By: Ana Vasquez

Biophilia88@aol.com

DeWitt Clinton High School

Bronx, New York

Introduction

Genetic engineering is the term applied to techniques that alter the genes (hereditary material)or combination of genes in an organism. The cells of all living organisms contain genes. Genes carry chemical information that determines the organism's characteristics. By changing an organism's genes, scientists can give the organism and its descendant’s different traits.

For thousands of years, breeders of plants and animals have used breeding methods to produce favorable combinations of genes. These "genetic engineers" have produced most of the economically important varieties of flowers, vegetables, grains, cows, horses, dogs, and cats. Beginning in the 1970's, scientists developed ways to reintroduce individual genes into cells or into plants, animals, or other organisms. Such techniques alter the heredity of the cells or organisms.

Since they were first introduced bioengineered, or genetically modified (GM) crops, have become common in the American supermarket and diet. Genetically modified plants are engineered to produce pest killing chemicals or to resist pest weed-killing chemicals.

Despite its many benefits, genetic engineering has caused concern among some people. Some oppose genetic engineering because they fear that harmful, uncontrollable bacteria might be produced accidentally. Others worry about possible environmental damage by the deliberate introduction of organisms whose heredity has been altered. Some people also question the morality of manipulating the genetic material of living creatures.

Suppose you are the owner of the company “Healthy Living” that usually purchases GM crops but has decided to stop using this type of food. You are always concerned about health issues but also like to get good profit from your company. You received various letters from farmers trying to convince you and the executive board of your company about using their GM crops.

Foods That May Be Genetically Modified or May Contain Genetically Modified Organisms

Corn Products:  flour, starch, oils, sweeteners, syrups, maltodextrin, infant formula, baked goods.

Soy Products: flour, oil, lecithin, tofu dogs, veggie burgers, infant formula, cereals, breads, protein powder, pastas, margarine, soy cheeses, sauces, vitamin E, cosmetics, ice cream, candies, fried food, enriched flours.

Canola: Oil, salad dressings, margarine, chips, fried foods, soy cheeses, soaps and detergents.

Cotton:  Oil, fabric, chips, peanut butter, crackers and cookies.

Potatoes: Burbank Russett™, potato products.

Beers, wines, and fruit juices.

Tomatoes

Animal Products:  From animal feeds, rBGH and BST injections, and processing aids.

Dairy Products:  Milk, cheese, butter, sour cream, yogurt, whey.

Enzymes: Chymosin, Navamyl™, Alpha amylase, aspartic, pullulanse

Soft drinks

Task

The executive board consists of:

**An accountant, one doctor, one research scientist and you the president of the company.

Your group will:

1. Explain the major issues about GM foods.

2. Analyze what are the risks and benefits of GM plants.

3. Discuss if stricter regulations are needed, give reasons for your opinion.

4. Offer a presentation describing your findings.

►Your group will have 10 minutes for the oral presentation.

6. Make a plan of action using your findings to educate the community about GM foods.

You will:

7. Complete your assigned task in your group

8. Submit a final essay using other groups’ presentations.

Process

In order to complete the task your research group will use public policy analysis format.

*Day #1 Define the problem: complete worksheet number one.

*Day #2 Using resources provided below complete worksheet number two for gathering evidence.

*Day #3 At this point your group is ready to identify causes of the problem and complete

worksheet number three.

*Day #4 Since your group will conduct a formal presentation to the community you need to evaluate existing, public policies and worksheet number four will help you accomplish this part of the task.

*Day #5 A very important part of your job is to educate your community and developing public policy solutions to eliminate or diminish the problem and its causes, to help you simplify this explanations your group will complete worksheet number five.

*Day #6 Finally your group needs to develop the best public policy solution to keep the community focus for the best solution and now your group finish worksheet number six

*Day #7 Today your group will organize the final report and practice for the final presentation.

*Day #8 Presentations begin today. While presentations are taking place take notes (you will use these notes for your final essay)

*Day #9 Presentations end today.

Resources

http://www.fao.org/biotech/C5doc.htm

http://www.organicconsumers.org/ge/gefacts.pdf

http://www.organicconsumers.org/gefood/supermarket.pdf

http://www.biotechnology.gov.au/biotechnologyOnline/interactives/gene_splicing_interactive.htm

http://www.princeton.edu/~chm333/2002/spring/GMFoods/historyextent.html

Evaluation

DeWitt Clinton High School

Name: ________________________

Teacher: Ms Vasquez

Date Submitted: ____________

Title of Work: Genetically Modified Food___________________

CRITERIA

	4	3	2	1	Points
Introduction	All questions were answered completely and rationales for the answers were clearly stated.	All questions were answered completely, but rationales for the all the answers were not clearly stated.	Not all questions were answered completely, or greater than 2 rationales for the all answers were not clearly stated.	All questions were not answered completely.	20
Task	All areas of the task were addressed and handled with a high degree of sophistication. The plan followed by the team demonstrated a great deal of thought.	At least one area of the task was not addressed. The plan followed by the team demonstrated a great deal of thought.	At least two areas of the task were not addressed. The plan followed by the team demonstrated a moderate level of thought.	The task is incomplete and/or it is apparent that little effort went into the development of the task.	20
Process: Teamwork	It is evident that a mutual effort and cohesive unit created the final product.	The team worked well together, but could have utilized each other's skills to a better degree.	The team had problems working together. Little collaboration occurred.	The final product is not the result of a collaborative effort. The group showed no evidence of collaboration.	20
Project: Originality Using PPA	Completed six worksheets required for the PPA analysis.	Completed five worksheets required for the PPA analysis.	Completed only four worksheets required for the PPA analysis.	Completed three or less worksheets required for the PPA analysis.	20
Grammar, Format, and Spelling for the final essay.	The final body of work was free of grammar, spelling, and formatting errors.	The final body of work had 1 error related to either grammar, spelling, or formatting errors.	The final body of work had 3-5 grammar, spelling, and formatting errors.	The final body of work had major grammar, spelling, and formatting errors.	20
				Total---->	100

Standards

The Living Environment New York State Education Department Standards

Standard 4

Key Idea 2:

● Organisms inherit genetic information in a variety of ways that result in continuity of structure and function

between parents and offspring.

● Organisms from all kingdoms possess a set of instructions (genes) that determines their characteristics. These

instructions are passed from parents to offspring during reproduction. Students are familiar with simple mechanisms related to the inheritance of some physical traits in offspring. They are now able to begin to understand the molecular basis of heredity and how this set of instructions can be changed through recombination, mutation, and genetic engineering.

● The inherited instructions that are passed from parent to offspring exist in the form of a code. This code is contained in DNA molecules. The DNA molecules must be accurately replicated before being passed on. Once the coded information is passed on, it is used by a cell to make proteins. The proteins that are made become cell parts and carry out most functions of the cell.

● Throughout recorded history, humans have used selective breeding and other biotechnological methods to produce products or organisms with desirable traits. Our current understanding of DNA extends this to the manipulation of genes leading to the development of new combinations of traits and new varieties of organisms.

PERFORMANCE INDICATOR 2.2

Explain how the technology of genetic engineering allows humans to alter genetic makeup of organisms.

Major Understandings

2.2a For thousands of years new varieties of cultivated plants and domestic animals

have resulted from selective breeding for particular traits.

2.2b In recent years new varieties of farm plants and animals have been engineered by

manipulating their genetic instructions to produce new characteristics.

2.2c Different enzymes can be used to cut, copy, and move segments of DNA.

Characteristics produced by the segments of DNA may be expressed when these segments

are inserted into new organisms, such as bacteria.

2.2d Inserting, deleting, or substituting DNA segments can alter genes. An altered gene

may be passed on to every cell that develops from it.

2.2e Knowledge of genetics is making possible new fields of health care; for example,

finding genes which may have mutations that can cause disease will aid in the development

of preventive measures to fight disease. Substances, such as hormones and

enzymes, from genetically engineered organisms may reduce the cost and side effects of

replacing missing body chemicals.

●English Standards

E1c Reads, understands and produces written and oral work.

E3b The student participates in group meetings.

E4b The student analyzes and revises the work to make it suitable for the audience.

S5f Students work individually and in teams to collect and share information and ideas.

S7b The student argues from evidence.

S7e Students communicates in a form suited for the audience.

A2a Student makes an oral presentation of project plan.

Conclusion

Genetically modified food represents a challenge not only for scientists but also for the general population that is called to make decisions for our future generations. At the end of this activity you should be able to defend your position based on the research performed regarding risks and benefits of GM foods.