EXPANDED FOOD AND NUTRITION EDUCATION PROGRAM (EFNEP)
Martha Murphy
EFNEP
Science of GMOs presented
to Pittsburg 4th Grade
EFNEP
In response to a request from a 4th grade teacher in Pittsburg, Jeri Geren and I agreed to provide a lesson on GMO’s. The science of GMO’s is more agriculture related and the safety of consumption and understanding the labels is more nutrition related, therefore, we felt it was important to take a multidisciplinary approach to this subject.
Using an Ag in the Classroom curriculum designed for high school students, we adapted how we would use it with 4th graders. We started with an explanation of the varieties of ways plants have gone through modifications over the centuries and how it has expanded to include biotechnology. This video was used to explain genetic engineering: “The Life of a Seed - Jake, a GMO Seed”.
The students did a group activity where they looked at food labels and decided from what they knew now, which foods were probably GMO and which were non-GMO. Then we shared the list of 10 GMO crops that are currently on the market. We asked them to go back through the food labels and determine if the food is really a GMO product or if the label was misleading. Many food labels indicated it was a non-GMO product when it couldn’t be a GMO, therefore, it was misleading. The also learned which labels have any real standards attached to them. These are only reliable labels that guarantee that a food is non-GMO.
The papaya industry in Hawaii would not have survived without biotechnology. The students enjoyed the video “How Are GMO’s created?” regarding papayas. To reinforce the information, we provided samples of papaya for the students to taste. Many students had not tasted papaya. It got mixed reviews.
Due to the fact this is controversial topic, we talked about the common concerns and tried to debunk many of those. We completed the lesson with a simulation of perspective. By using a beach ball with each colored section numbered, we had a student hold it up in the middle of the classroom. What number did the students on this side of the room see? On the other side of the room? Depending on where you are sitting, you have a different perspective and see a different number. Should you argue with the classmates across the room that they are wrong? Perhaps it is more important to listen to what they have to say and perhaps come to realize no one has the whole story. We need to listen to others’ thoughts and ideas and realize that sometimes when we don’t agree with others, it’s just a misunderstanding of the facts.
To finalize the lesson, we used the beach ball to determine who would answer the next “Fact or Fiction” question about GMO’s.
One student indicated on his KWL Chart that he really didn’t know anything about GMO’s…he wanted to know what a GMO is…and he learned that GMO foods are good for you.