Topic: Genetically modified food. Hopes and fears

Target group

High school / technical school student

Core curriculum

General requirements

V. Reasoning and applying the acquired knowledge to solving biological problems. Pupil:

1 ) interpret information and explain causal relationships between processes and phenomena, formulate conclusions.

Specific requirements

VIII. Biotechnology. Basics of genetic engineering. Pupil:

5 ) explains what a transgenic and GMO organism is; presents methods for the preparation of transgenic organisms.

General aim of education

The students explain what GMO food is and discuss the related controversies.

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Criteria for success
The student will learn:

• explain the current legal status regarding the cultivation of GMOs and the placing on the market of genetically modified products;

• explain the concept of a GMO product and GMO food;

• formulate arguments for and against the production and consumption of genetically modified food.

Methods/techniques

• expository

  • talk.

• activating

  • discussion.

• programmed

  • with computer;

  • with e‑textbook.

• practical

  • exercices concerned.

Forms of work

• individual activity;

• activity in pairs;

• activity in groups;

• collective activity.

Teaching aids

• e‑textbook;

• notebook and crayons/felt‑tip pens;

• interactive whiteboard, tablets/computers.

Lesson plan overview

Before classes

• Students get acquainted with the content of the abstract. They prepare to work on the lesson in such a way to be able to summarize the material read in their own words and solve the tasks themselves.

Introduction

• The teacher gives the topic, the goals of the lesson in a language understandable for the student, and the criteria of success.

Realization

• The lecturer discusses legal regulations resulting from EU and national regulations regarding genetically modified organisms and GMO foods. Then familiarize students with the rules of dealing with genetically modified organisms at all stages of production, transport, use and labeling of GMO products.

• Participants familiarize themselves with the content presented in the interactive illustration. Then the teacher discusses the issues with the students.

• Pupils, working in groups, develop proposals for questions for the survey, which is what consumers are afraid of, who declare reluctance to eat GMO food (three or four questions per group). All questions are presented on the forum of the class, discussed, refined and arranged into one common questionnaire.

• The teacher presents the positions of supporters and opponents of GMOs and discusses the controversy related to the cultivation of genetically modified varieties. Then he asks the students to try to explain why no one protests against the cultivation of grapefruit, triticale or pansies that contain the genes of two or more organisms.

• Students perform exercises and commands. The teacher checks and supplements the answers, providing students with the necessary information. Provides feedback..

Summary

• The teacher briefly presents the most important issues discussed in class. He answers the additional questions of the proteges and explains all their doubts. Students complete notes.

Homework

• Listen to the abstract recording at home. Pay attention to pronunciation, accent and intonation. Learn to pronounce the words learned during the lesson.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Genetically modified food. Hopes and fears

One of the 27 principles of sustainable development adopted at the United Nations Conference in Rio de Janeiro is the precautionary principle. It is relevant in situations in which certain human actions are feared to cause permanent changes to the environment. Any possibility of negative impact is taken as a certainty. This concern is also raised by genetic modifications to organisms.

The most important legal act in Poland regarding GMO is the Genetically Modified Organisms Act of 22 June 2001. This Act regulates matters such as contained use of GMOs, placing GMO products on the market, or releasing GMOs into the environment for purposes other than placing them on the market. It defines a genetically modified organism as a non‑human organism the genetic material of which has undergone an artificial modification that does not occur naturally. The Act also enumerates methods of genetic modification, which include:

• direct insertion of foreign genetic material into a cell of the organism being modified;

• insertion of foreign DNA into the DNA of the recipient using viral, plasmid or other vectors;

• non‑natural methods of combining the genetic material of at least two different cells, resulting in a cell with different genetic material.

The Act also provides a definition of a GMO product, that is any product that contains any genetically modified organisms or any parts thereof.

In order to ensure biosecurity, the production, processing, transport, storing and using GMOs and products thereof are subject to strict monitoring. Production, storing, transport and destroying GMOs must be done in enclosed spaces, isolated from humans and environment. This applies to the so‑called contained use of GMOs described in the Genetically Modified Organisms Act. Genetically modified food and food that contains GMOs must have special markings. Moreover, each time a company receives such food, it must document where it received this food from and where it transfers it to. Such evidence must be kept over the period of five years.

The European Union allows for growing 17 types of genetically modified corn (including MON 810 corn) and for industrial use of the genetically modified potato Amflora. However, EU associated countries may apply their own internal regulations to GMO cultivation. In 2013, Poland banned growing genetically modified crops, but every year it imports around 2 million tonnes of genetically modified soybeans to produce cattle, pig and poultry feed. Under the applicable law, GMO fodder may be used to feed animals since 2017.

GMO proponents assume that genetically modified crops will help reduce world hunger. GMO opponents claim that people are starving not due to insufficient food but poor distribution thereof.

An argument in favour of developing new genetically modified cultivars is the recently changing climate throughout the world. By replacing traditional plant species that may soon turn out to be unable to survive the new environmental conditions, new ones have the potential to prevent a dramatic decline in crop yields.

As reported by the non‑governmental International Service for the Acquisition of Agri‑biotech Applications (ISAAA) in 2012, in the period of 1996‑2011 genetically modified crops boosted food production, generating $78 million in profits for the producers. At the same time, nearly 0.5 million tonnes less of pesticides were used, and COIndeks dolny 2₂ emissions dropped by 90,000 tonnes. Thanks to the increased efficiency of genetically modified crops, 90 million hectares of cropland were set aside, which in turn boosted the spread of wild plant and animal populations and helped sustain or increase biodiversity.

However, it should be noted that due to the introduction of biotech crops, 15 million people working in agriculture lost their jobs. Another major concern is that farmers are very likely to become dependent on biotech corporations.

• Genetic engineering plays a large part in creating organisms with genome changes that are beneficial for humans.

• Currently, there is a ban on growing genetically modified crops in effect in Poland.