Evaluating Perspectives About GMOs

While many view bioengineered crops (GMOs) as a promising innovation, there is controversy about their use. This lesson provides students with a brief overview of the technology, equipping them with the ability to evaluate the social, environmental, and economic arguments for and against bioengineered crops (GMOs). This lesson covers a socioscientific issue and aims to provide students with tools to evaluate science within the context of social and economic points of view.

Grades
9 – 12
NE: Grades 9 – 12
Estimated Time
2-3 hours
Updated
December 5, 2024
colorful papayas with sticker saying Strawberry Papaya from Hawaii
Image: Photo Resource Hawaii/Alamy

Background

Lesson Activities

Credits

Author

Andrea Gardner | Minnesota Agriculture in the Classroom and National Agriculture in the Classroom Organization (NAITCO)

Acknowledgements

Ann Butkowski, science teacher at Humbolt High School in St. Paul, MN wrote the original lesson for the Minnesota Agriculture in the Classroom program in 2013. The lesson was rewritten and updated in 2016 by National Agriculture in the Classroom.

The Critically Thinking GMOs worksheet was developed using the concepts taught in the NSTA publication of Making Critical Friends, written by Sara Raven, Vanessa Klein, and Bahadir Namdar.

Standards

Nebraska Content Area Standards

  • Earth and Space Science - 15.5 Sustainability

    • SC.HS.15.5.D: Evaluate or refine a technological solution that increases positive impacts of human activities on natural systems.
  • Life Science - 7.2 Interdependent Relationships in Ecosystems

    • SC.HS.7.2.E (modified): Design, evaluate, and refine a solution for increasing the positive impacts of human activities on the environment and biodiversity.