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11th grade lesson to learn about Genetic Engineering in Agriculture.

Tecnología Meditación

Bryan Krueger <br />Food Crops and Biotechnology<br />Grade Level: 11<br />Objective: Learn about Biotechnology- Friend or Foe?<br />Use the Internet to seek out resources to learn about Genetically Engineered Agriculture.<br />,[object Object]

Go to: HYPERLINK "http://en.wikipedia.org/wiki/Genetic_engineering" "Agriculture" http://en.wikipedia.org/wiki/Genetic_engineering#Agriculture

List the two requisites that describe that an organism has been genetically modified.

HistoryGo to: http://americanradioworks.publicradio.org/features/gmos_india/history.html<br />a.What discovery led to the ability to identify and transfer genes into and out of one another? <br />b.What year was this discovery made? <br />c.What were the first two genetic engineered crops to be field tested, where were they first grown and when?<br />,[object Object],http://www.ucsusa.org/food_and_agriculture/science_and_impacts/science/current-uses-of-biotechnology.html<br />a.What traits are commonly selected for genetic engineering? <br />b.List 3 plant and 3 animal examples?<br />Go to: http://www.ers.usda.gov/Data/BiotechCrops/<br />c.List 3 ag products that are commonly GE today.<br />,[object Object],Go to:http://www.gmwatch.org/myth-makers-a and find two USA-based proponents who are individuals and two that are companies, describe what they do and the general idea of why they might be proponents for GE ag.<br />,[object Object],http://www.gmwatch.org/gm-crops-research-documenting-the-limitations-risks-and-alternatives<br />http://www.youtube.com/watch?v=kXKIq_VJgZc<br />Write a few sentences about why people are concerned about the safety and usefulness of GE ag.<br />,[object Object]

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Genetic Engineering in Agriculture Few topics in agriculture are more polarizing than genetic engineering (GE), the process of manipulating an organism s genetic material—usually using genes from other species—in an effort to produce desired traits such as higher yield or drought tolerance. GE has been hailed by some as an indispensable tool for solving the world s food problems, and denounced by others as an example of human overreaching fraught with unknown, potentially catastrophic dangers. UCS experts analyze the applications of genetic engineering in agriculture—particularly in comparison to other options—and offer practical recommendations based on that analysis. Benefits of GE: Promise vs. Performance Supporters of GE in agriculture point to a multitude of potential benefits of engineered crops, including increased yield, tolerance of drought, reduced pesticide use, more efficient use of fertilizers, and ability to produce drugs or other useful chemicals. UCS analysis shows that actual benefits have often fallen far short of expectations. Health and Environmental Risks While the risks of genetic engineering have sometimes been exaggerated or misrepresented, GE crops do have the potential to cause a variety of health problems and environmental impacts. For instance, they may produce new allergens and toxins, spread harmful traits to weeds and non-GE crops, or harm animals that consume them. At least one major environmental impact of genetic engineering has already reached critical proportions: overuse of herbicide-tolerant GE crops has spurred an increase in herbicide use and an epidemic of herbicide-resistant "superweeds," which will lead to even more herbicide use. How likely are other harmful GE impacts to occur? This is a difficult question to answer. Each crop-gene combination poses its own set of risks. While risk assessments are conducted as part of GE product approval, the data are generally supplied by the company seeking approval, and GE companies use their patent rights to exercise tight control over research on their products. In short, there is a lot we don't know about the risks of GE—which is no reason for panic, but a good reason for caution. What Other Choices Do We Have? All technologies have risks and shortcomings, so critics must always address the question: what are the alternatives? In the case of GE, there are two main answers: crop breeding, which produces traits through the organism s reproductive process; and agroecological farm management, which seeks to make the most of a plant s existing traits by optimizing its growing environment. These approaches are generally far less expensive than GE, and often more effective. The biotechnology industry has acknowledged the value of breeding as a complement to GE. But at the same time, the industry has used its formidable marketing and lobbying resources to ensure that its products—and the industrial methods those products are designed to support—continue to dominat ...

Genetic Engineering in AgricultureFew topics in agriculture are .docx

Genetic Engineering in AgricultureFew topics in agriculture are .docx

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GMOs and Feeding the World "The controversy surrounding genetically modified organisms has real importance for society, there are complex scientific and logical issues to sort through, and the topic is rife with misinformation and motivated reasoning……" -Dr. Novella, academic neurologist; Yale University School of Medicine Objectives: 1. Journey around the world and explore the use of GMOs and their application for feeding the world.…. 2. Defend your belief on the following: Are GMOs a good thing for society or are we heading into dangerous territory in their use? Directions: Please respond with a different color of ink and include your original questions. 1. You will be asked to review the background information I have provided and visit the various articles and videos for each question. 2. You will then respond to the questions following the attached websites. 3. Finally, you will be asked to find alternate evidence and defend YOUR views on the issue. 4. Total point value: 70 points What are the ethical concerns regarding GMOs in the food industry? Remember, the first step in ethical problem solving and policy decision making involves ascertaining the facts. Facts by themselves, however, only tell us what is; they do not tell us what ought to be. Resolving an ethical issue also requires an appeal to values. Before tackling the GMO debate, let’s review the five different approaches philosophers have developed to deal with moral issues. (use these in defending your views for GMOs on the final question) 1. Utilitarian Approach: What benefits and what harms will each course of action produce, and which alternative will lead to the best overall consequences? 2. Rights Approach: What moral rights do the affected parties have, and which course of action best respects those rights? 3. Fairness or Justice Approach: Which course of action treats everyone the same, except where there is a morally justifiable reason not to, and does not show favoritism or discrimination? 4. Common Good Approach: Which course of action advances the common good? 5. Virtue Approach: Which course of action develops moral virtues? (1) The GMO Controversy: Article #1: http://theness.com/neurologicablog/index.php/the-gmo-controversy/ "GMO critics despise corporate control and greed, and fear the unnatural, while GMO advocates see this technology as an example of the triumph of human ingenuity and science" “God (Nature in my view) makes all things good; man meddles with them and they become evil…" "― Jean-Jacques Rousseau; philosopher, 1770 15 points; each question is worth 1 point, unless otherwise noted – all T/F .5 point- 1. Beliefs concerning GMOs tend to be dominated by two opposing narratives: What are they? 2. GMO advocates point out that pretty much all food that is consumed by humans has already been extensively modified by human activity. (True or False?) 3. What was corn cultivated from? (.5 point) 4. Cultivation uses a combination of what two bas ...

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Raising Awareness and Discovering the Dirt 12345 Canyon Dr., Northridge, CA 91344 (818) 555-9089 (818) 555-9222 Radd.com RADD What role can the FDA play in regulating GMO products? This brief is intended for the United States Food and Drug Administration (FDA) and is presented on behalf of Raising Awareness and Discovering the Dirt (RADD). RADD is a non-profit organization committed to promoting the wellness of the environment. Since the earlier 1990s, commercialization of Genetic Modified Organisms (GMOs) has spread throughout the U.S. The FDA has promoted a program of self-regulation among the biotech crop and food developers (www.fda.gov). Many of the biotech food and crop developers’ primary interest is the development of high-yielding products. For example, Monsanto, a biotech food and crop developer’s director of corporate communications, Philip Angell was quoted saying; “Monsanto should not have to vouchsafe the safety of biotech food. Our interest is in selling as much of it as possible. Assuring its safety is the FDA’s job,” (Antoniou, Robinson, & Fagan, 2012, p. 23). Finally, research and Monsanto’s own feeding trials revealed health-effects and suggest that more suitable options are needed to maintain the safety of consumers and the environment. Therefore, RADD is committed to working with the FDA in creating programs that will ensure the safety of environment and the use of GMOs. Statement of Issue: In order to promote awareness and ultimately protect the health of consumers, the FDA has the ability to regulate GMOs by establishing new guidelines. There is a growing body of evidence that connects GMOs with health problems, environmental damage, and violation of rights of farmers and consumers. Studies show a correlation between GMOs and health problems such as production of new allergens increased toxicity, decreased nutrition, and antibiotic resistance (Bernstein et al., 2003). Additionally, since the emergence of GMO crops, there has been an increase in the amount of agriculture changes. Such changes include the development of “massive weeds” and “super bugs,” both requiring an increased dosage of toxins to rid of these unwanted, overgrown organisms. In return, consumers are now ingesting these increased dosages of toxins. Background: Ultimately, the only beneficiaries of products containing GMOs are its producers, such as, Monsanto, rather than consumers. Monsanto makes an abundant amount of profit on their GMO products as they have scientifically modified crops, allowing them to have faster results. The “proposed” purpose of GMOs was to increase yield and enhance nutritional value, while also lowering the use of pesticides. (www.nongmoproject.org, 2013). Indeed, the use of GMOs increase yield, but studies show that GMO products hold no nutritional value and rather, by decreasing the use of pesticides, there has been an increase .

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ANRV375-PP60-23 ARI 6 April 2009 15:32 Genetically Engineered Plants and Foods: A Scientist’s Analysis of the Issues (Part II) Peggy G. Lemaux Department of Plant and Microbial Biology, University of California, Berkeley, California 94720; email: [email protected] Annu. Rev. Plant Biol. 2009. 60:511–59 The Annual Review of Plant Biology is online at plant.annualreviews.org This article’s doi: 10.1146/annurev.arplant.043008.092013 Copyright c© 2009 by Annual Reviews. All rights reserved 1543-5008/09/0602-0511$20.00 Key Words benefits, biotechnology, crops, economics, environment, risks Abstract Genetic engineering provides a means to introduce genes into plants via mechanisms that are different in some respects from classical breeding. A number of commercialized, genetically engineered (GE) vari- eties, most notably canola, cotton, maize and soybean, were created using this technology, and at present the traits introduced are herbicide and/or pest tolerance. In 2007 these GE crops were planted in developed and developing countries on more than 280 million acres (113 million hectares) worldwide, representing nearly 10% of rainfed cropland. Although the United States leads the world in acres planted with GE crops, the majority of this planting is on large acreage farms. In developing countries, adopters are mostly small and resource-poor farmers. For farmers and many consumers worldwide, planting and eat- ing GE crops and products made from them are acceptable and even welcomed; for others GE crops raise food and environmental safety questions, as well as economic and social issues. In Part I of this review, some general and food issues related to GE crops and foods were discussed. In Part II, issues related to certain environmental and socio- economic aspects of GE crops and foods are addressed, with responses linked to the scientific literature. 511 A nn u. R ev . P la nt B io l. 2 00 9. 60 :5 11 -5 59 . D ow nl oa de d fr om w w w .a nn ua lr ev ie w s. or g by U ni ve rs it y of H ou st on - M ai n on 0 9/ 09 /1 4. F or p er so na l us e on ly . ANRV375-PP60-23 ARI 6 April 2009 15:32 Contents 1. INTRODUCTION . . . . . . . . . . . . . . . . 513 2. ENVIRONMENTAL ISSUES . . . . . 513 2.1. Will the Widespread Use of Bt Crops Lead to the Development of Insect Resistance to Bt? . . . . . . . 513 2.2. Can Genetically Engineered Crops Cause Adverse Effects on Nontarget Organisms? . . . . . . . 516 2.3. Could the Use of Genetically Engineered Crops Result in a Loss of Plant Biodiversity? . . . . . . 517 2.4. Will the Use of Genetically Engineered Crops Result in the Population Decline of Other Organisms? . . . . . . . . . . . . . . . . . . . . . 518 2.5. Will the Use of Herbicide-Tolerant Genetically Engineered Crops Lead to Superweeds? . . . . . . . . . . . . . . . . . 519 2.6. What Methods Are Used to Help Plants Protect Themselves Against Pests? . . . . . . . . . . . . .

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Webquest

1.

2. Go to: HYPERLINK "http://en.wikipedia.org/wiki/Genetic_engineering" "Agriculture" http://en.wikipedia.org/wiki/Genetic_engineering#Agriculture

3. List the two requisites that describe that an organism has been genetically modified.

4.

5.

6.

7. Go to and explore: http://usbiotechreg.nbii.gov/faqall.html

8. Are genetically engineered agricultural products regulated?; If so, by whom and using what standards? Has any new legislation been implemented for genetically engineered products?

9.

10. Read the letter at: http://www.ofek.com/roomtogrow/writings/gmos.html

11. Examine briefly for the main idea: http://www.holisticmanagement.org/index.php?option=com_content&view=article&id=4&Itemid=8

12. And, return to: http://www.gmwatch.org/gm-crops-research-documenting-the-limitations-risks-and-alternatives and scroll down to alternatives.

13. Choose one of the strategies listed at the gmwatch.org link, (or come up with one of your own); Use two real-world examples of how you could apply your chosen strategy.

14. Genetic Engineering Webquest Answer Key

15. 1.Human manipulation of organisms genome(s). Introduction of foreign or synthetic genes.

16. 2.a. Watson and Crick discover 3-D nature of DNA double-helix.

18. 2.c. Tobacco, Belgium, 1986 and Tomato/ Tobacco, US, 1987.

19. 3.a. Answers will vary along the lines of tolerances to chemicals, insects, diseases, etc.

20. 3.b. Individual answers will vary and can then be shared between students for a broader example.

21. 3.c. Soy, cotton, and corn will be the most common answers, though others will be accepted.

22. 4. Individual answers will vary based upon the large mass of proponents and students’ individual interpretations of proponents’ motives. Discussion may follow.

23. 5. Answers will vary due to students’ individual experiences and background but will be related to health, environmental, political, and other explanation.

24. 6. Answers will vary based upon chosen link and students’ understanding of opponents’ views.

25. 7. The student’s answer should show a grasp of the understanding that funding is often used in many political arenas to gain influence.

26. 8. Yes. USDA (APHIS), EPA, and FDA share regulatory responsibilities. Laws enacted previous to the advent of GE agriculture, such as, Plant Protection Act (PPA), the Federal Food, Drug, and Cosmetic Act (FFDCA), the Federal Insecticide, Fungicide, and Rodenticide Act (FIFRA), and the Toxic Substances Control Act (TSCA). No new legislation has been implemented for genetically engineered products.

27. 9.a. Individual answers will vary and be points of class discussion.

28. 9.b. 17-20 years.10.Individual answers will vary based on the students’ selected alternative strategy and can be used as a foundation for research project topics to deepen the students’ understanding.<br />