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modified foods
Class case study: Ethics of genetically modified foods
Introduction
Year 9 students used a range of ethical approaches to consider the acceptability of using
modern genetic modification (GM) techniques to produce new or modified foods. The teaching
sequence formed part of a larger unit of work on the genetic modification of foods.
Science focus
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Ecology (level 5): Investigate the interdependence of living things (including humans) in
an ecosystem (and what changes could potentially arise when organisms are genetically
modified using modern technologies).
Evolution (level 5): Describe the basic processes by which genetic information is passed
from one generation to the next (and that DNA modified in the germ line is also passed
on).
Participating and contributing (level 4): Use their growing science knowledge (of
genetic modification) when considering issues of concern to them. Explore various aspects
of an issue and make decisions about possible actions (whether to support the genetic
modification of foods).
Participating and contributing (level 5): Develop an understanding of socio-scientific
issues (in this case, genetically modified foods) by gathering relevant scientific information
in order to draw evidence-based conclusions and to take action where appropriate.
Learning objectives
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To understand that modern methods of genetic modification differ from traditional breeding
methods.
To identify some of the ethical issues associated with genetically modifying foods using
modern technologies.
To understand that different approaches can be used to make and explain (justify) ethical
decisions.
To use one ethical approach to argue for or against genetic modification using a specific
example.
Using ethical approaches to guide decision-making
Ethicists use a range of ethical approaches to make decisions about what is right or wrong.
Students were introduced to 5 approaches that can be used to guide decision-making:
consequentialism (‘for the greater good’), rights and responsibilities, autonomy (making
informed personal choices), virtue ethics and multiple perspectives.
Get information sheet: Frameworks for ethical analysis
Of the 25 students in the class, 14 (56%) chose to use a consequentialist approach, 5 (20%)
chose autonomy and 4 (16%) chose virtue ethics.
Teaching and learning activities
Brainstorm
 Class identified differences between foods available in the past and those currently
available.
 Ideas mapped onto a mindmap or fishbone diagram.
©2005–2010 The University of Waikato
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Home > Thinking tools > Ethics thinking tool > Ethics of genetically
modified foods
Class discussions
 Whole class discussion to explore possible future foods.
 Arranged modified foods on a continuum from least preferable to most preferable. Get
worksheet: Modified foods values continuum
 Discussion and sequencing activity: How are the foods modified? What is genetic
modification? How does it differ from conventional breeding?
Group presentation
Groups researched a chosen genetically modified food and prepared a PowerPoint
presentation:
 How has the food been modified?
 Who would possibly use the food?
 Advantages and disadvantages of the new food.
 Arguments for and against the production of the food.
Class and group discussions
 What will shape the development of such foods in the future (for example, globalisation,
population changes, environmental sustainability, public attitudes, scientific and
technological advances, international and domestic law)?
 Is it right to genetically modify food? (For and against table.)
Teacher talk
 Introduced the 5 ethical approaches. Get information sheet: Frameworks for ethical
analysis
 Get thinking tool: Ethics thinking tool
 Revisited the genetically modified foods values continuum and considered which ethical
approach(es) influenced decision-making.
©2005–2010 The University of Waikato
www.biotechlearn.org.nz
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Home > Thinking tools > Ethics thinking tool > Ethics of genetically
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Debate and further discussion
 Should foods be genetically modified? (One representative from each group.)
 Class discussion to identify the ethical approach(es) used in the debate.
Report
 Individual position papers to argue for or against genetic modification using a specific
example.
Key messages
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The teacher used a wider range of activities than normal.
The modified foods values continuum worked well as an introductory activity because it
helped students think about why they thought some issues were more important than
others.
Students reported that they felt more educated and informed about the pros and cons of
genetic modification and that they had a better understanding of the different views people
might have about the issue. The debate helped reinforce this.
The students coped with the language and ideas of the ethical approaches.
The students considered alternative views and the improvements in their justification skills.
The students were engaged, motivated and enthusiastic.
Writing frameworks helped the students to collate their research and present group and
individual positions.
Acknowledgements
This classroom programme formed part of a project funded by Toi te Taiao: the Bioethics
Council. We thank the teacher and students for participating in this programme.
©2005–2010 The University of Waikato
www.biotechlearn.org.nz
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Home > Thinking tools > Ethics thinking tool > Ethics of genetically
modified foods
Modified foods values continuum
Arrange the following examples of modified foods on a continuum from least preferable to
most preferable. Consider how the food has been modified, who benefits and the advantages
and disadvantages of producing the food.
Potatoes with a new gene that
protects them from insect
attack. Farmers don’t need to
use chemical sprays
(pesticides).
Cows’ milk that has been
genetically modified to
produce a protein to treat
cystic fibrosis. (People with
cystic fibrosis have thick
mucus that clogs their lungs
and other organs. They rarely
live beyond the age of 30.)
Onions with a gene inserted
that makes them milder and
sweeter. They don’t make
your eyes water when they’re
peeled.
Strawberries with a gene
inserted that makes them
resistant to weedkillers
(herbicides). This means that
farmers can spray for weeds
but not kill the strawberries.
Weed management is greatly
simplified.
‘Golden rice’ with genes
inserted so that it is enriched
with vitamin A and iron for
people in Third World
countries. (Lack of vitamin A
can cause blindness and
anaemia, which can cause
physical and mental
retardation.)
Bread with folic acid added to
it to reduce the risk of spina
bifida developing in babies
during the pregnancy. (Spina
bifida occurs when there is
incomplete development of
the brain and spinal cord and
the baby has physical and
often learning disabilities.)
Goats’ milk that has been
genetically modified to
produce proteins that dissolve
clots in arteries.
‘Super salmon’, raised in fish
farms, that have been
genetically modified for
increased growth rate.
Spreads such as margarine
that have plant sterols added
to reduce cholesterol levels in
blood.
Sheep’s milk that has been
genetically modified to
provide clotting proteins for
haemophiliacs (bleeders).
Eggs that have had omega 3
added, which can reduce the
risk of heart disease and
arthritis.
Peanuts with genes deleted to
reduce the risk of allergic
reactions.
Bananas that have been
genetically modified to
contain a vaccine that can
block the transmission of the
HIV virus that causes AIDS.
Plants modified with a
‘terminator’ gene so that any
seeds they produce are
sterile. This reduces the risk
of crops spreading to new
areas, but also means that
farmers can’t keep a portion
of seeds to plant again the
next year.
©2005–2010 The University of Waikato
www.biotechlearn.org.nz
New varieties of crops that
contain a drought-resistant
gene. This means that they
may be able to grow in large
areas of some countries
where there is no irrigation.
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