Bio-engineered (GM) Food Brochure

CAPT Embedded Task

Background:

The advancements in the field of biotechnology have allowed scientists to insert genes into food sources so the altered DNA produces new proteins that lead to new characteristics in the plants. By inserting a gene into a particular plant, the resulting protein may make the plant resistant to insects or resistant to a particular herbicide. The farmers’ ability to yield larger crops greatly improves when these alterations are made. Other genetic modifications improve the nutritional quality of food.

Many products you buy at the grocery store including corn, beets, canola and soy are probably genetically modified (genetically modified organisms are called GMOs for short); however you have no way of knowing unless the manufacturer chooses to label the product. Opponents to genetically modified food fear that future studies may uncover health risks linked to ingesting this altered form of DNA. Others suggest that the use of genetically altered plants may result in the overuse of chemicals to control weeds, and ultimately cause adverse environmental conditions. Currently there are no laws that mandate the labeling of genetically modified food products.

Objective:

To assess the risk versus benefit of genetically altered food sources using research to create a persuasive document (brochure, flyer, poster, booklet, etc.) that takes a position based on scientific evidence regarding whether genetically modified foods should or shouldn’t be mandatorily labeled.

You will need to use at least 4 sources to support your stance and remember to consider the credibility of your sources when defending your position.

In addition to stating whether or not you believe GM foods should or shouldn’t be labeled, you must also answer the following questions in your document.

1.  Should it be mandatory or not to label GM foods?

2.  What is meant when it is said that a food has been genetically modified? (What is the definition of a genetically modified (GM) organism/food?

3.  How are GM foods/organisms made? (What are the basic scientific facts and procedures used to create GMOs?)

4.  What are some of the most common GM foods?

5.  What are some foods that may be genetically modified in the future?

6.  What are some of the possible benefits of GM foods? (Think in terms of health, environmental, and economic benefits.)

7.  What are some of the possible drawbacks of GM foods? (Think in terms of health, environmental, and economic drawbacks.)

8.  Should people be concerned about using genetically modified foods? Why or why not?

Be sure to back up your statements with FACTS (numbers, research findings).

·  You must include a works cited and use parenthetical citations in your document.

o  The DHS Citations Style Sheet is Available on the Library Website

REMEMBER…The goal is to present your findings and cause others to join your point of view.

Here are some websites that will help start your research on the risks and benefits of genetically modified food. Feel free to use books and other internet resources found in the DHS Library

www.iconn.org– Connecticut’s statewide library catalog (you will need your library card number)

The process of making GMOs

www.agbiosafety.unl.edu/education/whowants.htm- Create a GMO

http://animalsciences.missouri.edu/biotech/high/- Go to the Hands-on section--the gate--then to Plants

http://science.howstuffworks.com/question148.htm

http://cls.casa.colostate.edu/TransgenicCrops/faq.html- FAQ website

http://www.who.int/foodsafety/publications- info from the World Health Organization, click on Biotechnology for FAQs

Cons of GM foods

www.organicgardening.com– Look under Genetic Engineering for articles.

http://www.saynotogmos.org/index.htm

Pros of GM foods

http://www.europabio.org/what-are-agricultural-biotechnology-and-genetic-modification

Links that present both pros and cons

http://science.howstuffworks.com/question148.htm-

http://scope.educ.washington.edu/gmfood/

Misc.

http://www.who.int/topics/food_genetically_modified/en/

http://www.who.int/foodsafety/areas_work/food-technology/faq-genetically-modified-food/en/

http://learn.genetics.utah.edu/content/science/gmfoods/
http://www.learner.org/courses/biology/units/gmo/index.html
http://www.learner.org/vod/vod_window.html?pid=2047(video)

http://www.scientificamerican.com/article/gmo-what-is-genetically-modified-food-video/ (video)

http://www.sirc.org/gate/gm_food.html

http://www.nongmoproject.org/

https://www.nlm.nih.gov/medlineplus/ency/article/002432.htm

http://www.greenfacts.org/en/gmo/

http://time.com/3840073/gmo-food-charts/

http://www.pri.org/stories/2015-10-08/genetically-modified-food-worries-outstrip-science

http://www.gmo-compass.org/eng/grocery_shopping/crops/

http://www.nature.com/scitable/topicpage/genetically-modified-organisms-gmos-transgenic-crops-and-732

https://edis.ifas.ufl.edu/fs084

http://www.fda.gov/Food/FoodScienceResearch/GEPlants/default.htm

http://www.sciencedaily.com/terms/genetically_modified_food.htm

http://www.chgeharvard.org/topic/genetically-modified-foods

http://fas.org/biosecurity/education/dualuse-agriculture/2.-agricultural-biotechnology/genetically-engineered-crops.html

http://www.npr.org/tags/141417893/genetically-modified-food

http://environment.nationalgeographic.com/environment/global-warming/food-how-altered/


Name ______#______Date ______

Mrs. Geithner-Marron Period ______

GM Foods Brochure Rubric

Exemplary = 4 / Acceptable = 3 / Limited = 2 / Deficient = 1 / Not done = 0 / Student / Teacher
Research & information / All essential information is found to support the project.
All 8 focus questions are answered.
Multiple points of view are evaluated. / Most essential information is found to support the project.
6 focus questions are answered.
Only one other point of view was examined. / Some essential information is found to support the project.
4 focus questions are answered.
Alternate points of view are irrelevant. / Little essential information is found to support the project.
2 focus questions are answered.
Alternate points of view are irrelevant.
Content / Information supports the purpose and is accurate and current. Content is persuasive and convincing – backed up with numerous facts and reasons. Logical progression of ideas with clear point of view. / A little of the information is not relevant or is out of date.
Includes some persuasive information with some facts or reasons. The point of view is mostly clear. / Most of the information is not relevant or is out of date.
Includes little persuasive information with few facts or reasons. The point of view is a mostly unclear. / Information is incomplete, out of date and/or incorrect.
Contains little persuasive information and only one or two facts or reasons. Lacks a clear point of view
Mechanics / Visual and written communication is very informative, engaging, and always uses proper conventions (spelling, grammar, punctuation). / Written communication is mostly informative, engaging, and mostly uses proper conventions (spelling, grammar, punctuation). / Written communication is somewhat informative, not very engaging, and occasionally uses proper conventions (spelling, grammar, punctuation). / Visual and/or written communication was not informative, engaging, and/or lacked proper conventions (spelling, grammar, punctuation).
Document / Highly effective use of text, graphics. Information is thought provoking. Maximum use of allowed space. / Text and graphics are used. Required information is covered. A clear position is taken but may not be persuasive. Size limits were followed. / Text is often hard to read, information is lacking, and/or mostly uninformative and unpersuasive. Size limits were ignored. / All text is hard to read, most information is missing, and/or completely uninformative, irrelevant, or unpersuasive. Size limits were ignored.
Citations / At least 4 sources are used. All sources are correctly cited using the DHS style sheet. / 3 sources are used. All sources are correctly cited using the DHS style sheet. / 2 sources are used and/or not all sources are correctly cited using the DHS style sheet. / ONLY1 source is used and/or not all sources are correctly cited using the DHS style sheet.
Total / / 20 / / 20
Grade