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High-Tech Harvest: Genetic Engineering
and the Environment
California Education and the Environment InitiativeVisual Aids
Biology StandardB.5.c.
B
California Education and the Environment InitiativeApproved by the California State Board of Education, 2010
The Education and the Environment Initiative Curriculum is a cooperative endeavor of the following entities:California Environmental Protection Agency
California Natural Resources Agency
California State Board of Education
California Department of Education
Department of Resources Recycling and Recovery (CalRecycle)
Key Partners:Special thanks to Heal the Bay, sponsor of the EEI law, for their partnership
and participation in reviewing portions of the EEI curriculum.
Valuable assistance with maps, photos, videos and design was provided by the
National Geographic Society under a contract with the State of California.
Office of Education and the Environment1001 I Street • Sacramento, California 95814 • (916) 341-6769
http://www.CaliforniaEEI.org
© Copyright 2011 by the California Environmental Protection Agency© 2013 Second Edition
All rights reserved. This publication, or parts thereof, may not be used or reproduced without
permission from the Office of Education and the Environment.
These materials may be reproduced by teachers for educational purposes.
Lesson 1 Super Rice in California
1 Growth of Genetically Modified Crops Since 1996 2
2 Types of Genetically Modified Crops 3
Lesson 2 Taking Genes, Making Products
3 Selective Breeding for Mini-Watermelons 4
4 Genetically Engineered Corn 1 5
5 Genetically Engineered Corn 2 6
Lesson 3 Down on the Pharm
6 Influences of Genetically Engineered Products 7
Lesson 4 Going Beyond the Field
7 Going Beyond the Field: Group Instructions 8
8 Going Beyond the Field 9
Lesson 5 Return to Super Rice
9 Discussion/Notes Guide 10
Lesson 6 Making Decisions about Genetic Engineering
10 Making Decisions about Pharm Rice 11
Contents
2 CALIFORNIA EDUCATION AND THE ENVIRONMENT INITIATIVE I Unit B.5.c. I High-Tech Harvest: Genetic Engineering and the Environment I Visual Aids
VA #1 Growth of Genetically Modified Crops Since 1996
The year 2005 marked the 10th anniversary of the commercialization of genetically modified (GM) crops. More than half of the biotech harvest is grown in the U.S.
Growth of Genetically Modified Crops Since 1996
Visual Aid1
Source: Clive James, ISAAA Briefs No. 34, Global Status of Commercialized Biotech/GM Crops: 2005; www.isaaa.org
90TOTAL
56.1INDUSTRIAL
NATIONS
33.9DEVELOPING
NATIONS
100
90
80
70
60
50
40
30
20
10
02005200420032002200120001999199819971996
Global Area ofGM Crops
MIL
LIO
NS
OF
HE
CT
AR
ES
(1 M
ILL
ION
HE
CT
AR
ES
=2
.47
MIL
LIO
N A
CR
ES
CALIFORNIA EDUCATION AND THE ENVIRONMENT INITIATIVE I Unit B.5.c. I High-Tech Harvest: Genetic Engineering and the Environment I Visual Aids 3
Types of Genetically Modified Crops
Visual Aid
VA #2 Types of Genetically Modified Crops
2
The Most Common GM CropsSoybeans, corn, cotton, and canola were the dominant GM crops in 2005, covering 30% of the 299 million hectares devoted to these four commodities.
Lighter colors and percentages indicate the portion of the crop that is genetically modified.
How They Are Modified Virtually all GM soybeans and canola planted in 2005 were herbicide-tolerant; corn and cotton were herbicide-tolerant or insect-resistant, or both.
91
150
100
50
0
CANOLACOTTONCORNSOYBEANS
MIL
LIO
NS
OF
HE
CT
AR
ES
(1 M
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ION
HE
CT
AR
ES
=2
.47
MIL
LIO
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ES
147
3526
60%
31%
14%
28%
18%
54.4
50
40
30
20
10
0
CANOLACOTTONCORNSOYBEANS
MIL
LIO
NS
OF
HE
CT
AR
ES
(1 M
ILL
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HE
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=2
.47
MIL
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CR
ES
21.2
9.8
4.6
Herbicide Tolerance
Insect Resistance
Both
6.5
11.3
3.4
3.6
4.9
1.3
Source: Clive James, ISAAA Briefs No. 34, Global Status of Commercialized Biotech/GM Crops: 2005; www.isaaa.org
4 CALIFORNIA EDUCATION AND THE ENVIRONMENT INITIATIVE I Unit B.5.c. I High-Tech Harvest: Genetic Engineering and the Environment I Visual Aids
VA #3 Selective Breeding for Mini-Watermelons
First generation of watermelons: Includes a variety of sizes; some are large, some are medium sized, and some are small.
Breeders plant only the seeds from the mini-watermelons.
Second generation of watermelons: Produces a crop that is tending toward smaller melons but still has a few large watermelons.
Breeders again plant seeds from only the mini-watermelons.
Third generation crop: Consists almost entirely of mini-watermelons.
And so on…
Selective Breeding for Mini-Watermelons
Visual Aid3
CALIFORNIA EDUCATION AND THE ENVIRONMENT INITIATIVE I Unit B.5.c. I High-Tech Harvest: Genetic Engineering and the Environment I Visual Aids 5
VA #4 Genetically Engineered Corn 1
Step 1: Select the Bt gene from the bacterium Bacillus thuringiensis (Bt).
Step 2: Add a marker gene (such as a gene for resistance to antibiotics) to the Bt gene. Cut the ends with a restriction enzyme.
Step 3: Use a restriction enzyme to cut open a plasmid, creating a place to insert the marker/Bt genes.
Step 4: Mix the marker/Bt genes with the open plasmids. Use ligase to connect the DNA.
Genetically Engineered Corn 1
Visual Aid4
Bt gene
Marker (antibiotic resistance gene) Bt gene
+
6 CALIFORNIA EDUCATION AND THE ENVIRONMENT INITIATIVE I Unit B.5.c. I High-Tech Harvest: Genetic Engineering and the Environment I Visual Aids
VA #5 Genetically Engineered Corn 2
Step 5: Insert the plasmids into corn cells.
Step 6: Test the treated cells with an antibiotic. Only cells that have been transformed, or contain the marker gene and the Bt gene, will survive.
Step 7: Grow the surviving transgenic cells into plants. The plants produced from the seeds of these plants will produce the Bt toxin that kills insects.
Genetically Engineered Corn 2
Visual Aid5
CALIFORNIA EDUCATION AND THE ENVIRONMENT INITIATIVE I Unit B.5.c. I High-Tech Harvest: Genetic Engineering and the Environment I Visual Aids 7
Influences of Genetically Engineered Products
Visual Aid6
VA #6 Influences of Genetically Engineered Products
Genetically Engineered Product
Natural Systems Biological Diversity Human Health
Bt corn
Malaria-resistant mosquitoes
8 CALIFORNIA EDUCATION AND THE ENVIRONMENT INITIATIVE I Unit B.5.c. I High-Tech Harvest: Genetic Engineering and the Environment I Visual Aids
VA #7 Going Beyond the Field: Group Instructions
Read the information provided describing a modern genetically engineered product. Then discuss the following with your group members:
■ ■■ Describe the genetically engineered product. How is it different from a non-genetically engineered organism?
■ ■■ What was the reason, or rationale, for genetically engineering this organism?
■ ■■ What are the effects of this product on natural systems, biological diversity, and human health?
Create a two- to three-minute presentation for the rest of the class that addresses these points.
Going Beyond the Field: Group Instructions
Visual Aid7
CALIFORNIA EDUCATION AND THE ENVIRONMENT INITIATIVE I Unit B.5.c. I High-Tech Harvest: Genetic Engineering and the Environment I Visual Aids 9
Going Beyond the Field
Visual Aid8
VA #8 Going Beyond the Field
Genetically Engineered Product
Natural Systems Biological Diversity Human Health
Biofuels/ Microdiesel
Toxic- avenger trees
Vaccines in food
Anthrax vaccine from tobacco
Animals
Golden rice
10 CALIFORNIA EDUCATION AND THE ENVIRONMENT INITIATIVE I Unit B.5.c. I High-Tech Harvest: Genetic Engineering and the Environment I Visual Aids
Discussion/Notes Guide
Visual Aid9
VA #9 Discussion/Notes Guide
Use the reading to discuss these topics with your group:
■ ■■ the current status of genetically engineered rice in California
■ ■■ how genetically engineered rice influences natural systems
■ ■■ the environmental, economic, and health benefits of genetically engineered rice
■ ■■ the environmental, economic, and health concerns about genetically engineered rice
■ ■■ ways to prevent genetic contamination
Take notes to use as a reference for the homework assignment.
CALIFORNIA EDUCATION AND THE ENVIRONMENT INITIATIVE I Unit B.5.c. I High-Tech Harvest: Genetic Engineering and the Environment I Visual Aids 11
Making Decisions about Pharm Rice
Visual Aid10
VA #10 Making Decisions about Pharm Rice
Factor to be considered Stakeholders
California Education and the Environment InitiativePrinted on post-consumer recycled paperB5cVA
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