To Biotech or Not To Biotech? (That is the Question)
Agricultural Biotechnology: Where do we go from here?
Lisa Tomlin
Normal Community West High School
Summer 2012
Farmers harvesting crops
http://hdl.loc.gov/loc.pnp/cph.3c10296
Agriculture has changed tremendously in the last 100 years. Improvements in machinery
and advances in crop science have enhanced food production dramatically. Modern
methods of biotechnology have allowed more food to be produced in a shorter period of
time, but at what price? Should money continue to be spent on research and development
in order to feed an ever increasing world population, or should money be devoted to the
education of producers and regulation of these technologies?
Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension
Overview
Objectives
Recommended time frame
Grade level
Curriculum fit
Materials
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Students will:
 determine how and why agriculture has changed in
the last 100 years.
 identify the methods biotechnologists are using in
agriculture today.
 identify the facts that support additional monies
being spent on the education and regulation of
agricultural biotechnologies.
 identify the facts that support additional monies
being spent on the research and development of
agricultural biotechnologies.
2 weeks
11th -12th
Advanced Biology, Biotechnology, Science Research,
Environmental Science
 Venn Diagram to be used for compare/contrast of
agriculture “then and now”
 Students notes page “Biotechnology, Then and
Now”
Teaching with Primary Sources
Illinois State University
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Article entitled “Introduction to GM Organisms: A
Beginners Guide” by John Pickerell New Scientist,
September 2006.
http://www.newscientist.com/article/dn9921instant-expert-gm-organisms.html
Access to a computer
Presentation programs such as SMART notebook,
PowerPoint, Glogster, Prezi, etc…
Next Generation Science Standards (draft)
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Science:
HS.LS-IRE: Interdependent Relationships in
Ecosystems
Students who demonstrate an understanding can
a. Evaluate data to explain resource availability
and other environmental factors that affect
carrying capacity of ecosystems.
e. Use evidence to construct explanations and
design solutions for the impact of human
activities on the environment and ways to sustain
biodiversity and maintain the planet’s natural
capital.
Science and Engineering Practices related to
Interdependent Relationships in Ecosystems
Engaging in Argument from Evidence
 Evaluate the claims, evidence and reasoning of
currently accepted explanations or solutions as a
basis for the merits of arguments.
Obtaining, Evaluating, and Communicating
Information
 Critically read scientific literature adapted for
classroom use to identify key ideas and major points
and to evaluate the validity and reliability of the
claims, methods and designs.
Procedures
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Day One:
 Students will be given several pictures (in
chronological order) of various aspects of
agriculture over the last 100 years. They will be
asked to identify the similarities and differences
among the pictures)
 Through a class discussion, students will generate
Teaching with Primary Sources
Illinois State University
possible explanations as to why agriculture has
changed. (For example, machinery was utilized to
allow farmers to produce more food in a shorter
period of time.)
 The teacher will introduce recombinant DNA
technology and explain the role that restriction
enzymes and vectors play in biotechnology. (See
“Biotechnology, Then and Now” notes sheet.)
Day Two:
 The students will review concepts from Day 1.
 The teacher will give specific examples of how
biotechnology has been successful and examples of
how biotechnology is “too much/too fast”.
 The students will be asked to discuss their
concerns/feelings about the material.
 The teacher will ask the students to reflect on
whether they feel research and development is more
important or regulation and education is more
important.
 The students will be given the assignment “Where
Do You Stand?” and asked to choose either
“research & development” or “regulation &
education” as their primary focus.
 The students will research a company, organization,
etc… they reflects their position on the topic and
gather information that will help them convey their
opinion to the fictitious Senate Subcommittee on
Biotechnology.
Handouts
Day Three -- Five
 Research and presentation preparation
Day Six
 Begin presentations
Day Seven
 Presentations
Day Eight
 Finish presentations and complete “Show Me
The Money?”
Evaluation
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Formative assessment of the students’ understanding
of methods of biotechnology will occur.
The teacher or media specialist will informally
assess the students’ on how they are preparing for
their presentations.
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Illinois State University
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Extension
The visual aid being used for the presentation will
be formatively assessed prior to the presentation.
As their classmates are presenting, the students will
be taking notes on points of interest that could be
used in their final paper. These notes will be
informally assessed throughout the project.
Students will prepare an argument either for money
to support education and regulation of agricultural
biotechnology or research and development of
biotechnologies to a “Senate Subcommittee on
Biotechnology”.
Students will synthesize a paper stating how they
believe the fictitious 5 million dollars available from
the Senate Subcommittee should be distributed with
regards to education & regulation and/or research
and development. The paper should include facts
cited from presentations.
“Show Me the Money” and “Where Do You Stand”
rubrics
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Research biotechnology in agriculture and find a
journal article other than one provided that supports
your personal point of view (either for additional
biotechnology utilization and research or against the
use of this technology in agriculture). Summarize
the article and discuss how the information
presented in the article strengthens your position.
Be sure to provide proper citation for the article.
Present information gathered during this project to
your parents or other group of adults. Summarize
the main points of the discussion that follows.
Compare and contrast this discussion with the one
that occurred in your classroom during this activity.
Teaching with Primary Sources
Illinois State University
Primary Resources from the Library of Congress
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Image
Description
Farmers
harvesting
crops
Citation
Library of Congress
Rare Book and
Special Collections
Division
Illus. in Incun. 1486
.C72 (Vollbehr Coll)
[Rare Book RR]
URL
http://hdl.loc.gov/loc
.pnp/cph.3c10296
Agriculture
machinery,
harvesting
Western
History/Genealogy
Department, Denver
Public Library
http://memory.loc.
gov/cgibin/query/r?ammem/
hawp:@field(NUMBER
+@band(codhawp+000
73612))
Sustainability
Plus
Alabama Cooperative
Extension System
Experts: Modern
Farming Methods
Reduce Carbon
Footprint
James Langcuster
6/29/2010
Creating a new
paradigm in
agriculture
Photo by S. Silva
Saravanan
https://sites.aces.edu
/group/comm/sustai
nability/Lists/Posts/
Post.aspx?ID=67
Plenty of
Opportunities
http://www.loc.gov/
pictures/item/20066
80138/
http://www.thehindu
.com/education/artic
le1691275.ece
Teaching with Primary Sources
Illinois State University
Rubric
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“Where Do You Stand”
Rubric used to assess presentation
Topic
3
Facts
At least 4 facts
provided and
provided and cited
cited
Facts cited support
Presentation
topic/ persuasive/
reflects
purpose clear
assigned topic
Visual aid
Visual Aid
clear/used during
used to
presentation/reflects
enhance
content
presentation
Confident in
Ability to
questions/ answers
respond to
reflect position/ call
questions
for questions
2
1
0
Missing 1
component
Missing 2
components
Missing 3+
components
Missing 1
component
Missing 2
components
Missing 3
components/no
evidence
Missing 1
component
Missing 2
components
Missing 3
components
Missing 1
component
Missing 2
components
Missing 3
components
“Show Me The Money”
Rubric used to assess final summary
Topic
Discuss how
5 million
should be
distributed
3
Includes 2 facts from
presentations/
discussion of
distribution
Includes 2 facts from
How should
presentations/discussion
the money be
of how money should
used?
be used.
Includes 2 facts from
Why should presentations/discussion
of why money should
money be
be distributed in that
distributed?
way
Includes 2 facts from
presentations/discussion
Concerns
of concerns
2
1
0
Missing 1
component
Missing 2
components
Missing 3
components/not
included at all
Missing 1
component
Missing 2
components
Missing 3
components/not
included at all
Missing 1
component
Missing 2
components
Missing 3
components/not
included at all
Missing 1
component
Missing 2
components
Missing 3
components/not
included at all
Teaching with Primary Sources
Illinois State University
Handouts
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Analyze the images that depict various agricultural activities from very early to modern
times. Compare and contrast the pictures using the Venn diagram below.
Early Agriculture
Modern Agriculture
Teaching with Primary Sources
Illinois State University
BIOTECHNOLOGY, THEN AND NOW
Student Notes
I. Early Methods of Biotechnology
a. Animals selectively bred for work
b. Grass species selectively bred to produce corn
II. Modern Methods of Biotechnology
a. Desirable Genes Identified
b. Restriction Enzymes
c. Vectors used to insert genes into host
III.
Success Stories
a. Golden Rice
b. Drought Resistant Wheat
IV.
Too Much, Too Fast?
a. Starlink
b. Cross-pollination?
WHERE DO YOU STAND?
“To Biotech or Not To Biotech” Assignment
After hearing about how agriculture has changed in the last 100 years, you were given information on
how modern methods of biotechnology have revolutionized agriculture such as the development of golden rice or
drought resistant wheat. You have also learned that those success stories come at a price. While there are
concerns, biotechnology is probably here to stay. The Federal Government funnels money into two areas of
biotechnology:
1. Research & Development
 Work that occurs in a systematic format that is designed to increase the knowledge of a particular
topic and devise new applications of that information.
2. Regulation & Education
 Implementation of standards of production and policies to advise and protect all users.
a. Where do you stand with regards to these two areas?
b. Which do you believe is more important to our lives?
c. Why do you think so?
d. What company might you represent?
e. What do they do?
f. What data do you have to justify your position?
Your presentation should address the questions listed above AND include a visual aid that will be
used to enhance your presentation.
A list of possible sources on biotechnology
Research and Development
USDA Economic Research Service
http://www.ers.usda.gov/data/biotechcrops/
Regulation and Education
http://www.npr.org/blogs/thesalt/2012/02/27/14750654
2/judge-dismisses-organic-farmers-case-againstmonsanto
Genetically Modified Crops in the United
States. August 2004.
http://www.pewtrusts.org/uploadedFiles/ww
wpewtrustsorg/Fact_Sheets/Food_and_Biote
chnology/PIFB_Genetically_Modified_Crop
s_Factsheet0804.pdf
Genetically Engineered Safety Act H.R. 3554
http://thomas.loc.gov/home/thomas.php
Genetically Modified Foods and Organisms.
Human Genome Project Information. May
17, 2012.
http://www.ornl.gov/sci/techresources/Huma
n_Genome/elsi/gmfood.shtml
Burke, Garance, “Genetically Modified Foods May Get
Label in California”, Bloomberg Businessweek, June
13, 2012.
http://www.businessweek.com/ap/2012-06-12/calif-dotvoters-to-consider-labels-for-gmo-foods
University of Adelaide. "World breakthrough
on salt-tolerant wheat." ScienceDaily, 11
Mar. 2012. Web. 15 Jun. 2012.
http://www.sciencedaily.com/releases/2012/0
3/120311150717.htm
Gilbert, Natasha, GM Crop Escapes into the American
Wild, Nature, August 6, 2010.
http://www.nature.com/news/2010/100806/full/news.20
10.393.html
Whitman, Deborah B. “Genetically
Modified Foods: Harmful or Helpful?” April
2000.
http://www.csa.com/discoveryguides/gmfood
/overview.php
Harmon, Amy and Andrew Pollack, Battle Brewing
Over labeling of Genetically Modified Food, The New
York Times, May 24, 2012.
http://www.nytimes.com/2012/05/25/science/disputeover-labeling-of-genetically-modified-food.html
“SHOW ME THE MONEY”
Final Summary of “To Biotech” Project
After hearing the presentations from your classmates representing a variety of companies that are at the center
of “research & development” of biotechnologies or who represent the importance of “regulation and education” of
current biotechnologies, where do you stand? If you were sitting as a member of the Senate Subcommittee on
Biotechnology and you had 5 million dollars to apply to this area, how would you distribute the money?
Write a one page paper that would describe how the money would be allocated. Be sure to include the
following:
1. How is the 5 million being distributed? Is it all for one area? Will it be divided equally?
2. How should the money be used? Be sure to include information gathered from the presentations of
your classmates.
3. Why do you think it should be distributed in this way?
4. What concerns do you have?