Genetically Modified (GM) Crops: Are They Safe?

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1 MODULE 3 Objective 3.3 Lesson B Genetically Modified (GM) Crops: Are They Safe? Course Advanced Biotechnology Unit Agricultural Biotechnology Essential Question Should we consider food biotechnology a friend or a foe? TEKS A, 2C, 2D 3A, 3B, 5A, 7F J, 3A, 3B, 3D, 8A TAKS ELA 1,4,6 Science 1 Rationale Imagine this: An apple that contains all the nutrients in a multivitamin; a tomato with more flavor as well as cancer fighting substances; sweeter grapes; a potato that produces healthier french fries; allergen-free nuts; a rice high in beta-carotene; as well as bananas that deliver needed vaccines. Is this science fiction or real science? It s real and in grocery stores near you. The technology is here. Will you eat it? Is it safe to eat? How will these crops affect the environment? Today, just four countries account for 99% of the world's commercially grown transgenic crops. Many others have been stalling over whether to embrace transgenic agriculture, but won't be able to put off the decision for much longer. The United States is the world's leading GM nation, both in terms of the area under cultivation and public acceptance of transgenic food. GM crops are everywhere, making up 40% of the country's maize, 81% of soy beans, 65% of canola, or oilseed rapeseed, and 73% of cotton. For more information on the status of the commercialization of biotechnology crops refer to: Prior Student Learning An understanding of genetic engineering in plants Estimated Time 4 hours

2 Objectives Students will: Identify current uses of genetically modified foods. Research potential benefits and possible hazards of select GM foods. Make recommendations about testing, labeling, and marketing of GM foods. Engage VIDEO: A Decade of Biotech Corn VIDEO: Biotech Crops Read to students: A new company out of Canada has applied to the US government Food and Drug Administration (FDA) to market a new line of genetically modified foods that they consider to be safer than GM foods currently on the market. Concern has grown over the fact that these foods are not mandated to be labeled as transgenic and the fact that possible effects from consuming these foods have not been studied over long periods of time. You've been appointed to research and report to a special FDA board about these foods. Find out all you can and then decide for yourself: Are genetically modified foods safe? Key Points See Lesson 3 Objective 3 Activities 1. Complete the GM Food Quiz to assess what students already know about GM Foods. 2. Discover types of GM foods that exist using GM Food Product Label Lesson. 3. Design a GM food label using GM Food Product Label Rubric and Sample Food Label. Market product to the class. 4. Research individually What are the Risks and Benefits of GM Crops? Activity. 5. Introduce students to The Task-World Health Organization (WHO) Biotech Conference. 6. Individually, research t he assigned Roles for the WHO Biotech Conference. 7. Individual members with the same role come together to collaboratively present findings in a multimedia presentation using Presentation Rubric: Assume Your Position. 8. After presentations, take a vote to see if the legislation will pass.

3 Optional Wet Lab: District Science Vendors may have lab activity kits related to the detection of genetically modified foods using a PCR or ELISA method. Assessment Successful completion and analysis of GM Food Quiz GM Food Label Rubric Presentation Rubric Materials TEA Introduction to Biotechnology Module 4 (Agricultural) Power Point PBS: Harvest of Fear Approved GM crop database The FDA List of Completed Consultations on Bioengineered Foods =biolisting Accommodations for Learning Differences For reinforcement, the students will design a KWL chart for GM food risk and benefits. For enrichment, contact a local Biotech company that produces genetically modified crops or foods. Inquire about their safety guidelines for the development of a GM product. Use the information you obtain to set up a mock interview with an executive of the company (another student takes on the role of the executive). Consider presenting the interview as a videotaped presentation or live as a dramatization. National and State Education Standards Texas College Readiness Standards I. Nature of Science: Scientific Ways of Learning and Thinking A1, C1, D1, D1, D2, E1, E2 III. Foundation Skills: Scientific Applications of Communication B1, B3, B4, C1, D1 IV. Science, Technology, and Society A1, B1, B2

4 GM Food Quiz Select the best answer to the following questions by circling the letter. Each question has one best answer. 1. Have you eaten foods made from genetically modified crops? a. Yes b. No 2. Which foods use genetically modified organisms in their production to the largest extent? a. Cheese b. Vegetables c. Meat 3. What are the current benefits of having foods made from genetically modified crops? a. They improve farm profitability and make some farmers' jobs easier. b. They allow farmers to greatly increase the amount of crops produced. c. They improve convenience for consumers, e.g. by creating foods with longer shelf lives. d. They improve the nutritional quality of foods. e. They cause less damage to the environment than conventional chemical-intensive agriculture. 4. Of the foods we eat, how much contains the genetic material DNA? a. Less than 5 percent. b. 20 percent c. 50 percent d. 80 percent e. Nearly 100 percent 5. Most foods derived from genetically modified crops contain: a. The same number of genes as food produced from conventional crops. b. One or two additional genes. c. Hundreds of additional genes. d. No genes at all. 6. What effect does eating genetically modified foods have on your genes? a. It could cause your own genes to mutate. b. It could cause your own genes to absorb the excess genes. c. It has no effect on your genes. d. The effects on human genetics aren't known.

5 7. Are foods made from genetically modified crops required to pass human safety testing? a. Yes. b. No. 8. Are foods derived from genetically modified crops required to be tested for possible allergic reactions in people? a. Yes. b. No. 9. Are foods derived from genetically modified crops nutritionally superior? a. Yes, they offer substantial health advantages over foods produced from conventional crops. b. Yes, they offer some health advantages over foods produced from conventional crops. c. No, they are neither better nor worse than foods from conventional crops. d. No, they are slightly less healthful than foods from conventional crops. e. No, foods produced from genetically modified crops are a known health risk.

6 GM Food Label 1. To begin your search, go to the Harvest of Fear website 2. Select the link Guess What s Coming to Dinner 3. Click on the animation button to the right. 4. When you click on the plates of food, you will find a description of the food, engineered traits, sources of new genes and sometimes the commercial name. Record this information in the table below. 5. Return to the home page ( 6. Select the links, Should We Grow GM Crops? and Viewpoints to find additional GM Foods. Add these foods to the table below. GMO Food Engineered Trait Sources of New Genes Commercial Name 7. Next, you will design a product label for a genetically modified food. 8. Your teacher may assign you a food or you may choose one on your own. 9. Refer to the GM Food Product Label Rubric to be sure you include all important information. 10. A Sample GM Product Label has been produced to view an example. 11. Once complete, you will market your product to the class.

7 Potential GM Food Labels 1. Apples (sweeter, crunchier, crisp, enzyme coating to deter browning) 2. Canola (lower saturated oils) 3. Carrots (yellow and white: bred for orange/red color, sweetness, length and increased beta carotene) 4. Tomatoes (increase vitamin A, extra sweet, colors, more beta-carotene, longer shelf life for processing) 5. Peaches (new cold tolerant varieties) 6. Pears (pest resistance) 7. Watermelon (seedless & disease resistance, harder rinds, sweeter taste) 8. Berries (extend the growing season, thornless varieties, disease & insect resistance) 9. Peanuts (lower the fat, but maintain flavor) 10. Cayenne Peppers (increase heat by 20%) 11. Bread & Wheat (changes in gluten, sour dough bacteria, insect resistant) 12. Oranges (higher yielding trees, increased disease resistance, better color, longer shelf life, freezing technology (tangelos are a cross between grapefruit (pomelo) and tangerine)) 13. Cheese/Milk (low fat cheese) 14. Milk (chymosin/uht, lactose-free) 15. Grapes (seedless varieties, disease resistance, packaging technology) 16. Potatoes (storage, chipping, low carb, disease resistance, low-fat frying potato) 17. Rice (rich in Vitamin A, doubled the shelf life, rice flour to make bread and reduce oil absorption) 18. Poultry (turkeys bred to have more meat, disease resistance) 19. Beef (disease prevention, breeding programs for tender, low-fat, flavorful meat) 20. Oats (reduce cholesterol research) 21. Corn (enhance corn flavor in tortillas, increased corn starch, fat replacer, disease & insect resistance) 22. Soybeans (makes the plant by-products have more protein so it can be used for nutritional animal feed, used as a substitute product in lipstick, plastics, flooring, paints, ink, cleaners, etc.) 23. Chocolate (disease resistance) 24. Diapers (cornstarch-based moisture absorber, Super Slurper)

8 GM Food Product Label Rubric Content Title creatively describes the content. GMO is clearly defined. Briefly presents the pros/cons. Contains a creative logo for the product. Title describes the content well. GMO is defined. Includes some pro/cons. Contains a logo for the product. The title does not describe the content of the poster well. GMO is not defined. Does not include the pros/cons. No product logo. Mechanics Capitalization and punctuation are correct throughout the poster There are 1-2 errors in capitalization or punctuation. There are 3 or more errors in capitalization or punctuation. Attractiveness The label is exceptionally attractive in terms of design, layout, and neatness. The label is acceptably attractive in terms of design, layout and neatness The label is distractingly messy or very poorly designed. It is not attractive. Knowledge Gained Student can accurately answer all questions related to facts in the label and processes used to create the label. Student can accurately answer about 75% of questions related to facts in the label and processes used to create the label. Student appears to have insufficient knowledge about the facts or processes used in the label.

9 What Are The Risks and Benefits of GM Crops? 1. To begin your research for completing the table below, go to the Harvest of Fear website 2. Use the links labeled, Should We Grow Them? and Viewpoints to find out the risk and benefits. BENEFITS HEALTH ENVIRONMENTAL ECONOMIC RISK HEALTH ENVIRONMENTAL ECONOMIC

The Task: World Health Organization Biotech Food Conference Foods resulting from genetically modified plants have already been introduced into the food supply in some countries, including the United

10 The Task: World Health Organization Biotech Food Conference Foods resulting from genetically modified plants have already been introduced into the food supply in some countries, including the United States and those in Europe. But not everyone thinks these foods are safe. You've been appointed to research and report to a special Food and Drug Administration board about these foods. Find out all you can and then decide for yourself: Are genetically modified foods safe? PROCEDURE 1. Your teacher will assign you a role at this conference. 2. DO NOT CHOOSE A SIDE YET. 3. Individually, research your role by answering the questions assigned to your role. 4. You may use the Internet or library to conduct your research. Some questions may require interviews, s or phone calls to answer. Ask your instructor if you are having trouble finding information. 5. Be sure to record information both for and against the use of GMO foods. 6. Once your research is complete, find the other members of your group and discuss your findings. 7. Remember that just because there are more arguments they are not necessarily better arguments. Assign importance to the reasons listed in #1 and 2 above, in other words decide which arguments should determine what your decision should be. 8. Take a position. Is your group in favor or opposed to increasing GMO introductions? 9. Create a presentation for the Conference. Be sure to use the rubric to ensure your presentation is complete.

11 Roles for World Health Organization Biotech Food Conference Below are listed the roles the various groups will assume, with some of the questions they should consider when making their decision: Environmentalist 1. What are the potential benefits of food biotechnology to the environment and to the issue of world hunger? 2. What are the potential risks of food biotechnology to the environment and to the issue of world hunger? 3. Are the benefits worth the risks and why? Agricultural Supplies Salesperson 1. Will GM seeds cut down on sales of other supplies? (such as pesticides and herbicides) 2. If selling GM seeds can the farmers be convinced there will be a market for the GM crops? 3. Can farmers save seeds year to year? Or is it necessary to buy them every year? 4. Is this good for business or bad? Nutritionist 1. How promising is the technology in terms of increasing the vitamin content of foods, and decreasing harmful or unhealthy components? 2. What about allergy risks? Organic Farmer 1. Are these foods unnatural? 2. Do they endanger their more natural counterparts? 3. Do they endanger the effectiveness of traditional organic means of controlling insects and weeds? 4. Do they decrease pesticide and herbicide use?

12 US Farmer 1. Will GMOs cut down on time and cost of using chemicals? 2. Will consumers here and abroad buy the products? 3. Do I have to pay for seeds each year? 4. Might I be allergic to something in the GMO seeds (or crops)? 5. Will GMOs endanger heirloom and other specialized varieties? 6. Will a wider variety of foods be available from exotic locations? Farmer in Developing Country 1. Will I get higher yields? 2. Can I grow crops in places they wouldn t grow before? 3. Can I save seeds? 4. What will happen to the traditional crops we grow? 5. Will I need less chemical herbicides and insecticides? Consumer 1. Can GMOs make food more plentiful and less expensive? 2. What about seed prices? 3. What should the consumer know about genetically engineered foods? 4. What are the benefits of genetically engineered foods from the consumer's perspective? 5. What are the risks of genetically engineered foods from the consumer's perspective? 6. Do these benefits outweigh the risks and why? 7. Should genetically engineered foods be labeled? Will quality remain the same? Biotech Engineer 1. Advances in technology are inevitable, but who will control the advances? 2. Is access to the technology in the current system fair and equitable? 3. Is the current regulatory structure sufficient to safeguard human health? The environment? Legislator 1. Should genetically engineered food be labeled and why? 2. What are the benefits of labeling genetically engineered foods? 3. What are the risks for labeling genetically engineered foods? 4. Is there a need to label genetically engineered foods from the consumer's point of view?

13 State Role and Position Clearly Presentation Rubric: Assume Your Position CATEGORY Role played and Role played and Role played and position taken are position taken are position taken are explained clearly and explained in a way explained in a way in a way that shows a that shows that shows some full understanding of understanding of the understanding of the the issues involved. issues involved. issues involved. Argue for Position Taken Answer Opposing Arguments An effective, complete and logical argument is made for the position taken. Relevant evidence is provided which supports the position. Arguments for the opposing position are acknowledged and effectively countered. An effective and logical argument is made for the position taken. Some evidence is provided to support the position. Arguments for the opposing position are acknowledged and countered. An effective argument is made for the position taken Arguments for the opposing position are acknowledged. Role played and position taken are not explained or show a misunderstanding of the issues involved.. Arguments are not logical or effective. Arguments for the opposing position are not acknowledged. Remain in Role Arguments and Arguments and evidence presented evidence presented are always consistent are often consistent with the role with the role assigned. assigned. Arguments and evidence presented are somewhat consistent with the role assigned.. Arguments and evidence presented are not consistent with the role assigned. CATEGORY Time-Limit Presentation is 5-6 Presentation is 4 Presentation is 3 Presentation is less minutes long. minutes long. minutes long. than 3 minutes or more than 6 minutes. Creativity Students use several ideas that show considerable work/creativity and which make the presentation engaging and appealing.. Students use 1 idea that shows considerable work/creativity and which make the presentation engaging and appealing. Students use 1 idea that makes the presentation engaging and appealing. Ideas chosen detract from the presentation.

14 Vocabulary Use vocabulary appropriate for the audience. Use a number of scientific terms appropriately. Use vocabulary Use vocabulary appropriate for the appropriate for the audience. Include 1-2 audience. Do not scientific terms include any scientific appropriately. terms. Use scientific terms inappropriately. Stays on Topic Stay on topic all (100%) of the time. Stay on topic most (99-90%) of the time. Stay on topic some (89%-75%) of the time. It was hard to tell what the topic was. Collaboration with Peers Volume and Clarity Almost always listen to, share with, and support the efforts of others in the group. Speech is loud and clear enough to be easily understood by all audience members throughout the presentation. There are no mispronunciations. Usually listen to, share with, and support the efforts of others in the group. Speech is loud and clear enough to be understood by all audience members much of the time. At most there is one mispronunciation. Often listen to, Rarely listen to, share with, and share with, and support the efforts of support the efforts others in the group of others in the but sometimes do not group. Often do not work as a good team. work as a good team. Speech is loud and Speech is often too clear enough to be soft or unclear to heard by all audience be understood by all members some of audience members. the time. At most Two or more there are two mispronunciations. mispronunciations.

High-tech Food. production and explores the related concerned with the incredible advances in food science technology and their careers.

High-tech Food. production and explores the related concerned with the incredible advances in food science technology and their careers. High-tech Food Career and Technical Education Introduction Science in Your Shopping Cart Purpose Background This lesson plan introduces the There really is science in your shopping cart! If we abide by