Position Paper on the Safety of Genetically Engineered Foods
Introduction
Genetically
engineered crops and foods have generated a lot of controversy. However, There are many aspects to the controversy that
should be considered when deciding which position to agree with. In this
lesson, students will research a topic of food safety in genetic engineering. The information they obtain will be used to
discover their position on the safety of a particular genetically engineered
crop product.
The
students will address the key issues raised by the opposing view a make a case
for why their stance is the more valid of the two views. In the topic of biotechnology safety, there
are varying degrees in the quality and accuracy of information. Students will spend a great deal of their
time analyzing the sources of their information, checking for accuracy and
underlying bias. Students will pay
particular attention to the quality of the information because this will
ultimately decide the strength of their argument.
OBJECTIVES
Upon
completion of this lesson, the students will:
-
research and discuss the basis of the
arguments for and against genetically engineered
crops in the food supply outlined in questions below.
-
- evaluate the facts for both points
of view.
-
- analyze the quality of information
sources
-
- determine the position they agree
with
-
- explain their position and support
the discussion with facts
Ideas for product research
Vitamin A
enriched rice
Bt Corn
Bt Potatoes
Virus
Resistant Papaya
Herbicide
tolerant Corn
Herbicide
tolerant soybeans
Delayed
ripening tomatoes
Modified
Oil Canola
Modified
Oil Soybeans
Lesson
1. Students will select a genetically engineered
crop to research
2. Students will search for information
regarding the safety of their selected crop on the Web in newspapers, and in
journal articles.
3. Students will decide, based on the quality of
information they found, their position on the safety of the genetically
engineered food.
4. Students will write a position paper on their
stance of the safety of their selected food product, supporting their argument
and addressing the concerns of the opposing view. Students will state their position addressing
the key points raised by the opposing view, and conclude with a summary
paragraph.
5.
In the
paper, students should address the following questions:
a. What are the potential benefits of transgenic food for
consumers as they specifically relate to:
o
o
Nutrition
o
o
Quality
o
o
Amount
o
o
Pharmaceuticals
o
o
Change of other trait
(i.e. color, texture)
2) What are the basic concerns about the safety of
transgenic food for human consumption as they specifically relate to:
o
o
Allergic reactions
o
o
Resistance to
Antibiotics
o
o
Uptake of new genes by
the consumer
o
o
Change in level of
toxins
3) What is the process that transgenic food must go through
to be approved for human consumption? In your opinion is this adequate? Why or Why not?
6.
The instructor and students will discuss their opinions and
findings in a classroom discussion.
Emphasis on the quality of the information found by the students and how
this information affected students’ views and beliefs should be a focus of the
discussion.
7. Resources used will
be cited and a bibliography included.
Lesson Adaptation Suggestions
-
-
This could be used in conjunction with a classroom debate on the topic of
biotechnology food safety.
-
-
This lesson can be conducted in small groups of 2-4 students per topic
USEFUL INTERNET RESOURCES
http://www.colostate.edu/programs/lifesciences/TransgenicCrops/
http://croptechnology.unl.edu
ASSESSMENT
Students should be assessed on the strength of their argument using the resources cited. Students can be further evaluated on how well they discussed each of the questions outlined, proper length, and if they included all parts of the paper (intro, conclusion, etc).