Delli Paoli
AP Environmental Science
Name_____________________________
Per 2 4 8 Date_______ Points 100
GMO Webquest
GMO? OMG! FRANKENFOODS!!
Do GMOs reduce pesticide use? No they don’t!
Are GMOs are harmless? Yes, they are!!
Do GMOs need to be labeled? No, they don’t!
Not sure who to believe?
Now is your chance to become informed on the topic of genetically modified organisms (GMOs) so
that you can make an intelligent decision in the lunch line, grocery store, and at the ballot box.
You will take on the role of one of the following: a GMO supporting scientist from Monsanto, Inc.,
organic farmer, member of the World Health Organization, Member of the Union of Concerned
Scientists, medical doctor, USDA (United States Department of Agriculture)
You will ultimately be responsible for answering these big idea questions:
Are GMO foods safe to eat?
Should the government require GMO foods be labeled?
Do the benefits of GMO foods outweigh the possible risks?
TASK
GMO Perspectives Sites that may assist you in your research:
1. PBS: excerpts of interviews from NOVA/Frontline's 'Harvest of Fear'
http://www.pbs.org/wgbh/harvest/viewpoints/
2. Dr. Oz 'GMO foods: Get the Facts'
http://www.doctoroz.com/videos/genetically-modified-foods-get-facts
3. High Protein Corn
http://www.sciencedaily.com/releases/2002/06/020605072808.htm
4. Food and Drug Administration (FDA)
http://www.fda.gov/Food/FoodScienceResearch/Biotechnology/ucm346030.htm
5.
Monsanto on Improving Agriculture
http://www.monsanto.com/improvingagriculture/Pages/why-does-agriculture-need-tobe-improved.aspx
6. Organic farming can feed the world:
http://www.sciencedaily.com/releases/2007/07/070711134523.htm
7. UCSF article 'Genetically Modified Food Labeling Through the Lens of Public
Health'
http://www.ucsf.edu/news/2012/11/13058/genetically-modified-food-labeling-throughlens-public-health
8. Pollutants from GMO crops:
http://www.sciencedaily.com/releases/2010/09/100927155324.htm
9. Human Genome Project - sponsored by U.S. Department of Energy Office of Science, Office
of Biological and Environmental Research, Human Genome Program
http://genome%20project%20%20sponsored%20by%20%20u.s.%20department%20of%20en
ergy%20office%20of%20science,%20office%20of%20biological%20and%20environmental%20res
earch,%20human%20genome%20program%20http//www.ornl.gov/sci/techresources/Human_
Genome/elsi/gmfood.shtml
10. Greenpeace 'Support Sustainable Agriculture’
http://www.greenpeace.org/usa/en/campaigns/genetic-engineering/
PROCESS
This webpage was produced as an assignment for an undergraduate course at Davidson College.
Debate and Policies on Labeling GM Foods
Pros and Cons of Labeling
There are a lot of different views on this topic and therefore there is a lot of debate. Below, the major points on
both sides of the debate are outlined. There will also be a section discussing some surveys that have been taken
in different countries.
Pros
The biggest pro cited by advocates is that labeling gives consumers a choice in what they are eating
(Biotechnology Issues, 2001). Another argument is that labeling would deter “further market and trade
disruptions” (Biotechnology Issues, 2001). Those pro labeling cite the lack of willingness to clearly label GM
foods as meaning that GM producers have something to hide and the industry does not support consumers
making an informed decision (Hunter, 2000). Advocacy groups and individuals alike want the US and Canada
to mandate private firms to label products containing GM ingredients and content, no matter the cost.
Mandatory labeling may not be possible, but some other way is needed to give consumers the info they want
(Smyth and Phillips, 2003). In order to ensure all GM food is being properly labeled, some groups, like Friends
of the Earth, want the governments to levy tax on GM producers so they are the ones who pay for the
monitoring, and not the consumers. (Houlder, 1999).
Cons
U.S., Canada, Argentina, and Egypt have taken the first step in filing a formal dispute with the World Trade
Organization against the EU moratorium on new approvals. They argue the moratorium is a barrier to trade and
does not adhere to the Sanitary and Phytosanitary Agreement of the WTO. The also dislike the fact there is not
a clear timetable for addressing the lack of scientific evidence against GMO. The Labeling Committee of the
Codex Alimentarius has been meeting since 1994 to work out international standards for the labeling of GM
foods (Smyth and Phillips, 2003). Recently, it seems as though the EU is taking steps to lift the ban, so maybe
the dispute will fizzle out.
Some of the proposals offered by those who want mandatory labeling will waste money, unnecessarily alarm
consumers, and delay advances in biotechnology. Also, the availability of detection methods is limited and
there is the potential for discrimination against producers or GM-friendly countries. What people don’t often
realize is that the consequences of imposing labels can be expensive (Reiss, 2002). In the U.K. and EU, there
are funding shortages that make monitoring difficult (Houlder, 1999). EU proposals for labeling are not
enforceable without cash (Anonymous, 2003). Also, small businesses are not aware of all the rules of labeling
GM foods. In addition, GM-free means different things in GM free means different things in different parts of
the EU, which could potentially cause trade problems (Houlder, 1999).
One alternative offered is to allow restaurants and companies to label voluntarily. Consumers who really want
GM free foods will choose to buy or eat at those establishments and incur the cost. Most consumers, however,
will not put forth the effort to do this (Reiss, 2002). Mandatory labels are not economically or physically
feasible, nor are many voluntary labeling proposals. Labeling could deter consumers from buying GM foods
and then they would disappear off the market. There are not many “economic incentives for firms to provide
GM labeling information.” If labeling is considered a good political move, governments will force the labeling
of GM foods and the cost will be passed to consumers (Smyth and Phillips, 2003). Voluntarily or mandatory,
labeling would cause a segregated market. Segregated markets would not be good in the long run because they
would cause a rift in the supply and demand curve and the overall effect would be less quantity and higher
prices in both markets (Biotechnology Issues, 2001). The U.S., the EU, and other regions of the world already
ensure that the GM foods on the shelf are safe and therefore mandatory labeling is not required. (Reiss, 2002).
Surveys
Multitudes of surveys have shown Americans to be in favor of GM labeling (Genetic Engineering Network,
2003). While 94% of Americans want labeling, the numbers on mandatory labeling or the avoidance of labeled
foods varies from survey to survey (Hallman, Hebden, Aquino, Cuite, and Lang, 2003; Genetic Engineering
Network, 2003). Although an overwhelming majority of Americans want labeling on GM foods, before GM
foods were mentioned, less than 1% mentioned GM ingredients as something they would want to see on food
labels (Hallman, Hebden, Aquino, Cuite, and Lang, 2003). This brings up an interesting point: Do Americans
really know what GM foods are? A survey among Americans shows terms like GM, non-GM, and GM–free do
not provide sufficient information to consumers, and many Americans do not understand those terms. Surveys
in Canada, Japan, Norway, the U.S. and the U.K. showed that consumers want GM foods to be labeled, but an
experimental test in North America showed that GM labels did not have a significant impact on consumer
purchasing. One study did show that in the U.S. voluntary labeling would be more effective (Smyth and
Phillips, 2003). In general, Americans want the labels, would be willing to incur the cost, and want access to
detailed information on GM foods. Most think it is okay for Japan and the EU to mandate GM labeling even if
consumers will not buy U.S. foods since the long term effects are not known and consumers have a right to
choose. “A majority says that it would avoid eating genetically modified food, but this resistance is not deepseated, as a majority also says that it would probably buy such food if it was cheaper, tasted better, or was less
apt to require the use of pesticides” (Program on International Policy Attitudes).
It is not the same in all countries. In a study in Norway, large discounts had to be offered to buyers before they
would purchase GM bread or salmon. While Americans are at least aware of the GM controversy, consumers in
Colombia and Italy are not very aware of GM food products (Smyth and Phillips, 2003).
One must be leery of any surveys presented on either the pro or con side. “Environmental groups and critic of
biotechnology claim that >95% of consumers responding to surveys indicate that they want GM content to be
labeled, but surveys for the biotech industry show that only 2% of unprompted consumers ask for GM labeling”
(Smyth and Phillips, 2003). It really depends on how the questions are worded and the company paying to have
the survey done.
Introduction
Policies
Policies cont.
Detection
Pros and Cons
Works Cited
Davidson Biology Home
Davidson Home
GMOs Course Home
This page was created by Nicole Hesson. If you have questions, comments, or concerns, email the editor.
Process: This page outlines what you will do. For how you will be graded and the time each step
should take please visit the evaluation page.
Step 1: Define GMO and explain how GMOs are created. (Take Notes)
http://www.sciencedaily.com/articles/g/genetically_modified_food.htm
Step 2: Use the PBS interactive to go through the process of creating a genetically modified
organism. Be sure to take notes.
http://www.pbs.org/wgbh/harvest/engineer/transgen.html
Step 3: Learn what items are genetically modified and why. Use the attached worksheet to help you
organize your findings with this site titled; 'Guess what's coming to dinner!' Use this interactive to learn
more about what foods are being genetically modified and why.
http://www.pbs.org/wgbh/harvest/coming/
List version of top 10 GMO foods- Record the top 10 with notes describing the reason why they
are part of the top 10 list of GMO foods: 1) http://dsc.discovery.com/tv-shows/curiosity/topics/10genetically-modified-food-products.htm OR
2) shows/curiosity/topics/10-genetically-modified-food-products.htm
Step 4: Research information based on the respective role that you chose while completing your
webquest:
- GMO supporting scientist from Monsanto
- organic farmer
- member of the World Health Organization
- member of the Union of Concerned Scientists
- medical doctor
- USDA (United States Department of Agriculture)
Step 5: Use the GMO Perspectives section. These websites will help you determine some pros and
cons of GMO argument.
- Create note cards, a googledoc, or a Word document with quotes that support your point of
view as well as that of the role you are playing.
Step 6: Participate in a classroom verbal debate on GMOs supporting the position you have chosen.
See evaluation page for a rubric.
Step 7: Write an editorial for a newspaper with your opinion on whether GMOs should be allowed for
food production in the United States. You will include your personal stance on GMOs and address the
big idea questions. See evaluation page for a rubric.
Step 8: Write a short reflection to the teacher describing your personal experience with this project.
See Evaluation for more details.
Evaluation Tasks:
Day 1- Task 1: Research- the first three steps will be accomplished on day 1 of the project.
- 10 minutes for Step 1- in notebook or googledocs
- 10 minutes for Step 2- in notebook or googledocs
- 30 minutes for Step 3 - worksheet due at end of 1st class
- If you have extra time, you are expected to proceed to Task 2.
Day 2 -Task 2: Weekend Research: You will research at least 5 points of view with supporting works
cited which support your viewpoint (this may include facts, quotes and other studies). You will need
this information to be ready to discuss the use of genetically modified foods to the class on Monday.
Day 3- Task 3: Monday, 2/10/13 Present in class - will present your viewpoints in class your position.
Day 4: Prepare Newspaper Article Due: February 12th.
Assessment: There are 4 parts to this assessment and these rubrics will allow you to monitor your work
while knowing my expectations.
1. Completion of Tasks #1,
1. GMO Class Debate Rubric - you will be graded on only 3 different aspects. Please note that
respect for others is as important as knowing your topic well. Due __________________
2. GMO Newspaper Article Rubric - Notice that the rubric is grading you on how well you gain the
reader's attention, use quotes or evidence to support your opinion, and cite sources. Whatever is not
finished in class is to be completed as homework.
Due ___________________
3. Time for Reflection – Please record your answers on a separate page.
Explain what you learned from this Web Quest? Give at least four examples. Now that you have
heard many opinions on GMOs how have your opinions or ideas changed? What changes to this
WebQuest/ learning process would you recommend for next year? What part of the WebQuest did
you find the most interesting? Challenging?
Due ____________________
Class Debate : GMO Debate Rubric
Pro or Con for GMO’s
Person you are representing in this debate:_________________
4
3
2
1
Score
Understanding
of Topic
You clearly
understood the topic
in-depth and
presented their
information forcefully
and convincingly
according to your
assumed position.
You clearly
understood the topic
in-depth and
presented their
information with
ease according to
your assumed
position.
You seemed to
understand the main
points of the topic
and presented those
with ease according
to your assumed
position.
You did not show an
adequate
understanding of the
topic according to
your assumed
position.
X 2 = _____/ 8
Use of
Facts/Statistics
Every major point
was well supported
with several relevant
facts, statistics
and/or examples.
Every major point
was adequately
supported with
relevant facts,
statistics and/or
examples.
Every major point
Every point was not
was supported with supported.
facts, statistics
and/or examples, but
the relevance of
some was
questionable.
Respect for
Other Team
All statements, body
language, and
responses were
respectful and were
in appropriate
language.
Statements and
responses were
respectful and used
appropriate
language, but once
or twice body
language was not.
Most statements and
responses were
respectful and in
appropriate
language, but there
was one sarcastic
remark.
Statements,
responses and/or
body language were
consistently not
respectful.
X 2 = _____/ 8
Team
Collaboration
All members of your
team worked
collaboratively to
provide an excellent
overview of the
viewpoints
researched.
All members of your
team worked
somewhat
collaboratively to
provide an adequate
overview of the
viewpoints
researched.
Team
communication was
poor and did not
work collaboratively.
X 2 = _____/ 8
CATEGORY
Total Points
X 2 = _____/ 8
= _______/32
Persuasive Essay : GMO Newspaper Article
Person you are representing in this article: ____________
4321CATEGORY Above Standards Meets Standards Approaching Standards Below Standards Score
Attention
Grabber
The introductory
paragraph has a strong
hook or attention
grabber that is
appropriate for the
audience. This could
be a strong statement,
a relevant quotation,
statistic, or question
addressed to the
reader.
Support for Includes 3 or more
pieces of evidence
Position
(facts, statistics,
examples, real-life
experiences) that
support the position
statement. The writer
anticipates the
reader\\'s concerns,
biases or arguments
and has provided at
least 1 counterargument.
The introductory
paragraph has a hook
or attention grabber,
but it is weak,
rambling or
inappropriate for the
audience.
The author has an interesting
introductory paragraph but the
connection to the topic is not
clear.
The introductory
paragraph is not
interesting AND is not
relevant to the topic.
X2=
Includes 3 or more
pieces of evidence
(facts, statistics,
examples, real-life
experiences) that
support the position
statement.
Includes 2 pieces of evidence
(facts, statistics, examples,
real-life experiences) that
support the position statement.
Includes 1 or fewer
pieces of evidence
(facts, statistics,
examples, real-life
experiences).
X2=
_____/ 8
_____/ 8
Quotes to
Support
Position
THREE or MORE
quotes are used as
evidence or examples.
They are specific,
relevant and
explanations are given
that show how each
piece of evidence
supports the author\\'s
position.
At least TWO quotes
are used as evidence
or examples. Quotes
are specific, relevant
and explanations are
given that show how
each piece of
evidence supports the
author\\'s position.
At least ONE quote is used as
evidence or an example. Quote
is relevant and has an
explanation that shows how
that piece of evidence supports
the author\\'s position.
Quote used as
evidence or example is
NOT relevant AND/OR
are not explained.
X2=
Sources
All sources used for
quotes, statistics and
facts are credible and
cited correctly.
All sources used for
quotes, statistics and
facts are credible and
most are cited
correctly.
Most sources used for quotes,
statistics and facts are credible
and cited correctly.
Many sources are
suspect (not credible)
AND/OR are not cited
correctly.
X2=
Total for
Editorial
_____/ 8
_____/ 8
=
____/32
Guess What’s Coming for Dinner Student Worksheet
To be used with the Harvest of Fear on-line Interactive found at
http://www.pbs.org/wgbh/harvest/coming/
Using your mouse, click on one image at a time so that you may gain an
understanding of how GMO’s have impacted our food supply. Fill in the
boxes below for each item on the kitchen table.
Food Item
Golden Rice
Salmon
Flowers
Corn
Pizza
Bananas
Fruit
Coffee
Sushi
Fries
Fly
OVER
Describe the next wave of GMO Technology for each food item
Top Ten GMO Foods:
GMO Food Item
Description
1.
2.
3.
4.
5
6.
7.
8.
9.
10.
Name_____________________________
Final Grade for GMO!! OMG!!! FRANKENFOODS!!!
Grade Descriptor
Task 1 in Computer Lab
Student focus
Task 2 Completion of Research
Student Focus
Debate Total Points
Score
_____/10
Newspaper Article Total Points
_____ / 32
Student Reflection Paragraph
_____ / 10
Positive, mature and responsible
throughout the project.
_____ / 6
TOTAL POINTS
______ / 100
_____/ 10
_____/ 32
Comments