SNC 2D1: Tissues, Organs and Systems of Living Things Culminating Task
Classroom Debate and Supported Opinion Paper
Ethical issues surrounding technological advancement in the field of Biology
Science is exciting because it is always changing. New technology is being created and
innovative concepts are being put forth everyday! However, as science advances more debate is
sparked. Individuals with varying opinions come forward either supporting this advancement,
opposing it or a mixture of both.
Nonetheless, debates can get truly heated as individuals become passionate about the topic.
Ethical issues arise surrounding these topics and it is a challenge to decide which ‘side’ should
prevail.
Classroom Debate
As a class we are going to hold several class debates. You will be divided into groups and given
one side of a topic/statement. The debate will be based on issues surrounding the following
topics/statements:
Topic 1:
Although embryonic stem cell research is controversial, the benefits outweigh
the costs.
Topic 2:
Xenotransplantation (transplant of animal parts into people) should be
allowed in Canada.
Topic 3:
Human cloning is unethical and should not be allowed.
Topic 4:
GMO’s (genetically modified organisms) should be labeled in Canada.
The above topics are quite broad.
It is your responsibility as a group to investigate the issue and develop your own ideas.
You will be evaluated individually so be sure to prepare accordingly.
Think critically and anticipate the arguments of your opponents to better prepare yourself for a
rebuttal (response to the other team’s argument).
Divide the assignment amongst group members so each student can have research prepared for
the following week.
The debates will take place on
Refer to your rubric for evaluation criteria.
and
.
Classroom debates are designed to allow you to strengthen your skills in the areas of leadership,
interpersonal influence, team building, group problem solving, and oral presentation.
This is an opportunity for you to get creative; you can play the role of a scientist, doctor, patient,
lawyer, farmer etc. in order to strengthen your position. Remember, in a debate your passion and
knowledge are important. You must try and convince the opposing team, the audience and the
adjudicator (judge) that your stance is the better choice !!
Class Debate Rubric
Student Name: ____________________________________
Total
/35
Topic: ___________________________________________
Criteria for
Evaluation
Level
Are you
knowledgeable
about the
topic?
The individual
clearly
understood the
topic in-depth
and presented
their
information
forcefully and
convincingly.
Have you
gathered
sufficient
information?
4
3
2
1
The individual
generally
understood the
topic and
presented their
information with
ease.
The individual
seemed to
understand some
of the main
points of the
topic and
presented those
with ease.
The individual
showed a limited
understanding of
the topic and/or
had difficultly
presenting their
information.
Most information
presented in the
debate was clear,
accurate and
thorough.
Some information
presented in the
debate was clear
and accurate.
Information had
several
inaccuracies or
was usually not
clear.
All arguments
were clearly tied
to an idea
(premise) and
organized in a
tight, logical
fashion.
Most arguments
were clearly tied
to an idea
(premise) and
organized in a
tight, logical
fashion.
Some arguments
were clearly tied
to an idea
(premise) and
organized in a
somewhat logical
fashion.
Arguments were
not clearly tied
to an idea
(premise) and had
minimal
organization.
Individual
consistently
used gestures,
eye contact, tone
of voice and
level of
enthusiasm in a
way that kept the
attention of the
audience.
Individual
usually used
gestures, eye
contact, tone of
voice and level
of enthusiasm in
a way that kept
the attention of
the audience.
Individual
sometimes used
gestures, eye
contact, tone of
voice and level
of enthusiasm in
a way that kept
the attention of
the audience.
Individual had a
presentation
style that did
not keep the
attention o the
audience.
All statements,
body language and
responses were
respectful and
appropriate in
language.
Most statements,
body language and
responses were
respectful and
appropriate in
language.
Some statements,
body language and
responses were
respectful and
appropriate in
language.
Statements,
responses and/or
body language
were
consistently not
respectful.
All information
presented in the
debate was clear,
accurate and
thorough.
/10
Are your
arguments
clearly laid
out? Are you
prepared for a
rebuttal?
/10
Are you able to
articulate your
ideas fluently?
/10
Are you able to
present your
ideas
effectively
while taking
into account
the ideas of
your peers? /5
Supported Opinion Paper
By participating and watching the debates, you will have learned a lot of new knowledge
concerning various issues surrounding technological advancements in science. Along with the
debate, you will be communicating your new knowledge through a supported opinion paper. You
may choose one of the topics presented in the debates. (It does not have to be the one you
were assigned, although this might be the one you know the most about!)
Use the template/models for paragraph construction provided to write your paper.
Due date:
Supported Opinion Paper Rubric
Student Name: ___________________________________________
Topic:
Total
/35
_________________________________________________
Category
4
3
2
1
Position
Statement
(5)
The position
statement provides
a clear, strong
statement of the
student’s position
on the topic.
The position
statement provides
a clear, statement
of the student’s
position on the
topic.
A position
statement is
present, but does
not make the
student’s position
clear.
There is no
position
statement.
Evidence and
Examples
All of the evidence
and examples are
specific, relevant
and explanations
are given to show
how each piece of
evidence supports
the student’s
position.
Most of the
evidence and
examples are
specific, relevant
and explanations
are given to show
how each piece of
evidence supports
the student’s
position.
At least one of the
pieces of evidence
and examples is
relevant and has an
explanation that
shows how that
piece of evidence
supports the
student’s
position.
Evidence and
examples are NOT
relevant and/or are
not explained.
All supportive
facts and
statistics are
reported
accurately.
Most supportive
facts and
statistics are
reported
accurately.
Some supportive
facts and
statistics are
reported
accurately.
Most supportive
facts and
statistics are
reported
inaccurately.
Student uses many
useful Transitions
and Linking
Expressions
throughout the
paper, as well as
scientific
terminology where
appropriate.
Student uses
sufficient useful
Transitions and
Linking
Expressions
throughout the
paper, as well as
scientific
terminology where
appropriate.
Student uses some
useful Transitions
and Linking
Expressions
throughout the
paper, as well as
scientific
terminology where
appropriate.
Student uses few or
no useful
Transitions and
Linking
Expressions and
limited or no
scientific
terminology
throughout the
paper.
All sources used
for quotes,
statistics and
facts are credible
and cited
correctly.
Most sources used
for quotes,
statistics and
facts are credible
and most are cited
correctly.
Some sources used
for quotes,
statistics and
facts are credible
and some are cited
correctly.
Many sources are
not credible and/or
not cited
correctly.
Accuracy
(20)
Mechanics
(5)
Sources
A Reference list is
required
(5)
Topic 1:
Although embryonic stem cell research is controversial, the benefits outweigh
the costs.
Team 1: Pro
Thea
Zack
Nick
Topic 2:
Xenotransplantation should be supported allowed in Canada.
Team 1: Pro
Matt
Karissa
Danielle
Topic 3:
Team 2: Con
Amanda
Gabriel
Stephen
Human cloning is unethical and should not be allowed.
Team 1: Pro
Manuela
Shayla
Stephanie
Topic 4:
Team 2: Con
Liam
Autumn
Taylor
Team 2: Con
Riley
Sara
Becsy
GMO’s (genetically modified organisms) should be labeled in Canada.
Team 1: Pro
Brianne
Elisabeth
Cameron
Tyler
Team 2: Con
Brooke
Alicia
Brett
Aubrey