texts

Listening and Speaking
Standard 8: Uses listening and speaking strategies for different purposes
1. Plays a variety of roles in group discussions (e.g., active listener, discussion leader, facilitator)
2. Asks questions to seek elaboration and clarification of ideas
3. Uses strategies to enhance listening comprehension (e.g., takes notes; organizes, summarizes, and paraphrases spoken ideas and details)
4. Listens in order to understand topic, purpose, and perspective in spoken texts (e.g., of a guest speaker, of an informational video, of a televised interview, of radio news programs)
5. Conveys a clear main point when speaking to others and stays on the topic being discussed
6. Uses level-appropriate vocabulary in speech (e.g., metaphorical language, specialized language, sensory details)
7. Makes oral presentations to the class (e.g., uses notes and outlines; uses organizational pattern that includes preview, introduction, body, transitions, conclusion; and point of view; uses evidence and arguments to support opinions; uses visual media)
8. Uses appropriate verbal and nonverbal techniques for oral presentations (e.g., modulation of voice, inflection, tempo, word choice, grammar, feeling, expression, tone, volume, enunciation, physical gestures, body movement, eye contact, posture)
9. Evaluates strategies used by speakers in oral presentations (e.g., persuasive techniques, verbal messages supported by nonverbal techniques, effect of word choice, use of slanted or biased material)
10. Understands the ways in which language differs across a variety of social situations (e.g., formal and informal speech in different social situations, use of jargon by sports commentators to make listeners feel like insiders)
11. Understands implicit statements of attitude and opinion (e.g., implicit point of view conveyed by tone of voice and expression in a television interview)
12. Understands elements of persuasion and appeal in spoken texts (e.g., purpose and impact of pace, volume, tone, stress, music in radio announcements; images conveyed by vocabulary and ideas)