Agricultural Literacy Curriculum Matrix
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Genetically Modified Organisms (GMOs) and Organic Foods
9 - 12
Three 50-minute class periods
Students will compare and contrast GMOs and organic foods and evaluate the nutrition, safety, economic, geographic, and environmental impacts of these agricultural production practices.
- GMOs & Organic Foods: Do You Know? Kahoot! quiz
- (Note: Sign up for a free Kahoot account at https://getkahoot.com/. Search the public Kahoot files for “GMOs organic,” and look for the title noted above. Select that Kahoot quiz; the game pin will be displayed for students to access on their smart devices.)
- Smart device for each student, e.g. mobile phone, tablet, computer
- KWL chart (use large poster paper/markers OR whiteboard/whiteboard markers)
- Kahoot Quiz Answer Key
- Strawberry DNA Extraction Lab activity sheet, 1 per student
- Frozen strawberries, 3 per group
- Ziploc sandwich bags, 1 per group
- DNA extracting solution
- In a gallon container mix:
- 1/2 gallon (2000 ml) water
- 1/2 cup (120 ml) clear dish detergent
- 2 tablespoons (30 ml) salt
- Note: Make one day ahead so there are no bubbles in the solution.
- In a gallon container mix:
- Funnels*, 1 per group
- Plastic cups*, 1 per group
- 4" x 4" squares of cheesecloth*, 2 per group
- Graduated test tubes*, 1 per group
- Rubbing alcohol, chilled
- Pipettes*, 1 per group
- Microcentrifuge tubes*, 1 per student
- Yarn*, 1 necklace-length piece per student
- How are GMOs Created? video
- What is a Genetically Modified Food? video
- Intelligence2 debate, Genetically Modify Food
- Decision Matrix, 1 per student
*These items are included in the Strawberry DNA Necklace Kit, which is available for purchase.
Essential Files (maps, charts, pictures, or documents)
transgenic: an organism that contains genes outside its species
recombinant DNA: joining together of DNA molecules from two different species that are inserted into a host organism to produce new genetic combinations
pathogen: a bacterium, virus, or other microorganism that can cause disease
organic food: food grown without the aid of synthetic pesticides or chemical fertilizers, and produced without the use of genetically modified organisms or chemical food additives
genetic engineering (GE): the technical process of inserting or modifying a gene into an existing species, with the help of specific techniques, to enhance the receiving organism
DNA: a molecule that carries most of the genetic instructions used in the development, functioning, and reproduction of all known living organisms
conventional agriculture: refers to methods of farming that include the use of synthetic chemical fertilizers, pesticides, and herbicides; and genetically modified organisms
agricultural biotechnology: a collection of scientific techniques used to improve plants, animals, and microorganisms
genetically modified organism (GMO): the result when a gene from one organism is purposely moved to improve or change another organism
Did you know? (Ag Facts)
- The top genetically modified crops produced in the United States are corn, soybeans, cotton, potatoes, squash, papaya, canola, alfalfa, sugar beets, and apples.1
- There are no genetically engineered wheat varieties for sale or in commercial production in the United States.2
- Currently, 64 countries and the state of Vermont require that genetically modified foods be labeled.3
- Organic agriculture occupies only 1% of global cropland.4
- In spite of lower yields, global organic agriculture is significantly more profitable than conventional agriculture.5
Background Agricultural Connections
Interest Approach – Engagement
- Use a computer and projection system to administer the GMOs & Organic Foods: Do You Know? Kahoot! quiz to students. (See teacher log-in instructions under Materials.) Instruct students to play the quiz on any smart device by logging into kahoot.it and following the prompts. The Kahoot Quiz Answer Key provides explanation of some answers.
- Lead a class discussion that involves creating a KWL chart on the topics of genetically modified foods and organic foods. Leave the chart in a place that can be accessed throughout the duration of this lesson.
Activity 1: Extracting Strawberry DNA
- Prepare the DNA extracting solution the day before the activity.
- Review and discuss the information provided in the Background with students. Pass out a Strawberry DNA Extraction Lab activity sheet to each student.
- Divide students into groups of three or four and provide each group with the following materials: Ziploc bag containing 3 strawberries and 3 tablespoons of DNA extracting solution, funnel, plastic cup, 2 squares of cheesecloth, graduated test tube, pipette, test tube, 3–4 microcentrifuge tubes (1 per student), and 3–4 pieces of yarn (1 per student).
- Guide students through the following instructions, which are also provided on their lab activity sheets:
- Collect your materials.
- Carefully remove most of the air from the Ziploc bag, and seal it well.
- Gently mash the strawberries through the bag. Be careful not to break the bag, but mix the strawberry mash thoroughly.
- Place the funnel in the plastic cup. It should sit on the rim of the cup.
- Place the two squares of cheesecloth into the funnel, forming a liner for straining.
- Carefully pour the strawberry mixture into the funnel, making sure to catch the solids with the cheesecloth. After filtering the mixture, remove the cheesecloth, and place it into the Ziploc bag for disposal.
- Add 5 ml of the filtered strawberry extract to the graduated test tube using the funnel. Hold the tube near the top so that the heat from your hand does not affect the extraction.
- Remove the funnel, and use the pipette to forcefully add 3 ml of the isopropyl or rubbing alcohol to the test tube. Take care not to tilt or tip the test tube; do not mix the two liquids.
- Observe the line between the strawberry mixture and the alcohol. You will notice a white, thread-like cloud appearing at this line. This is the strawberry DNA. The DNA will clump together and float to the top of the alcohol layer.
- Holding the tube still, observe the tubes of others around you. Do you notice any differences?
- Using the pipette, add some DNA strands and some of the alcohol in the test tube to each person’s microcentrifuge tube. Repeat steps 6 to 8 if necessary to collect enough DNA for everyone’s microcentrifuge tube.
- Close the cap of the microcentrifuge tube tightly around a piece of yarn and tie the ends of the yarn to make a necklace.
- Clean up! Dump the remaining strawberry solution where instructed, throw away the Ziploc bags, and collect the cups, test tubes, funnels, and pipettes to clean so they can be used again.
- Instruct students to complete their lab sheets by writing answers to the questions that follow the lab instructions.
- As a class, discuss students’ answers to questions #6 and #7.
- Show the videos How are GMOs Created? and What is a Genetically Modified Food?.
- Invite students to add to the KWL chart posted in the classroom.
Activity 2: The Debate
- Share with students the biographies of the debaters for the Intelligence2 debate Genetically Modify Food. (You may wish to edit these to save time.)
- Show two of the opening statements in the debate:
- Robert Fraley (pro) at cue 18:57:07 (7-minute duration)
- Margaret Mellon (con) at cue 19.05:08 (7-minute duration)
Instruct students to use the Decision Matrix to make notes on the pros and cons of producing and eating GMOs. (Alternatively, assign students to watch the entire debate as homework.)
- Following the video, instruct students to write their final decisions on their matrices and be prepared to share their reasons for making those specific decisions.
- As time allows, lead a class discussion and ask students to share their reasons for making their decisions, or hold a class debate.
- As homework, instruct students to write an opening statement—either pro or con—regarding “Genetically Modify Food.” Reading of the statement is limited to seven minutes.
Activity 3: GM Foods in the United States
- Share the article These Charts Show Every Genetically Modified Food People Already Eat in the U.S. with students (recommended to project the images).
- As GM foods are discussed, encourage students to add to the KWL chart created in the Interest Approach.
Concept Elaboration and Evaluation
After conducting these activities, review and summarize the following key concepts:
- Production and distribution of food is affected by the relationships between geography, politics, and economics.
- Genetic modification is a form of biotechnology with important implications for agriculture.
- The production of genetically modified plants and animals for food has both benefits and costs.
- Agricultural practices have environmental consequences that can be alleviated by and/or caused by the development of new technologies.
Instruct students to research the question, “Should GM foods be labeled?” Each student is to take either a pro or con position and cite a reliable source to validate his/her stance. Direct them to this link for a “how to” guide on evaluating the reliability and validity of sources: http://ucblibraries.colorado.edu/how/evaluate.htm
Ask students to share their opening statements written in Activity 2.
Using their decision matrices from Activity 2, have students argue the opposite side that they originally chose.
Review with students the information found at Genetic Science Learning Center: Creation of an Insect-resistant Tomato Plant. Instruct students to write a response to the third prompt, “You are the leader of a developing nation...” under “What would you do in the following situations?” Students should include geographical, environmental, and economic factors in their responses.
Share the article GMOs May Feed the World Using Fewer Pesticides with students to add an international perspective to the conversation about genetically modified foods.
Watch The Journey to Harvest (3:01 mins) and learn about the 20-year journey of the Arctic Apple®. As a class discuss how arctic apples could decrease food waste and other consumer benefits such as convenient packaging and nutrition. Visit the Arctic Apple® website for more information.
Suggested Companion Resources
- Biotech Cheese Kit (Kit)
- GM Soybean Seed Kit (Kit)
- Strawberry DNA Necklace (Kit)
- Genetically Engineered Crops Report (Multimedia)
- Genetically Engineered Crops in the United States Report (Multimedia)
- How Are GMOs Created? (Multimedia)
- GMO Answers (Website)
- Genetic Science Learning Center (Website)
- The Question of the Production of Genetically Modified Foods (Website)
State Standards for Utah
High School World Geography Strand 1Humans and their physical environment
Standard 1.4Students will use geographic reasoning to propose actions that mitigate or solve issues, such as natural disasters, pollution, climate change, and habitat loss.
High School World Geography Strand 4Political Systems
Standard 4.3Students will explain how cooperation and conflict have many causes, such as differing ideas regarding boundaries, resource control, and land use, as well as ethnic, tribal, and national identities.
Agricultural Literacy Outcomes
Culture, Society, Economy & Geography
- Discuss how agricultural practices have increased agricultural productivity and have impacted (pro and con) the development of the global economy, population, and sustainability (T5.9-12.e)
- Explain the role of government in the production and consumption of food (T5.9-12.i)
Science, Technology, Engineering & Math
- Discuss population growth and the benefits and concerns related to science and technologies applied in agriculture to increase yields and maintain sustainability (T4.9-12.c)
- Evaluate the benefits and concerns related to the application of technology to agricultural systems (e.g., biotechnology) (T4.9-12.d)
- Identify current and emerging scientific discoveries and technologies and their possible use in agriculture (e.g., biotechnology, bio-chemical, mechanical, etc.) (T4.9-12.e)
Food, Health, and Lifestyle
- Accurately read labels on processed food to determine nutrition content (T3.9-12.a)
- Explain food labeling terminology related to marketing and how it affects consumer choices (e.g., natural, free-range, certified organic, conventional, cage-free, zero-trans-fat, sugar-free, reduced calorie) (T3.9-12.e)
- Explain how food production systems are influenced by consumer choices (T3.9-12.f)
Plants and Animals for Food, Fiber & Energy
- Discuss reasons for government’s involvement in agricultural production, processing, and distribution (T2.9-12.c)
- Evaluate evidence for differing points of view on topics related to agricultural production, processing, and marketing (e.g., over-grazing and loss of plant species diversity; monocultures contributing to genetic vulnerability; use of fertilizers and pesticides increase crop production but may contaminate water sources; creating open space; farmland preservation; animal welfare practices; immigration issues; world hunger) (T2.9-12.d)
Agriculture and the Environment
- Describe resource and conservation management practices used in agricultural systems (e.g., riparian management, rotational grazing, no till farming, crop and variety selection, wildlife management, timber harvesting techniques) (T1.9-12.b)
Common Core Connections
Reading: Anchor Standards
CCSS.ELA-LITERACY.CCRA.R.1Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCSS.ELA-LITERACY.CCRA.R.7Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
CCSS.ELA-LITERACY.CCRA.R.8Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Speaking and Listening: Anchor Standards
CCSS.ELA-LITERACY.CCRA.SL.1Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.CCRA.SL.2Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.CCRA.SL.3Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
CCSS.ELA-LITERACY.CCRA.SL.4Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Writing: Anchor Standards
CCSS.ELA-LITERACY.CCRA.W.1Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-LITERACY.CCRA.W.7Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
CCSS.ELA-LITERACY.CCRA.W.9Draw evidence from literary or informational texts to support analysis, reflection, and research.
APHG Topic 5C: Agriculture, Food Production, and Rural Land Use: Settlement patterns and rural land use are reflected in the cultural landscape.
Learning Objective 4
Learning Objective 4Evaluate the environmental consequences of agricultural practices.
APHG Topic 5D: Agriculture, Food Production, and Rural Land Use: Changes in food production and consumption present challenges and opportunities.
Learning Objective 1
Learning Objective 1Explain issues related to the changing nature of contemporary agriculture.