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9-10
Debating The Issues
Project type: Assignment
Related topic:
Genetically Modified Food: A Growing Debate
Genetically Modified Food: A Growing Debate
Subjects
Science
Summary
Students debate the pros and cons of biotechnology.
Duration
1-2 periods
Purpose
To explore the pros and cons of biotechnology through debate
Before Exploring
Brainstorm as a class all the possible changes that could be made to food in order to make it “better.”
Then ask students whether they would eat this food. After hearing responses pose the following questions to be used as stepping stones to start the students research into the topic:
1. Would you eat a plant if an animal gene were implanted in it?
2. Would it make a difference if the animal gene were a human gene?
3. What changes are acceptable to make to foods? Which are not?
4. Are there benefits to creating “super foods”?
5. What possible downsides are there to using GMOs?
Then ask students whether they would eat this food. After hearing responses pose the following questions to be used as stepping stones to start the students research into the topic:
1. Would you eat a plant if an animal gene were implanted in it?
2. Would it make a difference if the animal gene were a human gene?
3. What changes are acceptable to make to foods? Which are not?
4. Are there benefits to creating “super foods”?
5. What possible downsides are there to using GMOs?
Outline the Opportunity
Split the class into pro-biotech and anti-biotech groups. All students review clip 1 and the additional clip “Introducing the Flavr Savr tomato” on the topic Genetically Modified Food: A Growing Debate on the CBC Radio and Television Archives Web site.
Within each group divide the following clips amongst the team members: #2, 3, 4, 5, 6, 7, and the additional clips “Behind the monarch media hype,” “Government rejects bill for mandatory labelling of GM foods,” “David Suzuki speaks out against genetically modified food,” “The next generation of GM food,” and “The first global conference on GM food.” Each researcher looks for points supporting the team’s position. The group meets and generates a summary of all the points found in the clips. Each group selects two or three presenters.
Within each group divide the following clips amongst the team members: #2, 3, 4, 5, 6, 7, and the additional clips “Behind the monarch media hype,” “Government rejects bill for mandatory labelling of GM foods,” “David Suzuki speaks out against genetically modified food,” “The next generation of GM food,” and “The first global conference on GM food.” Each researcher looks for points supporting the team’s position. The group meets and generates a summary of all the points found in the clips. Each group selects two or three presenters.
Revisit and Reflect
Invite an external class to hear the debate. Act as a moderator in a formal debate. Each groups first presents its arguments. Then each group gets an opportunity to respond. Allow for extra comments to be made from either side including other group members. Near the end of the debate allow students from the visiting class to ask questions of either group. Finally ask the visiting class to write brief comments on who they felt presented a more compelling argument. Collate these and present them to the two teams.
Extension
Students can listen to clip 8 and the additional clip “Doubting the validity of Percy Schmeiser’s story” and decide whether favour a decision for Monsanto or Schmeiser. Be sure they provide reasons for their choice.
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