Discussion Lesson Plan

Laura Kucko and Savannah Robertson

Class

10th Grade Biology (5- 45 minute class periods)

Title/Topic

Should We Grow GMOs/ Genetically Modified Organisms

Standards

-Gene mutations (when they occur in gametes) can be passed onto offspring.
-Genes code for protein. The sequence of DNA bases in a chromosome
determines the sequence of amino acids in a protein.
-Genes are segments of DNA molecules. The sequence of DNA bases in a
chromosome determines the sequence of amino acids in a protein. Inserting,
deleting or substituting segments of DNA molecules can alter genes.

Objectives

-TSSBAT discuss and explain the positives and negatives of GMOs using
scientific facts.
-TSSBAT explain what a GMO is.
-TSSBAT explain what genes do in an organism.
-TSSBAT explain how agricultural products have changed from traditional
agriculture.
-TSSBAT explain how a GMO can be created and state one advantage this
technology has over conventional methods of plant breeding.

Materials

Computer with internet access, role play cards, research questions, essay
questions, list of foods containing GMOs, class set of Chromebooks for
research days, Punnett Squares, plastic Easter eggs (the kind that are 2 pieces)
approx. 5 per group, corresponding Skittles or other candies, worksheet for
discussion,

Instructional
Sequence

Engage (45 minutes): The engage portion of the lesson is going to be Easter
Egg Genetics Activity. Students will be put into groups of four and collect
Easter eggs from the materials station. Materials include 5 different eggs,
candies which correspond to the color of the eggs, and Punnett Square
worksheets. The eggs will need to be filled with candy according to the key. A
chart should be displayed for students to see easily if they are filling their own
Easter eggs. For example, if a student has a pink purple Easter egg, they
would have to have two purple candies and two pink candies, according to the
key provided. Students would do Punnett Squares to determine their offsprings
genotype and phenotype. Once students have determined genotypes and
phenotypes for each egg offspring, 5 pieces of white candy will be added to the
pile. The white candies represent mutations in the parents which may be passed
down to offspring. This will get students thinking about what could naturally
happen to offspring during reproduction. We will then ask the students, What
would happen if this mutation werent natural? What if humans were the ones
altering genes. These questions would get students thinking about the topic
before we begin watching the videos that next class period. During the activity,

we will be walking around the classroom keeping students on track and making
sure that they still understand Punnett Squares from the previous lesson.
Explore (90 minutes): We will spend one class period watching the Harvest
of Fear videos. They are available on YouTube for free. The downside to this
is that there are twelve videos, each about 9 minutes long, and they include
commercials. The videos do have captions though, for students who are more
visual learners than auditory learners. We will not have enough time to watch
all of the videos in class, so a about me will be written about each of the
characters. For the next class period, pairs of students will be assigned to one of
the characters in the videos and will be given the worksheet for the activity.
Expectations for the activity will be projected on the screen and monitored
throughout. One group, the poor African farmers, is going walk around to each
of the groups to determine if manufacturing GM corn is right for them. Each
pair of students will have to explain who they are, what their position is, and
discuss any concerns they have with GMOs. While the African farmers are
talking with a pair of students, the rest of the groups will be keeping track of
who is talking, their position on it, and the concerns that are brought up. We
will also be keeping track of these on the board. Once the African Farmer have
had a chance to speak with each group, all of the students will drop their role
and come to a consensus, or an agreement to disagree, about whether or not the
farmers should grow GMOs.
Explain (45 minutes): We found a very useful PowerPoint that defines GMOs
and explains the difference between that and selective breeding. Some of the
vocabulary is very intense, so it has been marked in red and students will be
able to copy the definition down in their science notebook. The PowerPoint also
gives examples in all of the different ways that GMOs are being produced and
consumed, along with statistics of who produces the most GMOs and what
GMO is produced the most. We will not spend much more than 15 minutes on
the PowerPoint, only going over to wait for people to jot down vocabulary
words and definitions. Because the roles that students were playing brought up
food labeling multiple times, students will spend the next half hour researching
about GMO labeling for themselves, some questions to be thinking about are
what the Safe and Accurate Labeling Act is, benefits and risks of the bill
passing, and who the act would effect if it passes, which will be written on the
board.
Elaborate (10 minutes outside of class): For students to get a good idea about
how many products contain GMOs, they will take the list of common
household foods and check off anything that they have in their house. This will
help students to realize how relevant GMOs are in their life. Now that they have
more knowledge about GMOs they can decide for themselves whether they
would continue buying GM foods and the difficulties that could occur if they
decided that GM foods were not for them.
Evaluate (45 minutes): We will spend one whole period on a formal evaluation
that will need to be presented in essay form. Students are to provide no less than
three answers to the questions Compare and contrast the risks and benefits of
GMO products, and they will be given a real life scenario Recently, The Safe

and Accurate Food Labeling Act of 2015 was brought to a vote at the House of
Representatives asking for products to be labeled as containing GMOs, do you
agree or disagree Act? Why or Why not? During the evaluation we will be
walking around the classroom to make sure that student are on task and that we
are able to answer any questions to the best of our ability for the assessment.
Questions

1.
What are genes?
2.
What is a genes role in an organism?
3.
What are GMOs?
4.
What are some of the risks and benefits to GMOs?
5.
What is the Safe and Accurate Food Labeling Act of 2015?
6.
What are the technologies for modifying agricultural products?
7.
What are the advantages and disadvantages of this technology?
8.
What is Agrobacterium?
9.
What is the difference between genetically modified organisms
and organisms developed through selective breeding?
10.
How do scientists find genes that will be beneficial?
11.
Why is the U.S. the leader in GMOs production?

Assessment

Informal Assessment:
Participation in role play discussion
Walking around during role play to assess student interactions and
understandings.
Worksheet of foods that contain GMOs in their house
Formal Assessment:
Role specific questions
Essay for students to explain what they have learned in detail.

Technology

Harvest of Fear Videos, PowerPoint over GMOs

Academic
Language

Biotechnology, transgenic organism, genes, GMOs, selective breeding, reliable

sources, researching using technology, Punnett Squares, recessive, dominance,
mutations, genotype, phenotype.

Safety

There are no safety concerns for this lesson.

PowerPoint for students with visual learning

Students who are more kinesthetic learners will be able to

practice Punnett Squares, while students who are more visual learners will
be seeing what genotypes mean for an organisms phenotype.

Students on IEPs and 504 Plans will have all of their

modifications and accommodations met
More time to complete essay questions
Students will have modified essay questions if needed (attached)
The Harvest of Fear video will be posted online so that students can watch
the video as many times as needed

Adapting for
Diverse
Learners

 Captions on videos for students to follow along

References

http://www.thinkport.org/Tools/ContentViewer/ContentPreview.aspx?
ContentID=3962dca9-2ec7-4809-a2df-e0635d88ead9
http://www.pbs.org/wgbh/nova/education/ideas/28gm_harvest.html
http://www.shiftfrequency.com/gmo-products-comprehensive-list/
http://communities.naae.org/docs/DOC-4848
http://www.pbs.org/wgbh/harvest/viewpoints/
http://www.nature.com/scitable/topicpage/genetically-modified-organismsgmos-transgenic-crops-and-732
http://www.nongmoproject.org/learn-more/

Name: _______________________ Per. ______

Punnett Square Worksheet

Easter Egg Activity

Chart:
Genotype

Phenotype

PP

Purple

pp

Pink

Pp

Orange

BB

Blue

bb

Yellow

Bb

Green

Key:
purple x purple (PP x PP)

all PP or purple possibilities

purple x pink (PP x pp)

all Pp or orange possibilities

pink x pink (pp x pp)

all pp or pink possibilities

orange x orange (Pp x Pp)

1 purple (PP), 2 orange (Pp) and

1 pink (pp)

orange x purple (Pp x PP)

2 purple (PP) and 2 orange (Pp)

orange x pink (Pp x pp)

2 orange (Pp) and 2 pink (pp)

blue x blue (BB x BB)

all BB or blue possibilities

blue x yellow (BB x bb)

all Bb or green possibilities

yellow x yellow (bb x bb)

all bb or yellow possibilities

green x green (Bb x Bb)

1 blue (BB), 2 green (Bb) and 1

yellow (bb)

green x blue (Bb x BB)

2 blue (BB) and 2 green (Bb)

green x yellow (Bb x bb)

2 green (Bb) and 2 yellow (bb)

Name: ___________________
Put a check next to each of the product below found in your home.
Brand

Product

Wonder

White Sandwich Bread

Kelloggs

Pop Tarts (all varieties)

Kelloggs

Eggo Frozen Waffles (Homestyle, Buttermilk, Blueberry)

General Mills

Cheerios, Lucky Charms, Cinnamon Toast Crunch

Kelloggs

Frosted Flakes, Froot Loops

Nestle

Nesquik, Strawberry Nesquik

Hellmans

Mayonnaise

Hunts

Ketchup, Original BBQ Sauce

Nabisco

Oreo (all varieties), Fig Newtons, Honey Maid Graham

Crackers

Keebler

Town House Crackers

Banquet

Pot Pies (all varieties), Salisbury Steak

Lean Cuisine

Broccoli & Beef, Teriyaki Chicken, Chicken Alfredo, Garlic

Chicken, Roast Turkey, Beef Stroganoff, Salisbury Steak,
Chicken Parmesan, Chicken Pie, Macaroni & Cheese

Ore-Ida

Fast Fries, Steak Fries, Shoe string

Chef Boyardee

Beefaroni, Macaroni & Cheese, Mini Ravioli, ABCs & 123s

Knorr

Chicken Pilaf, Rice Pilaf, Fettuccini with Alfredo

Totinos

Pepperoni, Combination, Crisp Crust

Frito- Lay

Doritos, Fritos, Cheetos, Ruffles

Pringles

Original, Sour Cream & Onion, Pizza-licious

Soda

Coke Sprite, Cherry Coke, Barqs Root Beer

Pepsi Pepsi, Wild Cherry Pepsi, Mountain Dew

Check if it is
in your house

Click on image below for full PowerPoint

Genetically Modified Organisms Essay Questions

Please list no less 3 reasons for each essay question.
1.

Compare and Contrast the Risks and Benefits of GMO products.

2. Recently, The Safe and Accurate Food Labeling Act of 2015 was brought to a vote at the
House of Representatives asking for products to be labeled as containing GMOs, do you
agree or disagree Act? Why or Why not?

Genetically Modified Organisms Essay Questions (Modified)

1.
Compare and Contrast the Risks and Benefits of GMO products.
Risk #1:

Reason:

Risk #2:

Reason:

Benefit #1:

Reason:

Benefit #2:

2.
Recently, The Safe and Accurate Food Labeling Act of 2015 was brought to a vote
at the House of Representatives asking for products to be labeled as containing GMOs, do
you agree or disagree Act? Why or Why not?
Circle one:

Reason #1:

Reason #2:

Agree

Disagree

Harvest of Fear
Video Worksheet One

Name _______________________________ Date ___________

INTRODUCTION

1. What is The E.L.F.?

Earth Liberation Front- radical group against use of genetically modified food

2. What devastated the Papaya crop in Hawaii?

The papaya ring spot virus. Barriers and chemicals could not stop the spread.

3. How did the researchers possibly solve this problem?

Genetically engineering a papaya that is vaccinated against the ring spot virus.

4. What was one of the early genetic modifications for corn?

BT corn- Corn that is modified to produce BT (bacillus thuringiensis) a toxin to kill the corn
borer caterpillar.

5. What school is at the center of Agricultural Research?

Cornell University

6. How is the "natural fiber" cotton a problem for the environment?

#1 user of pesticides and therefore a large pollution or environmental issue

7. What are GMO's?

Genetically Modified Organisms

Harvest of Fear
Video Worksheet Two

Name _______________________________ Date ___________

ARE GMOS SAFE TO EAT?

1. Why do most GMOs not need to be labeled?

After genetic testing the contents or genes present graph out the same.

2. Who are the

USDA? United States Department of Agriculture- Checks if food is safe to grow

FDA? Food and Drug Administration Checks is it is safe to eat.

EPA? Environmental Protection Agency Checks if it is safe for environment.

3. Why are allergies an issue with GMOs?

Adding genes from something a person is allergic to, to something someone is not allergic to, it
will cause them to now be allergic to it. Unless we track and are aware of these cross allergies,
it could cause issues! Example given was adding a gene out of a nut into soybean.

4. What is main issue behind the "Starlink" corn?

It contained a protein that was engineered to make a toxin called Cry9C. It was not toxic to
humans, but rather it took too long to digest, making it a potential allergen.

5. How did "Starlink" corn, meant only for animal consumption, end up in food produced for
humans?
Simply put, human error. Its an error that could have happened at many different levels of the
production chain. But somewhere along the line, Starlink corn got mixed in with corn that was
approved for human consumption, and sold to a manufacture.

Harvest of Fear

Video Worksheet Three

Name ____________________________ Date ___________

ARE WE TAMPERING
WITH NATURE?
1. Give an example of a risk that conventional plant breeding can cause?
Potatoes can be bred to have high levels of a toxin called glycoalkaloids, which can poison
humans.

Celery produces a toxin that is activated by the sun, if through breeding the toxin become
produced at high levels, it can cause a severe rash.

1. What are two major differences between conventional breeding and genetic engineering?
Conventional breeding mixes tens of thousands of genes at once, genetic engineering is much
more precise and can move select single genes.

Conventional breeding can only transfer genes from similar forms of life, genetic engineering
can cross those lines and breed between species.

1. Would the strawberries actually smell like fish?

No! The strawberry would still smell, taste and look like an ordinary strawberry, it just
wouldnt be damaged by cool temps.

1. What steps did the papaya farmers have to take before being able to sell the papaya into the
human food chain?

USDA needs to approve that it is safe to grow, the EPA needs to be sure it wouldnt cause issues
with the environment, and lastly they had to convince FDA that it was safe to eat!

1. What was one last issue that stood in the way of this papaya?
Some of the genes they added to the papaya were already patented by another company. They
needed permission or a license to use the technology.

1. Do you agree with companies having a patent on genetics?

Yes- The companies that develop the gene has invested a lot of time and money into its
discovery and development.
No- It gives a relatively small group of people a large influence on the worlds food. They could
deny others the ability to utilize the benefits of the discovery.

Harvest of Fear

Video Worksheet Four

Name ____________________________ Date ___________

DO GMOS DAMAGE THE ENVIRONMENT?
1. What role did the monarch butterfly play in Americas view of GMOs?
The American people took note that the monarch caterpillars were being killed by the pollen of
BT corn in lab studies. Gave some people the first look at what the future could look like.

1. How could discontinued use of GM crops, such as BT corn or cotton, actually cause more
damage to the environment?
Producers would have gone back to using more synthetic chemicals. These chemicals are not as
selective as the BT gene (goodbye more caterpillars), and could also end up causing pollution.

1. What is Organic Farming?

Production of food and fiber in a more natural way, no chemicals, no GMOs.

1. What is the resistance problem?

Toxins (such as BT or other manmade pesticides) will not kill 100% of the pests. The pests that
do survive are considered resistant. They can breed with other pests that are resistant and
produce a new generation of resistant pests. A form of survival of the fittest.

1. Who is Norman Borlaug?

Won the Nobel Peace Prize for his work with engineering crops that can be produced in
developing countries to save them from starvation.

DO WE NEED GMOS TO FEED THE WORLD?

1. Are GMOs needed to feed people in America? How about feeding people in developing
countries?
It may be true that in America, we have the land and monetary ability to feed our country
without the use of GMOs. However, in developing countries they do not have the same
resources nor the same sustainable practices. The technologies in GMOs are able to
compensate for poor soil conditions, and lack other resources such as chemicals. This may help
lift these nations out of poverty.

Harvest of Fear

Video Worksheet Five

Name ____________________________ Date ___________

WHAT DOES THE

FUTURE HOLD?

1. What are the positives behind the GM Salmon?

Reach maturity 4 times faster. The fish will grow even in winter months.

1. What are the negatives behind GM Salmon?

If they escape into the wild, they could cause the extinction of that species of fish. Although this
salmon grows fast, they are not good at reproducing.

1. What is the story behind the GM banana?

It would provide the opportunity to increase the access of developing countries to much needed
vaccines.

1. What is the advantage of golden rice?

Incorporates extra vitamins into rice, and benefits to those whom consume it. Once again, this
rice was bred to help people in developing countries.

1. Why is the biotech industry afraid of labeling GMO's?

Putting a label on GMOs, it makes it sound like there is something inherently wrong or
dangerous with them. However, studies have found that putting labels might increase the
acceptance in America. Americans like knowing there is a choice for themselves or others.

PERSONAL REFLECTION AND CONCLUSION

How do you feel about GM foods? Do you have overall positive or negative feelings and why?

Do you see a difference between allowing modifications that add medicine into plants VS allowing
modifications that create resistance to a particular pesticide? Why?

Is there a difference between making plant-to-plant modifications VS insect/animal to plant

modifications? Why?

Harvest of Fear Character Sheets

Role Play & Discussion
Character Sheets

1. A Biotechnology Researcher (animal and plant)

2. Greenpeace member
3. A subsistence farmer from Africa.
4. A corn farmer from the American Mid-West
5. An organic produce farmer from the US.
6. A papaya grower from Hawaii.
7. An American consumer and a Vegan -(you don't eat any animal products)

Name ____________________ Date ____________ Per. ____

Harvest of Fear Character & Note Taking Sheet
You are: A Bio-Technology Researcher (animal and plant)
Martina Newell-McGloughlin, Ph.D.

You direct the University of California Systemwide Biotechnology Research and Education
Program (UCBREP) and are an associate adjunct professor in the Department of Plant Pathology
at UC Davis. Your personal research experience has been in the areas of disease resistance in
plants, scale-up systems for industrial and pharmaceutical production in microbes and
microbiological mining. You have a special interest in Developing World Research and are part
of the USAID Applied Biotechnology Research Program.
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 crosspollination 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. Read the short description of your
character or take notes of the video so you can get your character's frame of reference.

Name ____________________ date ____________ Per. ____

Harvest of Fear Character & Note Taking Sheet
You are: member of an environmental activist organization: "GREENPEACE"
Charles Margulis

You are the genetic engineering campaign manager for Greenpeace USA and also its former
director. When it comes to genetic engineering you are billed the issue expert. You organized
and led a large protest outside the Kelloggs corporate headquarters in 2000. When asked if you
would like to eliminate all genetically modified food your response was thats absolutely
correct.
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 aggressive 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.
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. Read the short description of your
character or take notes of the video so you can get your character's frame of reference.

Name ____________________ Date ____________ Per. ____

Harvest of Fear Character & Note Taking Sheet
You are: A subsistence farmer from Africa
Abbo and Adia

You and your wife are Kenyan farmers that come from a long line of farmers. You essentially are
organic farmers because you cannot afford to buy and pesticides for your crops and you just use
what youve always had. You start hearing about GMOs but you have no idea what they are or
what the benefits and risks might be. You just know that you cannot continue the way you and
are tired of living in poverty.
You are just trying to grow enough crops to feed your 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.
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. Read the short description of your
character or take notes of the video so you can get your character's frame of reference.

Name ____________________ Date ____________ Per. ____

Harvest of Fear Character & Note Taking Sheet
You are: A corn farmer from the American Mid-West
Gerald Tumbleson

You are a corn and soybean farmer in Southern Minnesota. Your parents purchased 240 acres of
farming land in 1930s and since then you have grown the farm into a 2,700 acre farm. Your
farm's success has come mainly from the addition of GMOs which makes the production of your
crops more beneficial. You promote GMOs so that other farmers can gain the same fruitful crops.
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, crosspollinating his garden peas. You are against product labeling because you think it would impact
on your sales.
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. Read the short description of your
character or take notes of the video so you can get your character's frame of reference.

Name ____________________ date ____________ Per. ____

Harvest of Fear Character & Note Taking Sheet
You are: An organic produce farmer from the United States
Paul Muller, Organic Farmer
You are the part owner of a very productive organic farm named Fully Belly Farms in Northern
California which had been around since 1985. You farm prides itself on having a large diversity

of year round fruits and vegetables as well as livestock. You spend your time growing and
marketing your 80 crops, growing habitable areas for animals and insects, and you also teach
other about how to organ farm successfully.
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.
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. Read the short description of your
character or take notes of the video so you can get your character's frame of reference.

Name ____________________ Date ____________ Per. ____

Harvest of Fear Character & Note Taking Sheet
You are: A papaya grower from Hawaii
Rusty Perry, Papaya Farmer
You live on the big island of Hawaii and your livelihood is growing and selling papaya.
Unfortunately in the early 1990s you and other papaya growers started seeing an outbreak of the
papaya ringspot virus that decimated plantations. By 1995 most of your fields were lost and you

work staff of 14 was cut down to one. But thankfully a scientist modified the genes of the papaya
and made the papaya resistant to the virus. This modification saved the papaya industry and your
drowning farm.
You have seen 1st hand the good results that can come from genetically modified papayas. You
discuss your experience with the papaya ringspot 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.
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. Read the short description of your
character or take notes of the video so you can get your character's frame of reference.

Name ____________________ date ____________ Per. ____

Harvest of Fear Character & Note Taking Sheet
You are: An American consumer and a vegan and no one in your family eats any animal
products.
The Andersons
You and your family are completely organic and vegan. You love your lifestyle and feel like it is
the best fit for your values. You wish it was easier and more affordable to do but you spend the
extra money anyways to maintain your lifestyle. You worry about the health risks of eating

GMOs and wish that you had a better knowledge of what products contain GMOs so you could
avoid them.
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 one's sense of well-being.
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. Read the short description of your
character or take notes of the video so you can get your character's frame of reference.

Name: _____________________
Character Guide Note Sheet
Name:
Title:
Position:
For GMOs
Reason for Positions:
For GMO Labeling:
Reason for Side:

Name:

Against GMOs

For Labeling

Neutral

Against Labeling

Neutral

Title:
Position:
For GMOs
Reason for Positions:
For GMO Labeling:
Reason for Side:

For Labeling

Name:
Title:
Position:
For GMOs
Reason for Positions:
For GMO Labeling:
Reason for Side:

Name:
Title:
Position:
For GMOs
Reason for Positions:
For GMO Labeling:
Reason for Side:

For Labeling

Name:
Title:
Position:
For GMOs
Reason for Positions:

Neutral

Neutral

Against Labeling

Against GMOs

Neutral

Neutral

Against Labeling

Against GMOs

Neutral

Neutral

Against Labeling

Against GMOs

For Labeling

Neutral

Against Labeling

Against GMOs

For Labeling

Name:
Title:
Position:
For GMOs
Reason for Positions:
For GMO Labeling:
Reason for Side:

Against GMOs

Neutral

Neutral

For GMO Labeling:

Reason for Side:

For Labeling

Name:
Title:
Position:
For GMOs
Reason for Positions:
For GMO Labeling:
Reason for Side:

Against Labeling

Against GMOs

For Labeling

Neutral

Neutral

Against Labeling

Neutral