How do you like them apples?
Genetically modified?:
Using Genetically Modified Apples to Teach About Ecosystems
By Jessica Swartz, Jasmine Parks, Kortne Driver, Emily Neff
The interdependence and fragility of ecosystems is a topic that is addressed repeatedly in elementary school curriculum. Since it is a recurring topic, we, as future teachers, wondered how ecosystems could be taught in new and interesting ways that truly engage students. After much brainstorming, we found our answer: apples, or more specifically, genetically modified apples. This new produce is a great way to teach ecosystems at any elementary grade level.
A natural apple browning compared to a genetically modified apple "browning".
How did GMO apples come to be?
Every ecosystem is an interacting system that relies on balance and stability. Since everything in an ecosystem is linked, one small change can result in disruptions in many aspects of the ecosystem. One change that is occurring now is the introduction of genetically modified organisms, with one example being genetically modified apples. When apples are modified and the basic components of them are altered, how does this affect the ecosystems they inhabit? How is the system changed?
When looking at genetically modified apples, the first question that comes up is why are apples being modified? The purpose of this process is to create apples that are resistant to browning when sliced or bruised (Pollack). By producing these “Arctic Apples”, as they are called by the Okanagan Specialty Fruits company that is developing them, the number of apples discarded due to imperfections would be reduced significantly (Pollack).
In order to produce these apples, apples were genetically engineered using new GMO technology that adds apple genes back to the apple, instead of using genes from other plants (Diep). When a typical apple is sliced or bruised, cells rupture and polyphenol oxidase, or PPO, mixes with polyphenolics in other portions of the cell (Arctic Apples). When these two substances combine, brown colored melanin is left on the skin of the plant (Arctic Apples), which is unappealing to many consumers. The goal of GMO apples is to eliminate browning. In order to do this, four polyphenol oxidases are reduced, which is made possible by introducing DNA sequences “to suppress four members of the apple polyphenol oxidase gene family through RNA interference” (Keefe). Due to this process, Arctic Apples produce almost no PPO so that this does not mix with polyphenolics when sliced or bruised (Arctic Apples), causing browning not to occur.
These GMO apples will be available as Fuji (Beach), Granny Smith, and Golden Delicious apples, which are due to be available to the public sometime in 2017 (Pollack). Because of deregulation by the U.S. Department of Agriculture’s (USDA) Animal and Plant Health Inspection Service (APHIS), the apples are approved to be safe for consumption (USDA Stakeholder Announcement). The apples will be identifiable by a snowflake symbol on their label so that they can be distinguished from other apples (Diep).
How do GMO apples relate to food webs and food chains in ecosystems?
Apples are a very versatile fruit. They are grown in many states in the United States, including Washington, New York, Pennsylvania, California and even Michigan. Because apples are found all over the United States, they are included in many different food webs and have a very important place in the food chain.
A food web is a delicate pathway that shows how organisms obtain nutrients and energy. A food chain is a bit different because it follows the single path of either plants eaten by prey, and prey eaten by predators. Both food webs and food chains follow the flow of energy from producers, such as apples, to primary consumers, then to secondary consumers, to tertiary consumers, and finally to scavengers and decomposers (ScienceBob). Examples of both are shown below. Another example of a food chain that apples are found in would be: apple tree→ apples→ mice→ owls. Yet another example of a food chain that humans and apples are found in would be: Bees pollinate apples→ apples → deer → humans (idahoptv).
As you can see in the images below, apples are found in one food web, where humans are not present, as well as a food web that starts with humans.
The interdependence and fragility of ecosystems is a topic that is addressed repeatedly in elementary school curriculum. Since it is a recurring topic, we, as future teachers, wondered how ecosystems could be taught in new and interesting ways that truly engage students. After much brainstorming, we found our answer: apples, or more specifically, genetically modified apples. This new produce is a great way to teach ecosystems at any elementary grade level.
Every ecosystem is an interacting system that relies on balance and stability. Since everything in an ecosystem is linked, one small change can result in disruptions in many aspects of the ecosystem. One change that is occurring now is the introduction of genetically modified organisms, with one example being genetically modified apples. When apples are modified and the basic components of them are altered, how does this affect the ecosystems they inhabit? How is the system changed?
When looking at genetically modified apples, the first question that comes up is why are apples being modified? The purpose of this process is to create apples that are resistant to browning when sliced or bruised (Pollack). By producing these “Arctic Apples”, as they are called by the Okanagan Specialty Fruits company that is developing them, the number of apples discarded due to imperfections would be reduced significantly (Pollack).
In order to produce these apples, apples were genetically engineered using new GMO technology that adds apple genes back to the apple, instead of using genes from other plants (Diep). When a typical apple is sliced or bruised, cells rupture and polyphenol oxidase, or PPO, mixes with polyphenolics in other portions of the cell (Arctic Apples). When these two substances combine, brown colored melanin is left on the skin of the plant (Arctic Apples), which is unappealing to many consumers. The goal of GMO apples is to eliminate browning. In order to do this, four polyphenol oxidases are reduced, which is made possible by introducing DNA sequences “to suppress four members of the apple polyphenol oxidase gene family through RNA interference” (Keefe). Due to this process, Arctic Apples produce almost no PPO so that this does not mix with polyphenolics when sliced or bruised (Arctic Apples), causing browning not to occur.
These GMO apples will be available as Fuji (Beach), Granny Smith, and Golden Delicious apples, which are due to be available to the public sometime in 2017 (Pollack). Because of deregulation by the U.S. Department of Agriculture’s (USDA) Animal and Plant Health Inspection Service (APHIS), the apples are approved to be safe for consumption (USDA Stakeholder Announcement). The apples will be identifiable by a snowflake symbol on their label so that they can be distinguished from other apples (Diep).
A food web is a delicate pathway that shows how organisms obtain nutrients and energy. A food chain is a bit different because it follows the single path of either plants eaten by prey, and prey eaten by predators. Both food webs and food chains follow the flow of energy from producers, such as apples, to primary consumers, then to secondary consumers, to tertiary consumers, and finally to scavengers and decomposers (ScienceBob). Examples of both are shown below. Another example of a food chain that apples are found in would be: apple tree→ apples→ mice→ owls. Yet another example of a food chain that humans and apples are found in would be: Bees pollinate apples→ apples → deer → humans (idahoptv).
As you can see in the images below, apples are found in one food web, where humans are not present, as well as a food web that starts with humans.
 |
| In this Food Web, you can start at the apple tree at the bottom and trace the apple’s path up to the bear and cougar. This entire path of animals would potentially be affected by the new GMO apples.(http://www.world-builders.org/lessons/less/biomes/deciduous/decweb.html). |
In this food web, the center point is a human-ran farm. If you look at the farm and the apples’ path, you can see that the apples are made into apple pie, which would then be sold to stores. Here, it would be purchased and eaten by many different humans. This path, and others, could be affected by the GMO apples due to how the GMO apples would positively or negatively affect other contributors to the farm’s food web.(http://www.agclassroom.org/teacher/matrix/lessonplan.cfm?lpid=8).
Not only are apples included in many different food chains and food webs, but they are also involved in many ecosystems. With the versatile nature of apples and where they fall in the food chain, the ecosystems that GMO apples affect are also varied and large.
How do GMO apples impact ecosystems?
Have you ever had sweet-smelling fruit in the summertime that attracted flies and other bugs? Or have you ever seen bruised or fallen apples surrounded by insects? There is the possibility that this will occur less often in the future with the production of GMO apples, or “Arctic Apples”.
An issue with natural fruit, such as apples, are pests that interfere with production. According to Garden.org, there are three main pests that damage apple fruits, which include maggot flies (flies that bury themselves in the apple), plum curculio (a beetle that makes scars on the fruit), and codling moths (moths that bury themselves into the apple). Long before “Arctic Apples” came about, farmers would spray apple trees with nontoxic horticultural oil to dormant the insects and their eggs. This relates to the common core standard of Interdependent Relationships with Ecosystems (3-LS4-4), which states: (students will be able to) make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. When considering genetically modified apples, the environment is changing because the gene put inside of the apple. As reported by Livescience.com, the new genetic makeup causes the plant not to brown or bruise. With this, the environment is affected and the animals that once lived around apple trees may be positively or negatively influenced.
“Arctic Apples” have been made to be pest resistant. According to USDA, the apples were being tested to see if they posed a risk to agriculture and other plants or plant products. The article also states that pests are not limited to just bugs and insects, but also bacteria and fungi. Through testing and scientific research, the apples have been proven not to be a risk to agriculture crops or any other plants. As reported by the New York Times, the apples have been proven to be insect resistance and herbicide resistance. This idea of being pest resistant helps farmers produce and sell more apples, while herbicide resistance allows for these plants to not to be destroyed. The “Arctic Apples” are also said not to have a significant effect on the human environment and are safe to consume.
How does this relate to my science class?
Genetically modified apples are an appropriate and interesting way to teach about the interdependence of ecosystems and genetically modified organisms in your science classroom. When looking at the core ideas behind ecosystems, GMO apples directly relate to two of the four main concepts relating to this topic. First, they show interdependent relationships in ecosystems. Apples are an integral part of many ecosystems, including those in Michigan. Changing the genetic makeup of these apples puts the organisms that interact with them, such as worms or birds, at risk of being negatively affected. By exploring this topic, students are able to not only see how large of a role apples and apple trees can play in an ecosystem, but they can also make judgements on whether or not these genetically modified apples positively or negatively impact the ecosystem at large.
Along with this core idea, genetically modified apples also relate to the main idea of ecosystem dynamics, functioning, and resilience. This emphasizes that disruptions in the physical or biological components of an ecosystem, such as changing the genetic makeup of apples, can lead to shifts in the ecosystem, such as the types and numbers of organisms. This is very apparent in GMO apples because modifications could potentially change the dynamics of an ecosystem. Students could use the topic of GMO apples to explore this idea and examine possible complications that could occur.
Along with this core idea, genetically modified apples also relate to the main idea of ecosystem dynamics, functioning, and resilience. This emphasizes that disruptions in the physical or biological components of an ecosystem, such as changing the genetic makeup of apples, can lead to shifts in the ecosystem, such as the types and numbers of organisms. This is very apparent in GMO apples because modifications could potentially change the dynamics of an ecosystem. Students could use the topic of GMO apples to explore this idea and examine possible complications that could occur.
Genetically modified apples are also a helpful way to teach about GMOs and ecosystems because they connect to science standards across the curriculum. Below are a few examples of standards from various grades that relate to this topic:
- K-ESS2-2: Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs
- 3-LS4-3: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
- 3-LS4-4: Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
How can we learn about apples in the classroom?
There are many ways to integrate apples into ecosystem lessons in your classroom. Below are ideas for how to do this.
Science: Introducing the Topic:
To introduce apples in ecosystems, students could collect samples of nature, such as leaves and twigs, to observe different apple trees found in different ecosystems. Students can compare the differences between the apple trees found near home and the ones the class learns about in other regions. This would align with Common Core Standards across a wide variety of grades and would be a good way to transition into deeper learning. Using nature samples to learn about plants is something we have seen done in the classroom before. Younger students meet standards by conducting an investigation and classifying the plants by characteristics (2-PS1-1). Older students can meet standards by thinking more critically about the samples of nature they find and by analyzing how these trees are affected by different climates and the animals that live in the surrounding areas (4-LS1-1).
Science: Teaching about Food Webs:
As a class, have students brainstorm the different types of animals that eat apples. You can take this one step further by asking students to think about the animals that would then eat these animals. According to the Common Core Standards, students are expected from a young age to understand the role plants and animals play in ecosystems, along with food webs (K-LS1-1). Focus on vocabulary such as predator, prey, consumer, and producer.
Science: Teaching about Apple Characteristics:
Some basic ways to explore apples include taking a field trip to go apple picking. The students can take note of characteristics that he or she recognized while picking apples. The students should compare physical traits of different types of apples (i.e. color, size, shape, browning, etc.). One fun way to observe some of the physical qualities of apples would be bobbing for apples. After, students would consider the taste of the apples, the ability of some or all apples to float, and how easy each type of apple was to grab (texture).
To learn about making bobbing for apples more appropriate for early childhood children, visit this website: http://www.fantasticfunandlearning.com/apples-fine-motor-fall-activity.html.
Science: Experiments:
Another activity would include discussing the concept of adding things to apples or modifying natural apples. Some lesson ideas include using apples to creating volcanoes, using suds and apples to create bubbles, and apple rotting experiments, which compares how apples rot after adding oil, vinegar, water, or air. The apple rotting experiment is our personal favorite. For younger students, you could have them use only basic liquids they are familiar with in order to modify for lower grades. Young learners would observe apples soaking in milk, water, and oil. For older students, you can have them experiment more with complex chemicals. Older learners would observe apples soaking in vinegar, chlorine, saltwater, and so on.
You can also have students grow different apple seeds in the classroom. Younger students could all grow the same type of apple in order to gain basic knowledge about caring for plants (2-LS2-1). Older students could choose their own type of apple tree to grow. This would be interesting because students would have to consider the types of climate and environment these trees are grow in. This could also go hand in hand with the concept of cross contamination. Older students may be asked to mix apple tree seeds in effort to breed a new type of apple.
For more information about the apple volcanoes, apple bubbles, or apple rotting experiment, visit this website: http://handsonaswegrow.com/40-apple-activities-kids/
Language Arts and Science Integration: WebQuests:
Another way to explore apples in the ecosystem is by creating a WebQuest for students to complete at home. Here is an example of one designed for fifth grade students: http://msswartzclasspage.weebly.com/introduction.html. The WebQuest asks for students to read an article and watch a video on GMO apples and then form an opinion based on the information on Arctic apples and how they affect ecosystems. In this WebQuest, students write a letter to Okanagan Speciality Fruits stating their support or opposition to the new produce, while also defending their stance. A benefit of this assignment is that while looking at a specific case of interference in the balance of an ecosystem, it also incorporates English Language Arts by meeting the following Common Core Standards:
- CCSS.ELA-LITERACY.R1.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
- CCSS.ELA.LITERACY.R1.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
- CCSS.ELA-LITERACY.R1.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Language Arts: Using Text:
Some books that could accompany this unit are Apples by Gail Gibbons, Johnny Appleseed by Jodie Shephard, An Apple’s Life by Nancy Dickmann, How Do Apples Grow? by Betsy Maestro, and The Biggest Apple Ever by Steven Kroll.
To find more books to use with your unit on apples, visit this website: http://www.themeasuredmom.com/books-for-an-apple-theme/.
Math: Using Sequences:
One way for students to explore food webs through math could be by playing a sequence order game using animals and plants. For lower elementary students, you can modify this in order to make it less complex. Use only a few animals and focus on the plants students are learning about (in this case, apple trees) (K-ESS3-1). For higher elementary students, you could associate one plant or animal with a number. Explain to students that they have to put together the equation in a way that makes mathematical sense to figure out the proper order of the food chain (MS-LS2-2). This sequencing food chain activity is one we came up with on our own after experiencing first hand how patterns and sequences help students commit new information to memory.
Math: Graphing:
To incorporate math, students could sort or graph apples based on one or multiple characteristics, such as size or weight. S in lower elementary grades would be meeting standards by organizing the data they collect (K-2-ETS1-3). However, for older students to meet standards, you could adapt this activity by having students make predictions about apples that cannot be studied in class. Older students would be expected to complete research and put together an in-depth graph.
For more information about early elementary apple math and graphing, visit this website: http://alittlepinchofperfect.com/apple-graph-math-free-printable/.
Art: Food Webs:
Another activity that relates to food webs would be to have students create their own accurate food web. In lower elementary grades, this could be done by using a Velcro web with pictures and arrows that can be moved around and manipulated (K-ESS3-1). For older students, you can make this activity more complex by having them illustrate their own food web from scratch. This would include several elements that they must have in their drawing (5-LS2-1).
To play a game that encourages students to explore food webs, visit this website: http://coolclassroom.org/cool_windows/home.html.
For a more in-depth description about the food web art activity, visit this website: http://www.sciencegeek.net/Biology/biopdfs/FoodWebActivity.pdf
Art: Apple Prints and Paints:
Your class could explore the physical characteristics apples have by cutting open or dissecting them. Students in lower grades would then draw what they see. You can make this more complex for older or more advanced learners by having them write about what they see instead. Another activity using apples to create art is making apple prints or rolling different apples through paint and over paper. This would be more appropriate for early elementary age learners.
For more ideas on how to incorporate apples into art, visit this website: http://www.123homeschool4me.com/2013/07/30-apple-crafts-kids-activities-for.html?m=1.
How can YOU use GMO apples in your classroom?
After being introduced to the idea of teaching about genetically modified apples in the elementary classroom and being exposed to information concerning this “new” produce, we will leave you with the following questions to consider:
- What other genetically modified organisms would be an appropriate example for teaching about ecosystems in different circumstances? How would the circumstances differ?
- How could this information be altered to different grade or ability levels?
- How could you present this topic to your class in a way that remains neutral, instead of showing opposition or support for genetically modified apples?
- How can you incorporate the background information at the beginning of the blog post into the lesson ideas at the end?
- In what ways can you integrate other subjects into your lesson on GMO apples in the ecosystem?
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