Unit Plan 3: Food Crops Each unit is complete with the corresponding slides found in the main Genetic Engineering PowerPoint. Teachers have the liberty to cover the material on an as-needed bases based on alignment with class curriculum.

Estimated Time Materials Intro: 1-2 class periods Apples: 1-2 class periods Salmon: 1-2 class periods

Genetic Engineering PowerPoint, lab items based on activity

Individual Crop Objectives AquAdvantage Salmon 1. Discuss where Atlantic salmon are grown.

2. Differentiate between the genetic material found in the AquAdvantage Salmon by name of fish.

3. Using the PBS video, have a class discussion on four questions provided.

4. Summarize the regulation policies related to biological and physical containment of AquAdvantage Salmon.

Arctic Apples 1. Define a consumer-oriented trait and how baby carrots are considered an example of this.

2. Hypothesize why apples brown physiologically. 3. Summarize how the apple browning process has been

interrupted in order to produce non-browning apples. 4. Compare and contrast artic golden apples with opal

apples, and why a grower would choose either variety.

Standards and strands Agricultural Science 1

• Strand 3, Standard 3, Describe current applications of biotechnology in agriculture, Determine the role of science and technology in agricultural production and processing, Describe the application of precision technologies in agriculture.

• Strand 4, Standard 6, Research the scope of the food science industry and the world food supply, Explain food preservation methods, Describe food spoilage prevention.

Agriculture Science 3

Introduction Objectives 1. Identify the two ways genetic material is inserted into cells (Remember) 2. Explain what is meant by C3A2P2S3 and list all 10 commercially available GMO crops

(Understand/Remember) 3. Differentiate between insect resistance and herbicide resistance traits (Analyze) 4. Compare trends in GMO crop growth globally and identify country with the most growth

(Evaluate/Remember) 5. Differentiate between the reasons for producing golden rice (health) and cheese (demand).

(Analyze) 6. Create a product evaluating the purpose of Golden rice or cheese (Create) 7. List GM crops not commercially available (Remember)

• Strand 5, Standard 2, Relate the importance of biotechnology processes in agriculture, including cloning, superovulation, embryo transfer, gender pre-selection, transgenic organisms, and disease- and frost-resistant plants.

Aquaculture • Strand 5, Standard 3, Identify trends in the aquaculture industry, Determine the implications of

trends on aquaculture production.

Assessment Options

1. Choose any of the included activities or projects as assessments.

Applicable Case Studies for Multiple Perspectives Northwest Association for Biomedical Research, Case study directions: https://www.nwabr.org/sites/default/files/CaseStudy.pdf

1. All the glitters ay not be gold, a troublesome case of transgenic rice http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=313&id=313

2. Frankenfoods? A Debate Over Genetically Modified Crops http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=232&id=232

3. Golden Rice: An Intimate Debate Case http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=279&id=279

4. Torn at the genes: One Family’s Debate Over Genetically Altered Plants http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=423&id=423

5. Butterflies in the stomach: Is genetically modified corn harming monarch butterflies? http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=900&id=900

6. Do you really know what you are eating? A case study on genetically modified foods http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=290&id=290

7. Snow white apples: RNAI and Genetically Modified Foods http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=956&id=956 apples!

8. The case of the tainted taco shells: Advanced edition http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=611&id=611

9. The case of the tainted taco shells: General edition http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=610&id=610

10. Tougher Plants: Beating Stress by protecting photosynthesis in genetically modified plants http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=658&id=658

Sources: Pearson Education – Content Campbell Essential Biology (6th Ed.) by Simon, Reece, & Dickey.

Objectives Curriculum and Instruction: Content Teaching Method

1. Identify the two ways genetic material is inserted in to cells (Remember)

2. Explain what is meant by C3A2P2S3 and list all 10 commercially available GMO crops (Understand/Remember)

1. Individual Products a. Overview

i. How to make a GMO by Chelsea Powell ii. Figures by Anna Maurer

http://sitn.hms.harvard.edu/flash/2015/how-to-make-a-gmo/

iii. b. Genetically Modified Organisms

i. Genetically modified (GM or GMOs) organisms are organisms that have artificially acquired one or more genes, usually from another species but not always.

ii. https://www.youtube.com/watch?v=Ta98Ca_3wPI C3A2P2S3

iii. Selective breeding has been done since ancient times.

iv. Some say artificial selection is the genetically modifying of organisms that we have been doing forever.

v. Modification techniques have become more efficient.

vi. Traditional breeding programs are being replaced with DNA technology to improve plants and animals important to the agricultural industry.

vii. Top 3 GMO crops in the united states today: Corn, Cotton, Soybeans

Consider the following resources:

The Life of a Seed- Jake, a GMO Seed • http://utah.agclassroom.org/matrix/r

esources.cfm?rid=243 • https://www.youtube.com/watch?

v=L9tlirsBNg4 Engineer A Crop by Rick Groleau

• http://www.pbs.org/wgbh/harvest/engineer/

Genes can be moved between species – DNA from the Beginning

• http://www.dnaftb.org/34/index.html The Science of GMOs – Purdue University

• https://ag.purdue.edu/GMOs/Pages/The-Science-of-GMOs.aspx

Designing a New Genetically Engineered Food Product

• http://agbiosafety.unl.edu/poster.shtml

Review Monsanto’s seed chipper through the Medium article by Monsanto’s former CTO Robb Fraley:

• https://medium.com/@RobbFraley/future-farmers-of-america-and-engineers-share-a-week-and-intersecting-career-paths-438f8867afe1

3. Differentiate between insect resistance and herbicide resistance traits (Analyze)

a. Insect Resistance i. European corn borer and pink boll worm. Are

there any others? ii. Bt corn (bacillus theringiensis)

iii. Natural insecticide, soil bacterium gene iv. Millions of dollars saved for farmers due to

increased yield with decreased crop damage v. Pesticides are decreased or eliminated

b. Herbicide Tolerance i. Herbicide Tolerance

ii. Round up ready: Corn, Soybeans, Cotton…top gmo crops connection

iii. Yield increased iv. Reduced need for pesticides v. Photo of European corn borer

Consider the following resources:

The Refuge Builder: Insect Resistance Management of Bt Corn Using Refuge

• http://agbiosafety.unl.edu/refugebuilder.shtml

• http://agbiosafety.unl.edu/education/refugebuilder/refugehome.htm

The Resistance Management Game • http://agbiosafety.unl.edu/resgame/i

ndex.html Resistance Evolution Simulation

• http://agbiosafety.unl.edu/sim/index.html

Bt- sharing its natural talent with crops • http://www.biotech.iastate.edu/bt

-sharing-its-natural-talent-with-crops/

Case Study: Bt Corn Pollen and the Monarch Butterfly

• http://agbiosafety.unl.edu/monarchcase1.shtml

Insect Herbivores & Why they matter UNIT • https://learn.genetics.utah.edu/conte

nt/herbivores/ o Video introduction o Interactive insect profiles o Agricultural application

4. Compare trends in GMO crop growth globally and identify country with the most growth (Evaluate/Remember)

Global Prevalence • United states – 39%, Brazil – 25%, Argentina – 14%, India – 6%,

Canada – 6% in 2015, Industrial countries produce 46%, developing countries are 54% - was 33% in 2009

• United states – 39%, Brazil – 27%, Argentina – 13%, India – 6%, Canada – 6% in 2016. Source: ISAAA, 2016

• Chart: Acreage of genetically modified crops by country 2004-2014

• Check for updated statistics • Crop (World%; US%) • Soybeans (77%; 93%) • Cotton (49%; 94%) • Field Corn (26%; 88%) • Canola (21%; 90%) • Others – Sugar beets,

Papaya; Alfalfa • 75% US foods contain GMOs

2015 Acreage • 444 million acres of GMOS grown in 2015, 1% decrease from

2014. • 457 million acres grown in 2016 around the world • Grown in 28 countries, developing countries, >18millin

farmers • Global cultivated crop land = 9% • 5 countries growing 90% of gmo crops in 2015, 91% in 2016:

USA, Brazil, Argentina, India, Canada

Refer to the following article in Bloomberg on

land use: Here’s How America Uses Its Land, by Dave Merrill and Lauren Leather by, July 31, 2018:https://www.bloomberg.com/graphics/2018-us-land-use/ Using the maps linked above, consider asking students the following question and discussing as a class:

• Why is land use important? • Under which land use categories are

GMOs being grown for food/feed? • Because we have just discussed the

GMO food/feed crops, did you know there is approved genetically engineered grass for golf courses?

• Where is this land use area on the map?

5. Differentiate between the reasons for producing golden rice (health) and cheese (demand). (Analyze)

6. Create a product evaluating the purpose of Golden rice or cheese (Create)

Golden Rice 2 • Beta-carotene for vitamin A, with genetic materials from

daffodils and carrots • Blindness and maternal mortality, problems with pregnancy

and lactation if deficient in vitamin A • Cassava also modified for iron and beta-carotene production • Transgenic meat not currently in US- could be modified for

genes that increase muscle size or healthy omega-3 fatty acids (pig example)

• Salmon approved- gene from chinook salmon and ocean pout added to the 40,000 genes of an Atlantic salmon so that it will continue to grow the whole year, increases growth of fish.

Cheese • Chymosin is an enzyme produced by modified yeast, fungi, or

bacteria. • Cheese was traditionally clotted using rennet, a product found

in the cow’s stomach. • Not enough rennet was available to produce cheese, so they

developed recombinant chymosin to fix this problem. Using genetically modified products/processes to produce cheese is more common today.

7. List GM crops not commercially available

• You call that a tomato? o https://www.nytimes.com/2013/06/24/booming/you

-call-that-a-tomato.html • GMO wheat found in Washington

o https://monsanto.com/company/media/statements/statement-gmo-wheat-plants/

o https://www.seattletimes.com/seattle-news/environment/unapproved-genetically-modified-wheat-found-growing-in-washington/

o https://www.aphis.usda.gov/aphis/ourfocus/biotechnology/hot_topics/glyphosate_resistant_wheat/wheat_investigation

Other Technology Resources: Define Clearfield technology as it applies to crop management.

Clearfield Wheat Production Systems in Oklahoma • http://www.okcrop.com/pdf%20files/Advantages%20and%20

Technology%20of%20Clearfield%20Varieties.pdf New herbicide-resistant wheat introduced in time for fall planting

• https://www.kansasfarmer.com/crops/new-herbicide-resistant-wheat-introduced-time-fall-planting

• https://www.youtube.com/watch?v=u2l7dVid1q8 • https://www.youtube.com/watch?v=KjYNotye3js • https://www.ncbi.nlm.nih.gov/pubmed/15627242

Crop Case Studies Developed: Apples, Salmon Resources for: Alfalfa, Canola, Corn, Cotton, Potato, Sugar Beets GM Approval Database: http://www.isaaa.org/gmapprovaldatabase/ What is a GMO: http://www.isaaa.org/gmapprovaldatabase/ International Service for the Acquisition of agri-biotech applications: http://isaaa.org/resources/publications/pocketk/10/default.asp Optional Apple Interest Approach

• Prompt: Create a list of food products/agricultural crops that you think are “GMO” or genetically engineered. o Methods of Review: Have students create their list individually on a sheet of paper for 2 minutes. Have them then get in groups of

three and add any that they missed that their partners might have for 2 minutes. As a class, write a master list on the board starting with group 1. As you go through the groups, ask if there are any new ones to add that we don’t already have listed on the board from the previous group.

• Once the master list is created, use this time to introduce the concept of genetic engineering food products and that it is a developing field with more genetically modified food products that will be approved by the FDA and released in the future.

o Ask the question: Do we have any fruits listed? • Then ask: Would you eat an apple that did not turn brown?

o Show the interest approach video “24 Hour Time-lapse” from the PowerPoint presentation and then ask the students to share if they would eat the non-browning apple. Why or why not?

• Optional experiment: Before watching the time-lapse video, give each student a precut slice of apple to leave on their desk for the duration of the lecture. Refer to the color of the apple slice throughout the remainder of the lesson.

Objectives Curriculum and Instruction: Apples Content Teaching Method

NAS Webinar on GE Quality Traits: Neal Carter, President of Okanagan Specialty Fruits Minutes 6:55-34:49. https://nas-sites.org/ge-crops/2015/03/20/webinar-april-21-ge-quality-traits/ Ask/Answer the following questions:

• What kind of GMO foods do you know exist? Any fruits? • Would you eat an apple that did not turn brown?

Watch the following video and be prepared to share why or why not. • https://www.youtube.com/watch?v=g2-BqBZmVd0

Consider using the associated Arctic Apple

Worksheet that works with the following

teaching methods.

Evaluate the apple browning video and hypothesize whether you would eat a non-browning apple before knowing how it works.

1. Define a consumer-oriented trait and how baby carrots are considered an example of this.

Vocabulary: Consumer-oriented trait, Enzymes, Substrates, RNAi, Polyphenol oxidase or PPO, Tissue Culture, Novel Protein, Rootstock, Oxidize, Variety

Vocabulary Word: Definition: Example:

Consumer-oriented trait

3 column charts will be used for vocabulary words. When you see a chart like this, the definition is always in the middle and the example in on the right! Why would more carrots be consumed after the invention of the “fresh cut baby carrot”?

The “why?” • Consumer-oriented trait: a trait for the consumer “likes” and not

for the producer. o Consumers ate more carrots with the invention of the

fresh cut baby carrot. o Discuss why this might be so?

o Sliced apples turn brown without the preservatives used

to keep them “fresh” looking. o Carrots do not turn brown when peeled and cut as baby

carrots/ § What about a non-browning apple?

Ask students how fresh cut baby carrots are similar to non-browning apples. Start to make connections with apples, discussing how they cannot be cut and bagged without a preservative, or else they’d turn brown.

• Draw a venn-diagram on the board to compare fresh cut baby carrots to fresh cut apples, evaluating how they are similar and how they are different.

• Talk about the ingredient list on a

bag of fresh cut apples vs. fresh cut baby carrots.

2. Hypothesize why apples brown physiologically.

Make an educated guess for questions 1-3 in section 3 before we discuss as a class.

Have each student make a hypothesis and then answer as a class with the PPT diagram.

• Why doesn’t browning occur in the non-arctic and arctic apple before it is cut?

• What happens physiologically once the non-arctic apple is cut?

• What happens physiologically once the arctic apple is cut?

3. Summarize how the apple browning process has been interrupted in order to produce non-browning apples.

Browning Process: Enzymes and Substrates a. Apple cells are damaged when the apple is cut or

bitten into. b. An enzyme (polyphenol oxidase) then mixes with the

substrate (polyphenols) and causes browning.

Lillian Horin, Harvard University, The Graduate School of Arts and Sciences, Blog

Non-Browning made possible:

c. A process called RNAi is used to “silence” genes. d. Targeted segments of apple genes are used to

interfere with the enzyme that causes browning, Polyphenol oxidase or PPO

e. No novel proteins are produced f. “Using apple genes to turn off apple genes” says Neal

Carter, founder of Okanagan Specialty Fruits that produces the Arctic Apple.

Describe what it means to “silence” a gene.

• Consider reviewing the following PBS animation with students to explain RNAi (flash player is required on your internet browser: http://www.pbs.org/wgbh/nova/body/rnai-explained.html

• Define the RNAi, Polyphenol oxidase, and novel protein from the vocabulary list.

• “Using apple genes to turn off apple genes” but is that all that they are using?

• Have students answer question 4, explaining the PPO concentrations between the conventional and arctic apple.

Summarize how the process of producing a

non-browning apple, from tissue culture to

grafted tree.

• Divide students into 4 groups and assign a step of the growing process. Ask students to create a poster detailing their step to share with the class.

• Post the posters around the room and have the students do a “gallery walk” where they use the poster to

a. Apple genes with less PPO are “introduced” to apple tissue. Plants are grown in tissue culture from a single transformed cell.

b. Plants are confirmed with the non-browning trait. c. Plantlets are grafted onto an apple rootstock when large

enough. d. Trees are planted. e. USDA confirms that trees are grown the same way as

other apple varieties.

fill in the diagram on their own worksheet.

• Complete the graphic diagram on the worksheet, having students label the step, draw a graphic representation, and write three points explaining the step.

4. Compare and contrast artic golden apples with opal apples, and why a grower would choose either variety.

Apples in Comparison: Opal Apple vs Arctic Golden

a. Apples in Comparison: Opal Apple b. Golden Delicious and Topaz cross c. Naturally non-browning because it does not oxidize. d. Part of the Non-GMO project

Ask the students if they have ever played the game “apples to apples”. It is a board game of comparisons, where you have a category green card and red cards used to describe the category. Introduce “the apples in comparison” slide when describing the activity.

• For this exercise, use the worksheet for students to create their own red cards describing their green card

e. Apples in Comparison: Arctic Golden

i. GE technique that can be applied to any apple variety.

ii. Varieties available currently: Arctic Golden. Arctic Granny, Arctic Fuji

iii. Produced through genetic engineering process.

using the worksheet page under section 6/objective 6.

• 2 green cards: Opal Apple, Arctic Golden

• 5 red cards each: create your own but the red cards must all be different.

• Cut out the cards place red cards with their green card.

Discuss: Could any of the traits used for one apple also describe the other? What is unique to the opal apple? What is unique to the arctic golden? After the students have completed the activity, show them the “in comparison slide” with the text asking if any of the information that they found was the same as what you have on the PowerPoint.

Additional activities:

If you have access to arctic apples, consider the following lab experiment: https://www.sciencefriday.com/educational-resources/the-tragic-mystery-of-the-mushy-apple/ Consider using the following case study: http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=956&id=956 Informative videos:

Central Dogma of Biology https://www.youtube.com/watch?v=0VA275plaQE&feature=youtu.be RNA Interference (RNAI): by Nature Video https://www.youtube.com/watch?v=cK-OGB1_ELE&feature=youtu.be How to make a genetically modified plant https://www.youtube.com/watch?v=JtkhHIG3nx4&feature=youtu.be

Graphics:

Okanagan Specialty Fruits (Aug. 2014): “Modern Apple Production: From Root to Fruit” Okanagan Specialty Fruits (Dec. 2013): “Making the Perfect Fruit Even Better” Images: https://www.arcticapples.com/how-did-we-make-nonbrowning-apple/ https://www.arcticapples.com/arctic-apples-r/introducing-nonbrowning/ http://sitn.hms.harvard.edu/flash/2018/arctic-apples-fresh-new-take-genetic-engineering/ https://www.smithbrothersfarms.com/1-lb-baby-carrots https://www.amazon.com/Crunch-Pak-Mixed-Sliced-Apples/dp/B00AR0U0OE http://www.fruitnet.com/americafruit/article/173482/non-browning-apples-land-in-us-stores https://www.okspecialtyfruits.com/our-science/ppo-silencing/ http://www.memegen.com/meme/ribapw https://croplife.org/wp-content/uploads/2016/11/CropLife-RNAi-Infographic-FINAL.pdf

Salmon

Objectives Curriculum and Instruction: Salmon Content Teaching Method

1. Discuss where Atlantic salmon are grown.

2. Differentiate between the genetic material found in the AquAdvantage Salmon by name of fish.

AquAdvantage Salmon • Atlantic salmon is the US seafood market is farm-raised. • Commercial fishing if Atlantic salmon in the united states is

not allowed, with the Endangered Species Act protecting the Atlantic Salmon present in the Gulf of Main.

• fisheries.noaa.gov

So how is the genetically modified salmon created? • Make an inference based on the following diagram:

• In order for the Chinook Salmon to be effective, a promoter is

used from the Ocean Pout. • A promoter is defined by the FDA as “a sequence that turns on

the expression of a gene”.

• AquAdvantage Salmon has an rDNA construct growth hormone gene that was taken from the Chinook Salmon and inserted into the genome of the AquAdvantage Salmon.

To further explain this...

• Watch the following video simulation to understand visually: https://www.youtube.com/watch?v=oyb3c9qbbK0

3. Using the PBS video,

have a class discussion on four questions provided.

Population discussion...

Consider watching the following video and answering the questions individually or as a class.

• https://ca.pbslearningmedia.org/resource/tdc02.sci.life.gen.salmon/super-salmon/?#.W0OjgmaZP-Y

Super Salmon Discussion Questions • What allows transgenic salmon to

grow in winter? • What are some possible

consequences of transgenic salmon escaping from their pens into the ocean population?

• How might transgenic salmon affect the evolution of other salmon populations?

• Do you think the FDA should give Aqua Bounty permission to grow and sell transgenic salmon? Why or why not?

Reprinted from PBS LearningMedia: Super Salmon https://www.pbslearningmedia.org/resource/tdc02.sci.life.gen.salmon/super-salmon/ © 2013 WGBH. All Rights Reserved. For personal or classroom use only. Not for redistribution

4. Summarize the regulation policies related to biological and physical containment of AquAdvantage Salmon.

Who regulates this? • FD&C Act confirms “safety” and “effectiveness” • National Environmental Policy Act (NEPA) is in place to

monitor the human environment and if its quality will be impacted, with AquAdvantage Salmon they found “No Significant Impact” (FONSI).

• The FDA has released an environmental assessment... • Environmental Assessment Released: • In support of an approval of a New Animal Drug Application

related to AquAdvantage Salmon, which are triploid, hemizygous, all-female Atlantic salmon (Salmo salar) bearing a single copy of the α-form of the opAFP-GHc2 recombinant DNA construct at the α-locus in the EO-1α lineage

• Define Highlighted words as a class.

Biological Containment

• Panama fish are sterile. • Triploid to control for fertility, as it interferes with the meiosis

of gamete cells in gametogenesis. The female’s endocrine system is that of an early juvenile fish, making even vitellogenesis completing oocytes unable to mature and be released through ovulation (5.3.2.4 Effectiveness of Triploidy in Inducing Sterility, Environmental Assessment).

• Definition of functionally sterile.

Physical Containment • They can only be grown in two places currently, and

specifically not in ocean net pens to prevent escape. They are grown in land-based facilities.

• Facilities are equipped with safety measures. For example, tanks with covers, nets, jump fences, screened overflow, etc.

o Canada for the breeding stock, indoors o Panama where they are grown for market, outdoor

• Courtesy of Kruger Kaldnes RAS and Veolia Water Technologies

Additional resources:

• Consider the following resources provided by AquaBounty: Land Based Aquaculture • Video: What is Land Based Fish Farming?

o https://www.youtube.com/watch?v=pxp7SKs8GE4&feature=youtu.be • Video: Rethink fish farming

o https://www.youtube.com/watch?v=3OfB7_og2m0 • Consider the following resources provided by AquaBounty: Land Based Aquaculture • Publication: Aquaculture, An Investor Update on Sustainable Seafood

o http://www.fish20.org/images/Fish2.0MarketReport_Aquaculture.pdf • Publication: Rethinking aquaculture to boost resources and production efficiency

o https://stateofgreen.com/en/publications/aquaculture-rethinking-aquaculture-to-boost-resource-and-production-efficiency/

Curriculum: Alfalfa Content NAS Webinar on GE Quality Traits: Mark McCaslin, Vice President-Research of Forage Genetice International Minutes 34:49-1:02:24 https://nas-sites.org/ge-crops/2015/03/20/webinar-april-21-ge-quality-traits/ Genetically modified alfalfa production in the united states https://www.ers.usda.gov/amber-waves/2017/may/genetically-modified-alfalfa-production-in-the-united-states/ Full report: The adoption of genetically engineered alfalfa, canola, and sugar beets in the united states: Jorge Fernandez-Cornejo, Seth Wech, and Daniel Milkove. https://www.ers.usda.gov/webdocs/publications/81176/eib-163.pdf?v=42697

Curriculum: Canola Content Full report: The adoption of genetically engineered alfalfa, canola, and sugar beets in the united states: Jorge Fernandez-Cornejo, Seth Wech, and Daniel Milkove https://www.ers.usda.gov/webdocs/publications/81176/eib-163.pdf?v=42697

Curriculum: Corn Content Managing Corn Pests with Bt Corn: Question and Answer Fact Sheet, Colorado State University Extension http://extension.colostate.edu/topic-areas/agriculture/managing-corn-pests-with-bt-corn-0-708/ http://www.ncga.com/home Weed to Wonder www.weedtowonder.org CRISPR-Modified Corn May Soon Be Ready For Market https://www.popsci.com/crispr-modified-corn-may-soon-be-ready-for-market

Curriculum: Cotton Content Cotton DNA Unit. https://learn.genetics.utah.edu/content/cotton/ Nigeria Commercializes BT cotton. https://allianceforscience.cornell.edu/blog/2018/07/nigeria-commercializes-bt-cotton-first-gmo-crop/

Curriculum: Potato Content NAS Webinar on GE Quality Traits: Craig Richael, Director of Research and Development of Simplot Plant Sciences Minutes 1:04:18-1:36:56 https://nas-sites.org/ge-crops/2015/03/20/webinar-april-21-ge-quality-traits/ "7 Future Genetic-Engineering Technologies." National Academies of Sciences, Engineering, and Medicine. 2016. Genetically Engineered Crops: Experiences and Prospects. Washington, DC: The National Academies Press. doi: 10.17226/23395.

Page 357

Curriculum: Sugar Beet Content Full report: The adoption of genetically engineered alfalfa, canola, and sugar beets in the united states: Jorge Fernandez-Cornejo, Seth Wech, and Daniel Milkove https://www.ers.usda.gov/webdocs/publications/81176/eib-163.pdf?v=42697

Note that of the 10 commercially available crops: Papaya, Soybean, and Squash resources are not included.