Genetically Modified Food: Future Hope or Frankenfood?
Project Overview
Taking DNA from one organism and placing it into another organism such as bacteria, a plant or an animal produce genetically modified organisms, or GMO. If the resulting plants or animals are destined to be eaten by people, then the term GMO Food is used. Today, many food crops that have been genetically modified are being grown and eaten.
The production and use of these GMO Foods raises several ethical issues for the consumer. For example, an agricultural company producing the GMO food usually patents the DNA and/or the procedure used to obtain the new organism. Does a company have the right to own a living organism? Is a piece of DNA considered property to be bought and sold? Is someone who makes a slight change to that DNA in violation of the patent laws?
The second ethical issue of GMO food is what responsibility does a business have to inform the consumer about whether a food has been genetically modified? Currently much of the grain used in the United States has been genetically modified, but there are no labeling laws requiring GMO food to be identified as such. Furthermore, there is considerable discussion about whether GMO foods are sound for the environment and healthy to eat, making labeling laws very important for some people.
This RWLO provides unique and compelling use of the Internet in a student-directed exploration of these two questions of the effects of GMO foods in our lives. It is divided into two parts:
· Part 1: In this exercise on the business of GMO food, students choose a GMO food and its parent company from a provided list. They look up the most recent patent issued on this food, answering a worksheet about this patent. They then write and post an opinion about whether a business can own the sequence of DNA making that GMO food.
· Part 2: Students search the Internet to learn the range of opinions on the use and labeling of GMO foods. They complete a worksheet by giving at least 4 arguments for and against GMO foods. They then evaluate this issue by writing and posting their opinions on this subject.
Student Learning Objectives
For this RWLO, the students will be able to:
· Evaluate the appropriateness of patenting a DNA sequence
· Locate at least 4 websites that discuss GMO foods
· List at least 2 arguments for having GMO foods and 2 arguments against them.
· Write their opinion on whether GMO foods should be removed from the market
· Publish their opinion at their own website or at the BlackBoard or WebCT of the class.
Procedure Part 1
Patent Search and Opinion
Time: Approximately 1 hour for the Patent Search and filling out the worksheet and 1 hour for writing and posting an opinion.
Materials: Attached worksheet
Prerequisites: Computer with internet access for each student and a class web site (or personal website)
Implementation: Students will do the patent search and opinion outside of the classroom, using either their own computer or one of the school’s computers.
Steps:
1. Print the directions for doing the patent search and the patent worksheet for each student.
2. When Part 1 is due collect the worksheets and correct using the key provided in the resources section.
3. Encourage discussion of the opinion postings either electronically or in class.
Grading Rubric for Patent Opinion:
This worksheet is worth 50 points.
--20 points for the parts A through C
--20 points for the posted opinion
--10 points for replying to at least one other posting.
[You may award at least 5 points for more than one response]
Procedure Part 2
Benefits and Problems of GMO Foods
Time: Approximately 1 hour for the internet search and filling out the worksheet and 1 hour for writing and posting an opinion.
Materials: Attached directions and worksheet.
Prerequisites: Computer with internet access for each student and a class web site (or personal website)
Implementation: Students will do the patent search and opinion outside of the classroom, using either their own computer or one of the school’s computers.
Steps:
1. Print the directions for the Internet search and the worksheet for each student.
2. When Part 3 is due, collect the worksheets and correct using the key provided in the resources section.
3. Encourage discussion of the opinion postings either electronically or in class.
Grading Rubric for Search
This worksheet is worth 60 points
--30 points for parts A through C
--20 points for the posted opinion
--10 points for replying to at least one other posting.
[You may award at least 5 points for more than one response]
Content Material
Part 1 Patent Search and Opinion
Student Directions:
1. Choose one (1) of the following genetically modified foods.
2. Go to the U.S. Patent site at http://www.uspto.gov
3. Go to Search option and write in the commercial name of your chosen food and the type of food OR the company. This will bring up all the patents that company has on that particular GM food. The patents will be in order by date, with the most recent patent first.
4. Using the information at the site, complete the worksheet.
GM Food / Commercial Name / Company / Type1.
Canola Oil / Liberty Link Canola / Bayer CropScience / Tolerant to Liberty herbicide
2.
Canola Oil / Natreon Naturally Stable Canola Oil / Dow AgroSciences / Canola oil with no trans fats
3.
Corn / Attribute Bt Sweet / Syngenta Seeds / Resistant to corn borer
4.
Corn / Improved Drought Response / DuPont / Drought resistant, high yield corn
5.
Corn / Roundup Ready / Monsanto / Resistant to Roundup (glyphosphate) herbicide
6.
Peanuts / Flavr Runner / Mycogen / Peanuts high in oleic fatty acid
7.
Papaya / Rainbow / Cornell Research Foundation / Resistant to resist papaya ringspot virus
8
Lettuce / Roundup Ready / Monsanto / Resistant to Roundup herbicide
9.
Soybeans / Improved Protein Functionality / DuPont / Added food soy ingredient
Name: ______
WORKSHEET ON PATENTS OF GENETICALLY MODIFIED FOOD
1. Complete the following:
Type of food: ______
Name of GM food: ______
Company holding the patent: ______
Country of this company: ______
2. Patent Information
Date of most recent patent: ______
Date filed: ______
Patent number: ______
Name of patent: ______
______
Name of Inventor: ______
3. Information on Patented Product
a) Give a brief description of the patented DNA (length, where obtained, etc) or a brief description of what the GM product is designed to do.
b) What technique (PCR, tissue culture, etc) was involved in creating this organism, if indicated?
Part 1 Worksheet, page 2
4. Opinion
This patent gives the company ownership of the GM organism so that no one else may use this sequence of DNA. Write no fewer than 150 words on the ethics of a company owning an organism. You may use the following questions to help you with your opinion. Do you think that a company can own an organism? Can it sell that organism to the highest bidder? If someone changes that organism slightly, can that person patent the changed organism?
5. Post Your Opinion
Post your opinion about patenting organisms on either the Blackboard or Web CT site for your class or on your own site.
Site posted: ______
6. Response to Other’s Opinions
Reply to at least one other posting from another class member. You may agree or disagree with the others’ opinions.
Referenced URLs:
· http://www.uspto.gov
Content Material
Part 2: Benefits and Problems with GMO Foods
Student Directions:
Introduction:
Since GMO foods with improved productivity are easily produced and patented, more and more GMO foods are grown and eaten in the United States. Right now, more than sixty percent of our corn and eighty percent of our soybeans are GMO.
Some people see these GMO foods as a future hope for a world that is becoming overpopulated and in need of a greater and greater food source. The other side points out that we do not know the long-term consequences of our tinkering with genes. These arguments, along with the huge profits for food-producing companies of all stripes, have been flung back and forth for years. Are GMO foods future hope or Frankenfoods?
Directions:
1. Google “GM foods” or “genetic modification” or “GMO” or another such key words of your choice.
2. Select at least 3 sites that are in favor of GMO foods and 3 sites that are against GMO foods.
3. Fill out the attached worksheet on the pros and cons of GMO foods, along with your opinions. Lastly, post your opinions for others to read.
Name: ______
WORKSHEET ON THE GMO FOOD DEBATE
A. Finding Sites in the Debate on GMO Foods
Google “GMO foods”, “genetic modification” or another such key words of your choice. You may also try the company sites of the companies given in part 1 for a pro-GMO approach. The anti-GMO approach is often taken up by organic farmers and organic food stores. The government sites are nonpartisan and will give opinions on both sides of the debate.
a) Write down the sites you found in favor of GMO foods.
______
______
______
b) Write down the sites you found against GMO foods.
______
______
______
[Use the other side of the paper for additional sites you used in this exercise]
B. Articulating the Debate
a) Give at least 3 reasons why GMO foods are “the future hope for the world”. Use the back of the paper for any other reasons.
1.
2.
3.
Part 2 Worksheet, page 2
b) Give at least 3 reasons why GMO foods are “Frankenfoods” and a threat to humans.
1.
2.
3.
C. Formulating Your Own Arguments in the Debate
Now that you have heard from others on the GMO food debate, you are ready to give your own opinion. Write at least 150 words on what is your opinion on GMO foods, using another piece of paper, if necessary. You may use the following questions to help you. What are the pieces of evidence to support your position? Which arguments make the most sense to you? Which arguments are suspicious to you? If you were in charge of buying food for your school campus, would you prefer one type of food to another?
D. Posting Your Opinion
Post your opinion to your website or to the class website so others can read your opinion.
Posted site: ______
E. Reviewing Others’ Opinions
Review at least one other opinion of a classmate. Do you agree or disagree? How well has the other person framed the arguments
Part 1 ASSESSMENT
Grading Rubric for Patent Worksheet
This worksheet is worth 50 points.
--20 points for the parts A through C
--20 points for the posted opinion
--10 points for replying to at least one other posting.
[You may award at least 5 points for more than one response]
Part 2 ASSESSMENT
Grading Rubric for GMO Debate Worksheet
This worksheet is worth 60 points
--30 points for parts A through C
--20 points for the posted opinion
--10 points for replying to at least one other posting.
[You may award at least 5 points for more than one response]
Links to Course Competencies
This RWLO could be applied in the following courses: BIOL 1406 (majors Introductory Biology), BITC 1311 Introduction to Biotechnology and BIOL 1323 Human Nutrition. BIOL 1408 Introductory Biology for nonmajors may use this RWLO as one of the special topics that make up this course. Specifically, this RWLO meets the following course competencies:
BIOL 1406 Cell and Molecular Biology (majors)
Genetic Manipulation
· Describe plasmid vectors.
· Discuss recombinant DNA techniques
· Discuss applications of biotechnology
Critical Thinking
· Apply knowledge to new situation or problem.
· Evaluate two or more positions on an issue.
· Synthesize opinions.
BITC 1311 Introduction to Biotechnology
Genetic Manipulation
· Describe plasmid vectors.
· Discuss recombinant DNA techniques
· Discuss applications of biotechnology
Critical Thinking
· Apply knowledge to new situation or problem.
· Evaluate two or more positions on an issue.
· Synthesize opinions.
BIOL 1323 Human Nutrition
Genetic Manipulation
· Describe plasmid vectors.
· Discuss recombinant DNA techniques
· Discuss applications of biotechnology
Critical Thinking
· Apply knowledge to new situation or problem.
· Evaluate two or more positions on an issue.
· Synthesize opinions.
Supplementary Resources
Web Resources
The following are some annotated web sites on the GMO debate.
http://www.ornl.gov/sci/techresources/Human_Genome/elsi/gmfood.shtml
A government site on GMO foods
http://agnic.umd.edu/ An agricultural biotechnology site from the University of Maryland. Other universities, such as Iowa, have similar sites.
http://www.bio.org/news/features/20040113.asp This is the official site of the biotechnology business group, the Biotechnology Industry Organization (BIO)
http://www.fao.org/news/2001/010405-e.htm This United Nations site gives ethical arguments pro and con.
http://www.newscientist.com/channel/opinion/gm-food/ This New Scientist article gives many articles dealing with the ethics and background.
http://www.greenpeace.org/international/campaigns/genetic-engineering Greenpeace’s take on GMO foods
http://www.organicconsumers.org/gelink.html Another perspective from the Organic Consumers Association
http://www.monsanto.com/monsanto/layout/sci_tech/default.asp Monsanto’s site has information from the industry perspective.
Recommendations
Recommendations for Integration:
This RWLO is designed for a high school Biology course or a college-level introductory Biology course. It would be best included near the end of the unit on DNA and DNA technology, so that students can understand the content material and therefore articulate their opinions.
The on-line searches and the writing of opinions for the two parts of the RWLO are best done as homework assignments.
The student opinions should be posted to the class website such as Blackboard or WebCT to be reviewed by the other students as a starting point for discussion. Doing so will eliminate the monitoring and maintenance requirements of an open site, yet still allow the students to publish on the internet.