Bryan Krueger                                                                                                        <br /...
Go to: HYPERLINK "" l "Agriculture"
List the two requisites that describe that an organism has been genetically modified.
History</li></ul>Go to:<br />a.What discovery l...
Upcoming SlideShare
Loading in …5

Genetic Engineering in Agriculture


Published on

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

Published in: Education, Technology, Spiritual
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Genetic Engineering in Agriculture

  1. 1. 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 /><ul><li>What is Genetic Engineering?
  2. 2. Go to: HYPERLINK "" l "Agriculture"
  3. 3. List the two requisites that describe that an organism has been genetically modified.
  4. 4. History</li></ul>Go to:<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 /><ul><li>Common Implementations, Globally and Nationally</li></ul><br />a.What traits are commonly selected for genetic engineering? <br />b.List 3 plant and 3 animal examples?<br />Go to:<br />c.List 3 ag products that are commonly GE today.<br /><ul><li>Proponents</li></ul>Go to: 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 /><ul><li>Controversy</li></ul><br /><br />Write a few sentences about why people are concerned about the safety and usefulness of GE ag.<br /><ul><li>Opponents
  5. 5. Select one of the links below and write a few sentences on the organization’s grounds for opposing GMOs.</li></ul><br /> (Use the news bar on the right side for ideas if you’re stuck.)<br /><br /><ul><li>Politics
  6. 6. Go to: HYPERLINK ""</li></ul>Briefly examine the “Political Expenditures of Largest…” chart on the fifth page and the rest of document if you need. Write a few sentences that explain the basic connections between corporate PAC (Political Action Committee) spending and agricultural policy-making.<br /><ul><li>Regulation
  7. 7. Go to and explore:
  8. 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. 9. Intellectual Property</li></ul>Go to:<br />a. What are some of the issues surrounding the idea of patents on living organisms? <br />b. How long is a genetic engineered product patent effective?<br /><ul><li>Alternatives
  10. 10. Read the letter at:
  11. 11. Examine briefly for the main idea:
  12. 12. And, return to: and scroll down to alternatives.
  13. 13. Choose one of the strategies listed at the link, (or come up with one of your own); Use two real-world examples of how you could apply your chosen strategy.
  14. 14. Genetic Engineering Webquest Answer Key
  15. 15. 1.Human manipulation of organisms genome(s). Introduction of foreign or synthetic genes.
  16. 16. 2.a. Watson and Crick discover 3-D nature of DNA double-helix.
  17. 17. 2.b. 1953.
  18. 18. 2.c. Tobacco, Belgium, 1986 and Tomato/ Tobacco, US, 1987.
  19. 19. 3.a. Answers will vary along the lines of tolerances to chemicals, insects, diseases, etc.
  20. 20. 3.b. Individual answers will vary and can then be shared between students for a broader example.
  21. 21. 3.c. Soy, cotton, and corn will be the most common answers, though others will be accepted.
  22. 22. 4. Individual answers will vary based upon the large mass of proponents and students’ individual interpretations of proponents’ motives. Discussion may follow.
  23. 23. 5. Answers will vary due to students’ individual experiences and background but will be related to health, environmental, political, and other explanation.
  24. 24. 6. Answers will vary based upon chosen link and students’ understanding of opponents’ views.
  25. 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. 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. 27. 9.a. Individual answers will vary and be points of class discussion.
  28. 28. 9.b. 17-20 years.
  29. 29. 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.