OBJECTIVE

Students will understand the difference between GMO crops and non-GMO crops. Students will recognize the impacts of genetic engineering in agriculture. Students will be able to engage in a debate around the pros and cons of GMO. Students will understand the concept of seed sovereignty. Students will know how to read labels to understand whether they contain GMO ingredients.

ESSENTIAL QUESTIONS

• Where does food come from?
• What is the connection between politics and agriculture?
• How does consuming GMO crops affect the world?
• How does growing GMO crops affect the world?
• What does it mean to “Vote with your Fork?”

MATERIALS

• Computers or tablets with internet access
• Projector and screen
• Whiteboard and markers
• Graphic on seed consolidation (provided)
• Seed packets for labeling activity
• Gardening tools (for planting garlic)
• Garlic Cloves for Planting
• Seed Packets (for seed saving and labeling activity)

RESOURCES

• GMO Quiz: PBS Food Inc. Quiz
• Hybrid vs. GMO Article: Mother Earth News
• Seed Consolidation Graph: MSU Seed Industry Graph
• Top 10 GMO Crops: Cornucopia Institute
• HowStuffWorks: 5 Common GMOs
• Discovery Channel: 10 GMOs

PROCEDURE

1. Introduction to Genetic Modification (10 minutes)

Objective: Students will define genetic modification (GMO) and differentiate it from hybridization.

• Discussion (5 minutes):
  Start by asking students:
  “What is genetic modification?”
  • Have students share their ideas with a partner, then discuss the class’s thoughts.
  • Provide the official definition of genetic modification (GMO) on the board:
    • Genetic Modification (GMO): The process of altering the genetic material of an organism to achieve desired traits, often by inserting genes from another species.
    • Hybridization: A process where two different but related species or varieties are bred to produce offspring with specific desired traits, often through cross-pollination or cross-breeding.
• Activity (5 minutes):
  Create Your Own Organism:
  • In small groups, students will use their knowledge of classification and genetics to create a hybrid and a GMO organism.
  • Each group should present both organisms to the class, explaining how they were created and the traits they exhibit.
  • For example, students could design a hybrid of a fruit tree and a GMO version of a crop with a genetically modified trait, such as pest resistance.

2. Why is Genetic Modification a Hot Topic? (20 minutes)

Objective: Students will explore the controversies and debates surrounding GMOs in agriculture.

• Presentation (5 minutes):
  Show and explain the Top 10 GMO Foods using the resources provided.
  Discuss the most common genetically modified crops (e.g., corn, soy, cotton) and their role in global food systems.
• FDA Labeling (5 minutes):
  Discuss the importance of FDA labeling for GMO products. Ask:
  “Why should consumers have access to information about GMOs in their food?”
  • Talk about transparency, consumer rights, and health concerns.
• Debate Preparation (10 minutes):
  • Split the class into two groups: one to argue pros and the other to argue cons of GMO crops.
  • Provide each group with a list of pros and cons (using the resources), and allow them time to research and prepare their arguments.
  • Encourage students to consider the following issues:
    • Nutrient Density
    • Environmental Degradation
    • Human Health
    • Biodiversity
    • Hunger
    • Disease Resistance
    • Unintended Consequences

3. The Implications of GMOs (10 minutes)

Objective: Students will understand the broader social, economic, and environmental impacts of GMOs.

• Class Discussion (10 minutes):
  • Display and discuss the Seed Consolidation Graphic.
  • Explain how large corporations dominate the seed industry, reducing the number of seed varieties available to farmers and limiting seed sovereignty.
  • Discuss how this impacts small farmers, biodiversity, and food security.
  • Introduce the concept of “Vote with Your Fork”: the idea that consumers can influence agricultural practices through the food choices they make (e.g., choosing organic or non-GMO food).

4. In the Garden: Seed-Saving and Planting Garlic (20 minutes)

Objective: Students will practice seed-saving techniques and understand the importance of preserving genetic diversity.

• Activity (20 minutes):
  • Plant Garlic with Last Year’s Seeds: Have students plant garlic using seeds saved from previous years, teaching them the basics of seed-saving and why it is an important practice for maintaining biodiversity and food sovereignty.
  • Seed-Saving and Labeling:
    • Provide students with seed packets to label.
    • Instruct students to use classification terminology to properly label the seeds they save (e.g., species, variety, year saved).
    • Discuss the importance of labeling and organizing seeds for future planting.

Assessment:

• Formative Assessment:
  • Monitor student participation in the group debate, ensuring that they can present well-supported arguments for both sides of the issue.
  • Evaluate students’ ability to apply classification terminology when labeling seed packets.
  • Observe students’ engagement in the garden activity and ability to follow seed-saving techniques.
• Summative Assessment:
  • After the lesson, assign a short written reflection or quiz on the pros and cons of GMOs, the importance of seed-saving, and how GMOs affect both agriculture and society.

Extension Activities:

• Research Project: Assign students to research a specific GMO crop and present a report on its development, benefits, and controversies.
• Field Trip or Virtual Tour: Arrange a visit to a local farm or a virtual tour of a GMO research facility to explore how GMOs are developed and grown.