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The Critical Literacy Invitation Overview and Rationale

Robin Butler

GMOs Are They For Us or Against Us?

Theme: GMOs health, safety, and benefits on an individual and national level.

Essential Questions: GMOs have been in the headlines for YEARS. It has been a major part of public worry that stems from both informed and uninformed public officials, scientists, and parents. To try to “clear the air” on GMOs, we are going to look at the Pros and Cons of both, then the decision is up to you. Are GMOs for us or against us? While you ponder that questions, look at these guided essential questions to help you along your journey:

1. What are GMOs? 2. How do they affect me, my family, and my environment?3. What is my opinion on GMOs before and after my research?

The Four Critical Literacy Quadrants:

Disrupt the Commonplace: GMOs are an important subject because they do effect everyone not just in the family, the neighborhood, the town, the state, or even the nation. GMO technology effects the whole world. Students are asked through my invitations to consider their decision carefully, because either way, they will be making an impact on the “world” directly. The prompt that the students are given each have a significant effect on their world. They will be making assumptions on their knowledge before and after being informed on GMOs, asked to make an advertisement that all would see to convince others to their standpoint or make a whole speech on the actions of our nation in relation to another. Students are then motivated to be knowledgeable about this subject before presenting their ideas to the world.

Considering Multiple Viewpoints: This whole invitation is based off different viewpoints from both pro-GMOs and anti-GMOs resources. The students are exposed to both and then given the choice to make their own decision (even if that decision is that they really don’t know what side they are on). Students strive to look at both points so that they are equally aware of the argument of both sides so that they can make their educated decision.

Focusing on the Sociopolitical: These invitations all explore the outer world where everyone is involved. This whole issue of GMOs is a political and social issue for anyone who eat any type of corn, bean, meat, etc. Everyone is involved in this type of technology and population issue. These invitations discuss the need for solutions to hunger, the use of controversial technology, and the science behind it all. Students have to look at all these factors and then impact many people based of their decisions they make in the activity. When students have to consider all these sociopolitical implications, they will be motivated to educate themselves properly so that their opinions have proper evidence for support.

Taking Action: All my invitations consider the world in the decisions that the students make for or against GMO technology. Many of the invitation aspects consider the outside world and simulate the feeling of responsibility for educating themselves properly because their decisions will essentially effect all humans.

Invitations and What They Achieve:

Gateway Engagement: Harvest of Fear Video Role Play Activity: https://www.youtube.com/watch?v=6NsI0ba9dNg&list=PLD3F3B8BA78D5F1E1 this is a PBS/NOVA video named Harvest of Fear. This video researches and discusses both sides of the GMO argument for and against the technology. It is a great video that will allow students to be introduced into the debate about GMOs and who is supporting what. It also is a great way to talk about the pros and cons to GMO technology along with a few suggestions about how to continue the research. During the video, the children will have a work sheet that will have a few guided questions such as: “What were some making arguments for GMO technology? What about against it?” The students will then be interacting with the information that they gathered through a “role playing” activity where a group of children are provided with a short bio of each character in the Harvest of Fear video. After creating their argument either for or against GMOs (based off the character’s take in the video), the class will then discuss the pros and cons of GMOs. After this, the students will then be required to choose an instructional invitation to complete and understand fully the argument of GMOs and its technology. 9-10.RS.1

Instructional Engagement “Yah or Nah”: This is an invitation that is really focused on the science aspect of GMO technology. Each picture has a different type of GMO that is in processes right now for various characteristics that scientists would like to express. This activity really focuses on the individual’s enrichment in the field of science. It is also an activity for teachers to see what students have learned quickly and efficiently. The students need to say “Yah or Nah” for certain experiments based purely on the title given. Afterwards, the students are then told to look at the article given and then decide again if this experiment is a good idea or not and then support their answer with evidence they have gathered from the website. I have also provided an internet extension that will translate words into any other language for those that are ELL students. (ImTranslator). 9-10.RS.5

Instructional Engagement “The Third World Hunger and GMOs - A Saving Grace or a Cooperate Injustice?”: This invitation looks at the world as a whole. The invitation looks at the constant hunger issue in third world countries. The students are given a variety of different information from article on the use of GMOs in these Third World farms, video of how the technology works, and population statistics for the past year around the world. Even though there is hunger in this part of the world, the human population is still increasing every year. All these factors will have to be taken into account when the students create their speech for a “Game plan” on how to help (or not help) these countries with the use of GMOs. The purpose of this activity is to get the students out of their comfort zone and take sides on an issue in a whole other part of the world. The students are forced to look at the social, political aspect of government and the reality of the world. It is also a real-world issue that the students will be able to interact with and inspect to create their speech. The students are of course required to support their argument with the articles, journals, and data that they receive and collect on their own. 9-10.WS.1, 9-10.RS.6

Instructional Engagement “Advertising of GMOs”: This is the final option for an invitation on the discussion of GMOs. The students are told to create an advertisement for or against GMO use in market foods. The students are given examples of advertisements that are already out there. The students can use these examples to help create their own advertisement. Firstly, the students have to look at the articles given on the argument of GMOs (both pro and anti articles). The students then create their advertisement using either physical materials (posters, paper, markers) or virtual materials (Publisher,

https://www.youtube.com/watch?v=6NsI0ba9dNg&list=PLD3F3B8BA78D5F1E1

https://www.youtube.com/watch?v=6NsI0ba9dNg&list=PLD3F3B8BA78D5F1E1

Paint). This is an activity for students that do not really enjoy writing papers or debating. This is a more creative activity that the students are allowed to interact with while still developing a stance on the GMO argument. 9-10.RS.6

Why I chose this subject:

I chose this subject because it is a relevant topic that effects the students personally and globally. The students are given an opportunity to discuss, debate, and create with this invitation. The student are allowed to look at the world from different points of view (persons for or against GMOs, local effects and world effects). The argument on food is not a day-to-day discussion, but an obviously important topic that needs to be discussed by all people.

The technology side of this invitation is a large part of discovering. The students are meant to look at the articles provided to collect information and data on the pros and cons of GMOs. The student are exposed to different points of view from mothers to experts in the subject. This technology that they are using (video, articles, journals, animations, and pictures) is a form of multimedia that covers all types of intelligence that each student is stronger at (linguistic, special, kinesthetic, analytical, etc.)

I believe that these invitation will be a great use to the students to help them educate themselves on a real-world issue. As stated before, GMOs effect everyone and educated students on the subject can inspire students to look more into the subject, creating stronger support and being able to be involved in a serious subject. The students will be given knowledge that many would never have discovered if not introduced through this invitation.

Students strive for acceptance and respect from those older than them (AKA: Adults!). Through this invitation, students will be able to look at a hot topic that is important to adults and then can be used later in life (e.g. future researchers, politicians, philosophers). The students will feel like the information they are learning through this real-world issue will be relevant for them later in life and thus engage more into the subject. This invitation could create more scientists, more scientific politicians, and in general, a more educated population on the subject. All in all, the students feel a purpose to this invitation and can later inspire them to become more.

Critical Pedagogy Orientation Articles:

Howard, G. R. (2007). As diversity grows, so must we. Educational Leadership, 64(6), 16. In this article, Gary Howard illustrates how the diversity of the classroom is changing and thus educators need to become more diverse themselves. Howard digs into the importance of diverse classroom, activities, and opportunity for all. With the constant change of student environments outside the classroom, the school would be one constant for them. Teachers have to be ready for these constant changes and be flexible. The reason I chose this invitation is because that is what it can be, flexible. The invitation touches on as many different intelligence that could be physically “shoved” into one subject. The students are given a topic that is important to everyone and get to take their own stance on it without any type of leading. The students take their own life experiences and add to their opinion through the use of technology and data collection. The students get the best of both worlds, the use of their own experiences along with the use of scientific support.

Darling-Hammond, L. (2009). The Flat World and Education: How America's Commitment to Equity Will Determine Our Future (Multicultural Education). New York: Teachers College Press. –Ch. 2. This

article is purely on the education gap that is occurring between the diverse students in the classroom. Hammond discusses the struggles that educators have to prevent that gap and how their efforts sometimes increase it rather than decrease it. I want this invitation to really try and bridge students of different background together in a common cause. The invitation allows students to create their own opinions, yes, but the invitation also makes students interact with each other. The students are given the chance to discuss and debate the different sides in the classroom, given the same materials to create a support for their argument, and given many different ways to express their stance. The gap is caused because educators think that student of certain background have a lower chance of succeeding. Through the use of personal choice and common subject, the student all get the same background on the subject GMOs with the choice of how to go about exploring it (three different invitation activities). I believe that this way even the slowest student is not left behind while the highest achieving student is still engaged.

Hernandez-Sheets, R. (2009). What is diversity pedagogy? Multicultural Education, 16(3), 11–17.: In this article, author Hernandez discusses the use and definition of “diversity pedagogy”. She illustrates the meaning of adding diversity into the curriculum and create a well-thought and diverse schema that can connect to all students so that they understand the subject being covered. Teachers need to give all English Language Learners with the same materials as First English Language Learners. In my invitation, there are a few different ways that all students (no matter the language) are able to understand and participate in the debate of GMOs. I have found a few internet applications that apply to any website that will change any confusing word/phrase to the student’s native language. The students are also provided with the main video Harvest of Fear with subtitles in their native language so that if they do not follow what is happening in the movie, they are able to read it at least. Lastly, I have students look at other cultures and using their own knowledge to create understanding of the subject. Student have to draw on both the information given to them and what they have learned in the past. They are able to use their culture and beliefs in this subject to constitute for what they eventually decide.

Annotated Bibliography/List of Resources:

1. Joint Research Centre of the European Commerce. (2015). Deliberate Release and Placing of the EU Market of GMOs – GMO Register. Retrieved from website: http://gmoinfo.jrc.ec.europa.eu/gmp_browse.aspx.

This is a website of all the recent research done on market organisms in the European Union from 1991 to present. This website has all types of GMO research that is current and has been done on fruits, vegetables, and other organisms that will be distributed to the public. This is a great resource for current experiments for that students can look at themselves on a variety of different organisms.

2. Gates, B. (Performer). (2012). Report: Can GMOs End World Hunger by 2030? The Verge Magazine Online. http://www.theverge.com/2015/2/18/8056163/bill-gates-gmo-farming-world-hunger-africa-poverty.

This is a great little article about GMOs and what important people (AKA Bill Gates) thinks about their use in the fight against world hunger. This has many animations and simple words that can give good visual detail to the fight on hunger and simple terms for all students to understand easily. It is also pretty entertaining.

http://www.theverge.com/2015/2/18/8056163/bill-gates-gmo-farming-world-hunger-africa-poverty


http://gmoinfo.jrc.ec.europa.eu/gmp_browse.aspx

3. Borlaug, N.E. (2015). Ending World Hunger. The Promise of Biotechnology and the Threat of Antiscience Zealotry. American Society of Plant Biologists. Vol. 124, 2000: 487-490. Website: http://www.plantphysiol.org/content/124/2/487.full.pdf+html

This is an argument for the use of GMOs in the fight against world hunger along with helping people to understand how and what GMOs really are. This article is a great introduction into the scientific literature. This is a pretty lengthy read for most students, but with proper “fake reading” techniques, the students should be able to look through this scientific nonfiction text with ease and find some good support for/against their argument for GMOs.

4. Can GMOs Help End World Hunger? Wyebrook Farms Publication. Website: http://wyebrookfarm.com/can-gmos-help-end-world-hunger/.

This is a summary of a larger article on how GMOs can save those cursed by hunger. Students can easily read the argument for/against GMOs along with deciphering the author’s purpose for the article. Similarly, the students can look at the actual article as another way to compare a summary to the real paper.

5. Palfreman, J. (2001). Harvest of Fear Television Series. Palfreman Film Group, Inc. in association with the BBC. https://www.youtube.com/watch?v=6NsI0ba9dNg&list=PLG_GL2OQp3KP1Schod4sgj1BVBeJRQZsL

This is a great television series that provides all types of information for student on the subject of GMOs in a multimedia way. The series looks at both sides of the argument with that describe the pros and cons to GMO technology. It is a great introductory video for the student to be introduced to the subject giving them all the same background knowledge all at once along with providing the ability for teachers to discuss the subject with their students before, during, and after each episode.

Content Standards Met:

9-10.RS.1 Cite specific textual evidence to support analysis of science texts, attending to the precise details of explanations or descriptions.

9-10.RS.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

9-10.RS.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address

9-10.WS.1 Write arguments focused on discipline-specific content

Gateway Invitation: Harvest of Fear Video

https://www.youtube.com/watch?v=6NsI0ba9dNg&list=PLG_GL2OQp3KP1Schod4sgj1BVBeJRQZsL


http://wyebrookfarm.com/can-gmos-help-end-world-hunger/

http://www.plantphysiol.org/content/124/2/487.full.pdf+html

Welcome one and all to the great discussion of GMOs (Genetically Modified Organisms). Large amount of work has been done to create a better world for everyone in the world and many believe that GMOs

are the future, others, not so much. Many fear the repercussions of tampering with nature and fear that nothing but terror can come from the unorthodox modifications.

This topic is all about what YOU think. Before looking into the debate, we are going to watch a PBS video called Harvest of Fear that talks about the debate, technology, benefits, and repercussions of GMOs. Follow along with the video and fill in the answers below as you go. Afterwards, we will be taking the

classroom’s beliefs into consideration.


Character Role Playing Activity

After reviewing the video, we are all going to take on a character of the video’s Point of View, write down your argument, and place your argument in the room for critique by the other characters (as

distinguished by the given post-it note colors)

Get in groups of two, pick a character, grab a poster, and write up your argument to share with your fellow characters!

“Harvest of Fear” Character Sheets

Role Play & Discussion

Character Sheets

1. A Biotechnology Researcher (animal and plant)

2. A Minister of Agriculture from a Country in Africa

3. A Chemical Company Executive

4. A GMO Food Scientist interested in pharmacology

(The science of drugs, including their composition, uses, and effects)

5. A community leader from a developing country.

6. A member of an environmental activist organization

(Greenpeace)

7. A member of a "radical" environmental activist organization

(Earth Liberation Front)

8. A subsistence farmer from Africa.

9. A corn farmer from the American Mid-West

10. An organic produce farmer from the US.


11. A papaya grower from Hawaii.

12. An American consumer and a Vegan

(you don't eat any animal products)

13.An American consumer and the parent of a child who is highly allergic to peanuts.

14. An American consumer with a large family trying to maximize their food budget.

You are: A Bio-Technology Researcher (animal and plant)

You are at the forefront of genetic plant research. You see many benefits of genetically modified organisms. You are opposed to labeling, however you see that it might be useful in the future for public acceptance. People will ask questions about what GMO's are you must be prepared to answer them intelligently. You feel there is no justification for assuming the possibility of cross-pollination between GM plants and their wild relatives to be either undesirable or harmful in principle, you feel that each case needs to be considered on its own merits. You also feel that insect pests cause incredible crop losses every year, resulting in harsh financial setbacks for farmers. You feel with crops engineered to resist pests, growers can avoid such losses and bring their produce to market at less cost.

After viewing the video "Harvest of Fear" You will be involved in a group discussion of the information presented.

You will "role play" as the character described above. View the video and take notes with you characters frame of reference in mind. Use the blank areas on the front and back of this paper to write down questions and information your character will have to know about during the post video role-play discussion.

You are: A Minister of Agriculture from a Country in Africa

You understand that scientists are hard a work trying to genetically add vaccines to tomatoes and bananas. You know traditional vaccines require special facilities to produce and certain areas for storage that are just not available in developing countries. You are understand that these vegetative vaccines can be produced using food processing facilities that are available in many areas of the developing world. You are also concerned about how these crops might affect non-vaccinated crops in the area. You feel that GM crops should be a part of the expanding agricultural development in your country, but you are concerned about it being deployed safely. You think product labeling is important as long as you educate the public about it.



You are: A Chemical Company Executive

You see GMO's are good for the company’s bottom line. You honestly feel that you are doing good in the world through the genetic modification of certain crops. You are able to discuss specific crops and point out the successes your company has had. You definitely do not want your genetically modified products to be labeled. You feel the benefits of bio-technology are many and include providing resistance to crop pests, to improve production and you even recognize this may reduce chemical pesticide usage, Your firm has invested heavily in research and development and naturally you want to recoup your money.



You are: A community leader from a developing country

You are an intelligent and aware leader. You have studied genetically modified crops and you see them as a benefit to your community back home. You don't understand why people are so opposed to GMO's. You could care less about labeling , you just want crops to yield more and nourish more people. You feel it is possible to kill someone with kindness and that could be the result of the well-meaning but misguided attempts by European and American groups that are advising developing countries to be wary of agricultural biotechnology. You feel that it if you take these alarmists warnings to heart countryman will suffer and possibly die. You feel agricultural biotechnology holds great promise for your country where circumstances such as poverty and poor growing conditions make farming difficult.



You are: A GMS Food Scientist - interested in pharmacology

(The science of drugs, including their composition, uses, and effects )

You feel that GM foods will have great benefits for the worlds poor. You are aware that in developing countries malnutrition is a grave problem, because people often have to rely on a single staple, such as rice, which on its own doesn't supply the compliment of nutrients developing bodies require. Food scientists hope to genetically modify crops to add vitamins and

minerals. You know one of the promising crops is "golden rice" which can stimulate our bodies to generate vitamin A. You know in the developing world, vitamin -A deficiency kills 2 million children each year, and another 500,00 become permanently blind. You see GM crops as environmentally friendly' factories' that can mass-produce useful substances like pharmaceuticals. You are not opposed to product labeling but you demand that there needs to be public education about them.



You are: member of an environmental activist organization: "GREENPEACE"

You are opposed to any form of genetic crop modification. Your demonstrations are all based on the principle of non-violence. However you see that aggress action is the only way to get the chemical companies attention. You feel that all GMO products should be labeled. You believe strongly that centers of plant diversity are already eroding under the pressure from loss of habitats and the tendency of modern agriculture to rely on a few elite varieties of the most important crops. You are aware that hundreds of thousands of varieties of crop relatives have been lost. You believe the US Government however you understand that we show no inclination to assess risks posed in other parts of the world by crops engineered in the United States.



You are: - A member of a "radical" environmental activist organization:

"The Earth Liberation Front"

You are opposed to any means of genetic modification. You are for labeling of GM foods. You know in the US, producers do not have to label GM foods and the result is that you, as a consumer, do not know what you are eating. You are frustrated because you do not have the option of buying foods without GM ingredients in them, because you don't know where they are and what they are in. You will cross virtually any boundary to get your message across. You are very upset that GM crops could harm wildlife. In particular you are upset about the report that 46% of the Monarch butterfly larvae died when feeding on milkweed plants covered with GM corn pollen. You feel that unrelated multiple side effects if these "introduced" genes cannot be predicted in advance and are not always visible or easily detected.



You are: A subsistence farmer from Africa

You are just trying to grow enough crops to feed you hungry family and you would use every tool at your disposal to achieve this. You are essentially and organic farmer although you don't call it that. You don't use chemical pesticides or fertilizers because you cannot afford them. You don't really understand what genetically modified organisms are. You ask questions because you are hungry to learn.. You do not want to be dependent on aid or the distribution of food. You want to be in control of your own destiny.



You are: A corn farmer from the American Mid-West

You want to grow genetically modified corn. You have heard about its desirable characteristics. You understand that if a crop boasts its own ability to resist predators then you can use far fewer chemicals. You feel the benefits of biotechnology are many. You submit that biotechnology has been around since early on in human development. Early agrarian people saving seeds of high yielding plants. You make the connection with Gregor Mendel, the father of genetics, cross-pollinating his garden peas. You are against product labeling because you think it would impact on your sales.



You are: An organic produce farmer from the United States

Your scientific brain can see that there might be a place for genetically modified organisms. However your heart and soul are into using all organic methods of crop production. No

herbicides, pesticides or chemical fertilizers are used on your 30-acre vegetable farm. You feel if GMO's are in the marketplace that they MUST be labeled. You understand that the green revolution was immensely successful in increasing crop yields because of the development of high yielding crop varieties and the use of chemical inputs, but this resulted in disruption of many sustainable (organic) agricultural practices. You are very concerned about farmers who use these altered crops risk being caught on a similar treadmill.



You are: A papaya grower from Hawaii

You have seen 1st hand the good results that can come from genetically modified papayas. You discuss your experience with the papaya ring spot virus. You see hope for other crops and organisms. You are for labeling even though you think it might initially hurt sales, but you insist that the government must set into motion a large-scale awareness and education campaign.



You are: An American consumer and a vegan and no one in your family eats any animal products

You are very concerned about vegetables in the mainstream marketplace. You find it unbelievable that animal genes would be placed in plants. You are opposed to genetically modified organisms. However you reason that if they must exist that they must also be labeled! You feel that GM technology flies in the face of the cherished principles about the relationship between humanity and nature. You wonder if we have the wisdom to substitute human selection for natural selection. You think about your religious friend who observes Kosher dietary laws, you wonder how they would feel if they knew the tomato they just enjoyed in their salad could carry a pig gene in it. You understand that fear of foods can alter ones sense of well-being.


You will "role play" as the character described above. View the video and take notes with you characters frame of reference in mind. Use the blank areas on the front and back of this paper

to write down questions and information your character will have to know about during the post video role-play discussion.

You are: An American consumer and the parent of a child who is highly allergic to peanuts and other nuts.

You feel the possibility exists that those genetically modified food crops may unintentionally introduce new allergens into foods. Given that genes can be introduced from unrelated species (fish genes into plant cells etc. ) you argue that the possibilities of allergies might be greater than with traditionally bred crops. You are a staunch supported of product labeling for genetically modified crops. You must be able to discuss the idea that you believe manufactures of genetically modified foods are exposing the public to one of the largest uncontrolled experiments in modern history.



You are: An American consumer living in a metropolitan area with a large family. You are trying to maximize your food budget.

You don't understand what all the fuss is about. If farmers using these crops can make more food why not. You make the connection to more food and lower prices. You don't think labeling is necessary because if it was necessary you feel the food and drug administration would have put it on the label. You have questions about GMO's and you ask people to explain what the fuss is all about.



Invitation 1

GMOs: Yah or Nah Flash Cards: Where to Draw the LineOn each picture I would like you to all write YAH or NAH for based purely off the picture and the

experiment title along with a brief reason why.

Afterwards, I want you to look at the article provided, read the experiment and its details, then reevaluate you’re your answer (make sure to write in a different color so I can see your change/support

for your answer)

YAH OR NAH

Using transgenic plants plum as rootstocks of commercial varieties of peach and apricot.

http://gmoinfo.jrc.ec.europa.eu/gmp_report.aspx?CurNot=B/ES/15/01

YAH OR NAH

Potato with altered resistance to pathogens

http://gmoinfo.jrc.ec.europa.eu/gmp_report.aspx?CurNot=B/SE/14/1147

http://gmoinfo.jrc.ec.europa.eu/gmp_report.aspx?CurNot=B/SE/14/1147


YAH OR NAH

Field trial of maize genetically modified to tolerate glyphosate.


YAH OR NAH

Genetically Engineered Tobacco that Glows

http://articles.latimes.com/1986-11-07/news/mn-15624_1_gene-activity

http://articles.latimes.com/1986-11-07/news/mn-15624_1_gene-activity


YAH OR NAH

Glowing Animal Project

http://mic.com/articles/40527/7-genetically-modified-animals-that-now-glow-in-the-dark-thanks-to-science



Invitation 2

The Third World Hunger and GMOs - A Saving Grace or a Cooperate Injustice?

Equatorial Guinea, Haiti, Afghanistan, Myanmar, Nepal, and many other countries are labeled as underdeveloped countries. The struggle for leadership, resources, and human development has kept

these countries in a state of constant tussle between those in the country and those outside of it.

Today we will be looking at the World Hunger and the use of GMOs and if they will help or hurt people living there.

You are the Head of International Affairs and many have been asking you what America will be doing to help others who are not “as fortunate as us”. The argument to use the work American scientists have

done on GMOs to solve the hunger problem has been a thorn in your side for WEEKS! So today, you are going to finally decide, are we going to put these GMO plants on the market for the underdeveloped countries or are we going to fight against GMOs. Yes or No, the choice is yours, but do not forget, the

development and livelihood of many depend on you!

Look at the articles and videos provided and create a speech for or against the use of GMOs in these third world countries.




http://www.organicvalley.coop/why-organic/research-library/gmos/the-false-promise-of-gmos/page-1/

http://alumni.berkeley.edu/california-magazine/just-in/2014-10-14/gmos-research-says-theyll-help-end-starvation-americans



http://www.organicvalley.coop/why-organic/research-library/gmos/the-false-promise-of-gmos/page-1/




Invitation 3

Advertising of GMOsWelcome to the company advertising team! Today we will be doing some public advertising where we

will making an advertisement for GMOs. You’re in charge. We have to decide whether we are for or against these GMO, things.

Do some research and look at the websites provided. Then I want you to create an advertisement. I’ve got a few examples here. I suggest the use of PowerPoint. Also, make sure that it’s interesting. I need to

see some creativity.

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