Getting into Genes

Social Studies Online

TEACHER Jacquetta McGonagle

TEACHING AND LEARNING ACTIVITIES

Select and adapt these learning activities to best meet the needs of your students, and to fit the time available:

1. Starter Activity - Defining Terms
   
   1. Genetic Engineering or Genetic Modification? Are you muddled about these terms? Most organizations use the terms genetic engineering and genetic modification without making a clear distinction between them. For the course of this unit we will take these terms as being interchangeable. Check them out for your self on
      • Definition of Genetic Modification (pdf - requires Adobe Acrobat Reader)
      • What is Genetic Engineering?
   2. Create a concept map to identify some of the key concepts and ideas underlying genetic engineering.
   3. Set up a Definition map.
   4. Match Up Definitions
   5. What are the two sides to the issue?
   6. What do cartoons tell us about the issue?
      1. Biotech illustration for Environment Hawaii
      2. GE Cartoon
      3. GE Cartoon
      4. Of Cabbages and Kings Sample Cartoons

2. Activity - The Royal Commission of Inquiry into Genetic Modification
   Use 5 Ws and 1 H and record information about the Royal Commission of Inquiry.

   For example:

   • What was the Royal Commission?
   • Why was it set up?
     etc.

3. Getting your head around the GE debate
   1. Draw up a PMI table. The PMI stands for Plus Minus Interesting

   2. Skim read the following web sites and note down points about the GE debate that are a plus, a minus or interesting.
      • The Shifting Sands Of the GE Debate
      • GE Debate: Line Drawn In The Sand

4. Fact or Myth?
   Put these statements into the correct columns MYTHS and FACTS.

   Use it to survey your friends and family. Compare your results and file them for reference later.

5. Examining viewpoints for and against genetic engineering
   1. Check out these sites:
      

      Pro GE sites

      • Monsanto Bioteechnology
        (NB: biotechnology is synonymous with genetic engineering/modification)
      • Food Biotechnology: Talking Points
      • Greenpeace Founder Supports Biotechnology

      Anti GE sites

      • Monsanto -- a major player in GE Technology
      • GE Free NZ - News
      • P.S.R.G.= Physicians and scientists for responsible genetics
      • PSRAST - Physicians and Scientists for Responsible Application of Science and Technology
      • Greenpeace
      • Friends of the Earth

   2. Set up a continuum with "For GE" at one and "against GE" at the other. Choose 2 individuals or groups that are against GE and choose 2 groups that are for GE and plot where they are located on the continuum. NOTE: Try and reflect just how strongly the person/group feels by their position on the line.

   3. Give a reason for why each of the four groups feels this way.

   4. Place yourself on the line. Write a sentence to explain why you chose that location.

6. Consequences
   1. To examine the consequences of GE in society, complete the template. Use all the websites you have examined so far.

   2. Use a highlighter or a colour pencil and highlight the consequences that are positive for society.

   3. Highlight in another colour consequences that are negative for people.

7. People's Participation in Society 1.2 - formative assessment
   How and why do people make decisions about GE food? People feel very strongly on this issue and are prepared to take a stand, which includes social action. Have a look at one action taken by an anti GE group.

   Choose an anti GE person/group, eg. either Jeanette Fitzsimons or Sue Kedgely and a pro GE person or group such as Norman Borlaug or C.S. Prakash or Monsanto and work through the following activities:

   1. Complete the structured overview diagram.

   2. As a representative of your group/individual, write an informative article for a newspaper explaining what you feel about GE. Make your article easy to understand and relate to for everyday people. Include any diagrams or sketches if you wish.

   Assessment Schedule
   You can see an example of a 1.2 assessment format

8. Close to Home - Supermarket Survey of GE Foods
   Find out the following:
   • What is ERMA?
   • What is Food Standards Australia New Zealand?
   • What is HNSO?

   Group work: Divide into groups of 3-5
   Survey: Gather information as to the current GE foods on the shelves and labeling. Students could record whether or not the food has been genetically modified from the label. For a list of.. To see how we know we are buying GE products, check out: GE Foods on the market

   List as many GE foods as you can find and categorise them into like products (eg. Soy products). Indicate any that are labeled as a GE product with a star.

   Combine your info as a class and draw some conclusions about GE foods in our supermarkets (ie. how much and the type).

9. Not in My Back Yard - 1.4 Values Exploration Summative Assessment
   Summative Assessment
   Assessment Schedule
   See also a sample 1.4 assessment "The Mighty Mall"

10. Wrap up
    Create your own political cartoon (See this English Online unit for more on political cartoons) representing a point of view on genetic engineering from what you have learnt.

11. Have your say by contributing to the forum

RESOURCES

Print

• Anderson, B. Ph D Exploding the Myth of Genetic Engineering 2nd Edition Publisher enquiries roberta@clear.net.nz

• PSRG
• Royal Commission
• Monsanto
• ERMA
• GE Free NZ