Binghamton High School

Approaches to Learning

Ms. Crossley

The Dangers of Genetically Engineered Foods

Unit 4: Food in a global economy

INTRODUCTION:

The production of food around the world is a complex, multi-billion dollar business. Consumers want affordable food that is pesticide-free, tastes good and has nutritional value, while producers want increased productivity and loyal, happy customers! Combine these wants and the result is genetically engineered food.

What is genetically engineered food? These are foods that have been modified by having foreign genes inserted into their genetic code, and while this practice solves those problems mentioned above, it can also be dangerous, both for humans and for the environment, leading to health risks for human beings and for animals, while changing the genetic blueprint of various species forever.

The U.S. Department of Agriculture has selected your class to serve as public policy analysts and is asking you to address those problems listed above that result from the policy of genetically modifying food. First, you will identify the problems that result from genetically modifying food, gathering evidence from various internet sources; next, explain its causes (see the list below). Finally, you will end with introducing new policies that will lessen or end those problems associated with the use of genetically engineered food.

TASK:

Your job is to investigate the problems associated with genetically engineered food, and to come up with new policies to address these problems. Print out the worksheets listed on this WebQuest, fill them out and turn them in.

Your analysis will be arranged in a PowerPoint consisting of 7 – 10 slides which you will share with the class.

Re. the process involved in a public policy analysis

Define the problem

Gather evidence of the problem

How do you know this is a problem?

What causes this problem?

What policies already exist to address your problem?

Develop three possible solutions

PROCESS:

Arrange yourselves in pairs. Together, explore the websites listed below, evaluating the problems, and make note of any available data.

Print out these worksheets, answer the questions, and turn them in when you present your

http://www2.maxwell.syr.edu/plegal/TIPS/worksheet1.html

http://www2.maxwell.syr.edu/plegal/TIPS/worksheet2.html

http://www2.maxwell.syr.edu/plegal/TIPS/worksheet3.html

http://www2.maxwell.syr.edu/plegal/TIPS/worksheet4.html

http://www2.maxwell.syr.edu/plegal/TIPS/worksheet5.html

http://www2.maxwell.syr.edu/plegal/TIPS/worksheet6.html

RECOMMMENDED LIST OF WEBSITES:

http://www.ibilio.org/london/agriculture/forums/Patricia-Dines/msg00044.htm

http://www.isb.vt.edu/

http://www.huffingtonpost.com/2009/05/18/michael-pollan-discusses_n_203954.html

http://www.psrast.org/intro1.htm

http://www.csa.com/discoveryguides/gmfood/overview.php

http://www.huffingtonpost.com/2009/05/18/michael-pollan-discusses_n_203954.html

http://www.pewtrusts.org/our_work_report_detail.aspx?id=51070&category=442

PowerPoint site for you to review format

http://www.arma.org/LearningCenter/Facilitator/uploads/PowerPointGuidelines.ppt

EVALUATION: See the rubric below to guide you through your creation of your PowerPoint.

Rubric for Oral/Powerpoint Presentations	Excellent (Poppin!)	Good	Adequate	Not so much
Citations (15 points)	(11 -15 points) Reference page includes clear citations and is arranged in alphabetical order. 3 or more sources were included.	(8 - 10 points) Reference page layout is fine, but lacks either the correct number of sources or clear citation.	(4 – 7 points) Page is not laid out well; may not have either the correct number of sources and/or lacks titles for sources used for project.	(1 – 3 points) Page may or may not be included; very little information is supplied
Content/inclusion of all stipulated material (30 points)	(21 - 30 points) Presentation displays clear understanding of the problems, as well as possible solutions; all components requested by Ms. Crossley are included and synthesized.	(12 - 20 points) Presentation reveals an adequate understanding of the problems; some policy analysis has been attempted.	(5 – 11 points) Some content, however presenters do not adequately discuss problems or solutions; overall, reveals little understanding of the process.	(1 - 4 points) No evidence exists that any attempt at understanding has been made.
Presentation (Delivery) (25 points)	(21 – 25 points) Establishes a strong connection with audience; Voice is strong, clear, and enthusiastic; presentation is delivered with confidence; clearly well-prepared. Good eye contact.	(12 - 20 points) Good connection with audience is established; voice carries and conveys some interest in the subject. Some preparation is evident.	(5 – 11 points) Student speaks quietly, rarely looking up from what is being read. Little interest is expressed.	(1 – 4 points) Student never looks away from slides and cannot be understood; no preparation is evident.
Layout (20 points)	(16-20 points) Outstanding! Wonderful selection of slides; Fonts are easy to read; background and italics enhance the readability of the text.	(11-15 points) Clever. Good selection of slides; uses vertical and horizontal space appropriately.	(6-10 points) Slide selection is adequate, but font and/or background make slides difficult to read	(1 – 5 points) Few slides; minimum of visuals. Poor layout over all.
Writing Mechanics (10 points)	(9 – 10 points) This text is written with no errors in grammar or punctuation.	(6 – 8 points) This text is clearly written with few grammatical and/or punctuation errors.	(4-5 points) Many grammatical and/or punctuation errors exist, but not enough to hinder understanding.	(1-3 points/) Many grammatical and punctuation problems exist, making comprehension nearly impossible.

CONCLUSION:

In this WebQuest, you have learned the format of the Public Policy Analyst through exploring the problems associated with genetically engineered food.

STANDARDS:

English Language Arts: Standard 1

Students will read, write, listen and speak for information

English Language Arts: Standard 4

Students will read, write, listen and speak for social interaction

Social Studies: Standard 5

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.