Professional Documents
Culture Documents
Area:&Plant&Science&
Job:&GMOs:&the&good,&the&bad,&and&the&ugly!
Time:&&5&&45&minute&periods!
Instructions&to&the&Teacher:&
Italicized!text!will!be!read!as!script!
All!instruction!is!built!into!the!webquest,!so!make!sure!you!have!familiarized!yourself!with!the!lesson!
Learning&Standards:&
FPPS.02.03 Define and Describe Organic, Natural, Conventional, GMOs
FPPS.04.04 Utilize laboratory procedures to conduct lab experiments
AGBS.02.03 Understand professionalism in communication, business etiquette, and dress/attire
!
Goals&and&Objectives:&
By#the#end#of#this#lesson#the#learner#will#
Develop!an!educated!opinion!on!GMOs!
Develop!a!laboratory!experiment!testing!GMOs!
Write!a!professional!recommendation!letter!to!an!industry!member!of!their!choice!
Outcomes&of&this&Lesson:&
I!can!
Express!my!opinion!on!GMOs!in!a!professional!manner!
Design!and!explain!a!lab!procedure!testing!GMOs!against!other!crops!
Materials:!!
Computers!and!internet!for!each!student!
!
Resources:!&
All!resources!are!listed!within!the!webquest!
https://sites.google.com/site/educ331gmo/!
!
Terms&to&Know:&
All!terms!are!explained!within!the!webquest!
!
Text
Background!Information:!!
!
https://sites.google.com/site/educ331gmo/!
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Page!1!
The$Instructional$Plan$
What$am$I$doing?$
'Ask!class!about!their!knowledge!on!GMOs!
'Lead!discussion!about!GMOs!and!explore!
class!knowledge!
Explain!the!webquest!activity!and!guide!
students!to!the!computer!lab!
$
What$are$students$doing?$
What$data$can$I$collect?$
Engage:$
'Participating!in!class!discussion!
'Student!answers!will!express!breadth!and!
!
!
prior!knowledge!of!the!subject!
!
!
!
!
Explore:$
'Follow!the!webquest!!
'Follow!teacher!tabs!on!the!webquest!!!
'Questioning!of!students!throughout!the!
!
$
activity!
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$
!
$
!
$
Explain:$
'Follow!the!webquest!!
'Follow!teacher!tabs!on!the!webquest!!!
'Questioning!of!students!throughout!the!
!
!
activity!
!
!
!
!
Elaborate:$
'Follow!the!webquest!!
'Follow!teacher!tabs!on!the!webquest!!!
'Questioning!of!students!throughout!the!
!
!
activity!
!
!
!
!
Evaluate:$
'Follow!the!webquest!!
'Follow!teacher!tabs!on!the!webquest!!!
'Professional!Letter!and!Lab!Experiment!
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!
!
Essential$Questions:$
Be!sure!your!students!can!answer!these!questions!at!the!end!of!the!lesson:!
Found!in!teacher!tab!of!webquest$
Extend:$
'After!designing!the!experiment,!arrangements!can!be!made!to!actually!follow!through!with!the!experiments!over!the!remainder!of!the!
!
semester.!
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Page!2!
Class:&Agricultural&Sciences&
Area:&Animal&Science&
Job:&Beef&Production:&Growth&and&Hormones!
!
Time:&&50&minutes!
Instructions&to&the&Teacher:&
Normal!text!is!instructions!to!the!teacher;!italicized!words!are!suggested!script.!
Learning&Standards:&
ANSC!03.01>!Understand!the!process!of!animal!growth!and!development.!
Goals&and&Objectives:&
By#the#end#of#this#lesson#the#learner#will#
I!can!justify!the!pros!and!cons!of!implanting!beef!with!hormones.!
I!can!compose!a!written!opinion!summary!about!my!perspective!about!implanting!beef!with!hormones.!!
Outcomes&of&this&Lesson:&
Students!will!be!able!to!know!both!sides!of!the!hormone!implanting!issue.!They!will!also!be!able!to!make!their!
own!opinion!and!express!it.!!
Materials:!!
Implanting!pros!and!cons!stations!!
Pencil!and!paper!(in!notebook!or!binder)!
Resources:&
http://www.iowabeefcenter.org/information/IBC48.pdf&
http://www.cattlenetwork.com/cattleMnews/TheMfactsMaboutMhormonesMandMbeefM169217746.html&
http://pods.dasnr.okstate.edu/docushare/dsweb/Get/DocumentM1931/ANSIM3268web.pdf&
http://amarillo.tamu.edu/files/2010/11/ImplantingMBeefMCalvesMandMStockerMCattle.pdf&
http://beefmagazine.com/blog/visualMaddMyourMarsenalMaboutMhormonesMbeef&&
http://www.med.nyu.edu/content?ChunkIID=90869&&
http://www.sustainabletable.org/258/hormones&&
https://www.youtube.com/watch?v=Nmkj5gq1cQU&
!
&
Terms&to&Know:&
Estrogen!
Testosterone!
Progesterone!
Implants!
FDA>!Food!Drug!Administration!
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Background!Information:!
!
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!
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!!
Page!1!
$
Engage:$
!
!
!
!
!
Explore:$
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!
!
!
What$are$students$doing?$
Students$watch$30$second$clip$of$National$
Geographic$about$cows$on$steroids.$$
Student$will$gallery$walk$around$the$room$
and$look$at$different$perspectives$on$the$
hormone$implanting$issue.$They$will$be$
jotting$down$important$facts$that$they$find$
on$each$poster.$$
GFor$Hormone$Implanting$
GAgainst$Hormone$Implanting$
GMedia$perspective$
GMom$perspective$
$
Students$will$be$standing$by$the$poster$they$
most$agree$with$and$explaining$why$they$
believe$that.$$
Explain:$
!
!
!
!
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Elaborate:$
Students$will$write$a$summary$of$the$side$
!
they$believe$in$and$explain$why$with$three$
!
to$five$facts.$$
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!
!
Evaluate:$
Students$will$be$evaluated$by$writing$one$
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pro$and$one$con$about$hormone$implants$in$
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beef$on$an$index$card,$along$with$the$notes$
!
and$write$up$they$made$during$the$class$
!
session.$$
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Essential$Questions:$
The$Instructional$Plan$
What$am$I$doing?$
I$am$showing$the$video$to$the$students.$$
What$data$can$I$collect?$
Engagement$with$the$video$and$how$the$
students$feel$about$the$issue.$$
I$split$the$room$into$groups$of$four,$and$then$
wile$they$being,$I$am$circulating$timing$to$
make$sure$that$each$group$can$move$from$
poster$to$poster$in$a$timely$manner$and$jot$
down$facts$that$will$help$them$in$the$next$
step.$$
I$can$collect$what$they$are$reading$and$
writing$down$to$make$sure$they$have$
enough$information$to$write$a$summary$of$
a$perspective.$
I$will$facilitating$discussion$and$asking$inquiry$
questions.$$
What$information$they$gathered$from$the$
perspectives$and$reading.$$
I$will$be$circulating$,checking$in,$and$looking$
for$writing$progress.$$$
How$much$information$they$retained$and$
how$they$critically$think.$It$will$also$help$
me$show$growth$in$how$students$make$
decisions$and$how$they$gather$
information.$$
Collecting$fact$sheet$and$opinion$write$up.$
Also$collecting$cards$with$the$two$facts.$$
Comprehension$of$the$topic$and$see$if$they$
can$critically$think$to$form$an$opinion.$$
!!
Page!2!
Be!sure!your!students!can!answer!these!questions!at!the!end!of!the!lesson:!
Can!cattle!pump!steroids!like!body!builders?!!
$
Extend:$
Debate:$paired$up$and$assigned$side$to$debate$against$other$person.$$
!
!
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Page!3!
Why do cattle farmers use hormones or growth promotants in modern beef farming?
Most of the beef in the United States today is grain-fed or
grain-finished. Consumers of beef in the United States traditionally have preferred the tender beef from young steers
and heifers. These cattle spend most of their lives grazing on
grass in pastures but are finished for the last 120-200 days
in a feeding operation where they are fed a balanced diet
of grains, harvested forages, and nutrient supplements (vitamins and minerals).
Most male cattle (bulls) are neutered early in life and become steers. Bulls produce natural male hormones that can
cause aggressive behavior and injury to themselves and others. But these hormones cause bulls to grow faster, produce
more muscle and protein and deposit less fat than steers.
Heifers also produce hormones, but young heifers produce
much less than older or pregnant heifers. Providing small
amounts of these or similar hormones to young steers and
heifers allows them to regain some of the growth rate of bulls
and older heifers. This occurs even though the amounts of
hormones given are a fraction of the natural production of
mature bulls or heifers.
Hormone implants are regulated by the Food and Drug Administration and extensive toxicological testing is conducted prior
to the approval of any new growth promotant. This toxicological
testing by the FDA also includes assessments of the breakdown
of these products before they enter the environment. Residues
of the synthetic hormones are routinely monitored by the Food
Safety Inspection Service of the USDA to ensure safety of the beef.
The natural hormones are not tested since they are not different
than those naturally produced by the animal and the quantities
are a small percentage of what is normally produced.
Hoffman and Eversol (1986), Hartman et al (1998), Shore and Shemesh (2003),
USDA-ARS (2002). Units are nanograms of estrone plus estradiol for animal
products and isoflavones for plant products per 500 grams of food
Estrogen Amount
19,600,000 ng/day
513,000 ng/day
136,000 ng/day
41,000 ng/day
7 ng
Suggested Resources
Gandhi, Renu and Suzanne Snedeker. 2000. Consumer Concerns
about Hormones in Food. Cornell University Program on Breast Cancer and Environmental Risk Factors in New York State. Fact Sheet #37.
http://envirocancer.cornell.edu/Factsheet/Diet/fs37.hormones.cfm
Steroid Hormone Implants Used for Growth in Food-Producing Animals. 2011. Food and Drug Administration. Center for Veterinary
Medicine. Product Safety Information: http://www.fda.gov/AnimalVeterinary/SafetyHealth/ProductSafetyInformation/ucm055436.htm
Doyle, Ellen. 2000. Human Safety of Hormone Implants used to Promote Growth in Cattle. A Review of the Scientific Literature. Food
Research Institute , University of Wisconsin.
http://fri.wisc.edu/docs/pdf/hormone.pdf
Acevedo, Nicolas, John D. Lawrence and Margaret Smith. 2006. Organic, Natural and Grass-Fed Beef: Profitability and constraints to
Production in the Midwestern U.S. Iowa Beef Center white paper.