MODULE 3
Objective 3.3 Lesson B
Genetically Modified (GM) Crops:
Are They Safe?
Course
Advanced
Biotechnology
Unit
Agricultural
Biotechnology
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.
Essential
Question
Should we
consider food
biotechnology
a friend or a
foe?
The technology is here. Will you eat it? Is it safe to eat? How will these crops
affect the environment?
TEKS
130.363 2A,
2C , 2D 3A,
3B, 5A, 7F
130.364 2J,
3A, 3B, 3D, 8A
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.
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.
For more information on the status of the commercialization of biotechnology
crops refer to: http://www.isaaa.org/resources/publications/briefs/44/default.asp
TAKS
ELA 1,4,6
Science 1
Prior Student
Learning
An
understanding
of genetic
engineering in
plants
Estimated
Time
4 hours
Copyright © Texas Education Agency 2013. All rights reserved.
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 1996-2012
 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.
Copyright © Texas Education Agency 2013. All rights reserved.
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
http://www.austincc.edu/biotech/teaproject/index.html

PBS: Harvest of Fear http://www.pbs.org/wgbh/harvest/

Approved GM crop database
http://www.isaaa.org/gmapprovaldatabase/

The FDA List of Completed Consultations on Bioengineered
Foods
http://www.accessdata.fda.gov/scripts/fcn/fcnNavigation.cfm?rpt
=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
Copyright © Texas Education Agency 2013. All rights reserved.
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.
Copyright © Texas Education Agency 2013. All rights reserved.
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.
Copyright © Texas Education Agency 2013. All rights reserved.
GM Food Label
1. To begin your search, go to the “Harvest of Fear” website
http://www.pbs.org/wgbh/harvest/.
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 (http://www.pbs.org/wgbh/harvest/)
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.
Copyright © Texas Education Agency 2013. All rights reserved.
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)
Copyright © Texas Education Agency 2013. All rights reserved.
GM Food Product Label Rubric
3
Content
Title creatively
describes the content.
2
Title describes the
content well.
1
The title does not
describe the content
of the poster well.
GMO is clearly defined. GMO is defined.
GMO is not defined.
Briefly presents the
pros/cons.
Includes some
pro/cons.
Contains a creative
logo for the
product.
Contains a logo for
the product.
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.
Copyright © Texas Education Agency 2013. All rights reserved.
Does not include the
pros/cons.
No product logo.
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 http://www.pbs.org/wgbh/harvest/
2. Use the links labeled, “Should We Grow Them?” and “Viewpoints” to find out the risk
and benefits.
BENEFITS
ENVIRONMENTAL
HEALTH
HEALTH
RISK
ENVIRONMENTAL
ECONOMIC
ECONOMIC
Copyright © Texas Education Agency 2013. All rights reserved.
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, emails 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.
Copyright © Texas Education Agency 2013. All rights reserved.
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?
1.
2.
3.
4.
Organic Farmer
Are these foods unnatural?
Do they endanger their “more natural” counterparts?
Do they endanger the effectiveness of traditional organic means of
controlling insects and weeds?
Do they decrease pesticide and herbicide use?
Copyright © Texas Education Agency 2013. All rights reserved.
1.
2.
3.
4.
5.
6.
US Farmer
Will GMOs cut down on time and cost of using chemicals?
Will consumers here and abroad buy the products?
Do I have to pay for seeds each year?
Might I be allergic to something in the GMO seeds (or crops)?
Will GMOs endanger heirloom and other specialized varieties?
Will a wider variety of foods be available from exotic locations?
1.
2.
3.
4.
5.
Farmer in Developing Country
Will I get higher yields?
Can I grow crops in places they wouldn’t grow before?
Can I save seeds?
What will happen to the traditional crops we grow?
Will I need less chemical herbicides and insecticides?
Consumer
Can GMOs make food more plentiful and less expensive?
What about seed prices?
What should the consumer know about genetically engineered foods?
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?
1.
2.
3.
4.
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?
1.
2.
3.
4.
Legislator
Should genetically engineered food be labeled and why?
What are the benefits of labeling genetically engineered foods?
What are the risks for labeling genetically engineered foods?
Is there a need to label genetically engineered foods from the consumer's
point of view?
Copyright © Texas Education Agency 2013. All rights reserved.
Presentation Rubric: Assume Your Position
CATEGORY
State Role and
Position Clearly
10
Role played and
position taken are
explained clearly and
in a way that shows a
full understanding of
the issues involved.
8
Role played and
position taken are
explained in a way
that shows
understanding of the
issues involved.
5
Role played and
position taken are
explained in a way
that shows some
understanding of the
issues involved.
An effective,
complete and logical
argument is made
for the position taken.
Relevant evidence is
provided which
supports the position.
Answer
Arguments for the
Opposing Arguments 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
Arguments are not
argument is made
logical or effective.
for the position taken
Arguments for the
opposing position
are acknowledged.
Arguments for the
opposing position
are not
acknowledged.
Remain in Role
Arguments and
evidence presented
are always consistent
with the role
assigned.
Arguments and
evidence presented
are often consistent
with the role
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
4
Presentation is 5-6
minutes long.
3
Presentation is 4
minutes long.
2
Presentation is 3
minutes long.
1
Presentation is less
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.
Argue for Position
Taken
Copyright © Texas Education Agency 2013. All rights reserved.
2
Role played and
position taken are
not explained or show
a misunderstanding of
the issues involved..
Vocabulary
Stays on Topic
Collaboration with
Peers
Volume and Clarity
Use vocabulary
appropriate for the
audience. Use a
number of scientific
terms appropriately.
Use vocabulary
Use vocabulary
Use scientific
terms
appropriate for the
appropriate for the
audience. Include 1-2 audience. Do not
inappropriately.
scientific terms
include any scientific
appropriately.
terms.
Stay on topic all
(100%) of the time.
Stay on topic most Stay on topic some It was hard to tell
(99-90%) of the time. (89%-75%) of the
what the topic was.
time.
Almost always listen
to, share with, and
support the efforts
of others in the
group.
Usually listen to,
share with, and
support the efforts
of others in the
group.
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 loud and Speech is loud and Speech is often too
clear enough to be clear enough to be clear enough to be soft or unclear to
easily understood by understood by all
heard by all audience be understood by all
all audience
audience members members some of
audience members.
members throughout much of the time. At the time. At most
Two or more
the presentation.
most there is one
there are two
mispronunciations.
mispronunciations.
There are no
mispronunciation.
mispronunciations.
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