GMO vs Hybrid: What's the Difference?

We tend to surround ourselves with like-minded thinkers. Our worlds become insular and we begin to think "Doesn't everyone feel/think this same way?" Or we don't think about what others might believe. Political views, religious affiliations, parenting styles, hobbies, jobs, even the way we feed our families. We surround ourselves with people that think like us. Sometimes it's a real shocker to find out that not only are there people who don't take the same stance or have the same perspective as you...but heck, they don't even know what you're talking about.

The other day one of my local acquaintances posted a link on her Facebook about folks picketing Monsanto. Down with GMOs and all that. I read through the article, cheering the "Occupy Monsanto" peeps on. I scrolled down to the comments — and was blown away. 90% of the comments were, while not necessarily supporting Monsanto, definitely railing against the occupiers. As I continued to scroll down, several commenters —to their credit — made note that they really didn't know much about GMO foods. What's the big deal anyway? All kinds of plants are hybrids! It dawned on me then, that I live in an insular world where all my friends are local, home-growin' food advocates. They're the type that watched "Food, Inc." and "Supersize Me." They breastfeed and make their own baby food. They buy local raw honey, organic produce, and eggs from my backyard.

But, not everyone is like that. 10 years ago, I wasn't so much like this either. We ate a lot of veggies, I grew some (hybrid) tomatoes in my little townhouse plot, I made sure to wash all my fruit and veg to get rid of pesticide residues. But I wasn't paying organic prices. Not worth it. Then I started doing more reading and research, thinking "Will this really effect my kids?" Pregnancy can do that to you sometimes. I decided some changes were in order. And I decided I wanted to be more in control of what my family eats, of what I eat. If I choose to eat a McDonald's burger, I want to make an educated choice. And I learned about organic foods, hybrids, and GMOs.

What is a GMO? Genetically Modified Organism.
Ok, but what is a GMO? From Wikipedia: "A genetically modified organism (GMO) or genetically engineered organism (GEO) is an organism whose genetic material has been altered using genetic engineering techniques. These techniques, generally known as recombinant DNA technology, use DNA molecules from different sources, which are combined into one molecule to create a new set of genes. This DNA is then transferred into an organism, giving it modified or novel genes. GMOs are the constituents of genetically modified foods."  It can be any plant, animal or microorganism which has been genetically altered using molecular genetics techniques such as gene cloning and protein engineering.

Simply put, a GMO is when genes from one or more organisms are altered (combined, etc.), in a lab setting, then added added into a new organism.
Some examples:

• An herbicide resistant gene is taken from bacteria and inserted into the soybean plant, making the soybean itself resistant to farmer sprayed herbicides. 
• Sweet corn is modified to produce its own insecticide (a toxin to insects). The insect-killing gene comes from the bacteria Bacillus thuringiensis. 
• rBGH, or recombinant bovine growth hormone given to dairy cows. The hormone, which is synthesized from genetically modified bacteria, produces higher milk yields by keeping milk-producing cells alive in cows for longer than normal. 

Then, what is a hybrid? Hybridization is a naturally occurring genetic process where individuals from two genetically distinct populations mate. The DNA of the offspring contains genetic characteristics from both "parents." Many of the varieties of garden seeds (flower and veg) are hybrids. They've been cross pollinated to get a plant that has the good characteristics of both parent plants. 

Aren't they the same thing, sorta kinda? Yes, in that there's some genetic tinkering going on. No, in that GMOs are a) done in a lab,  b) take genes from unrelated organisms and insert them in others and c) hybridization occurs naturally, typically among like species.Think of it this way, hybridization is like human reproduction: unrelated adults of the same species mate and they get a wonderful little brown eyed baby. Genetically modified: Scientists go in and "adjust" the DNA of the baby to get it to have blue eyes.

But what's the big deal? Well, that depends on your stance. For some, it's not. GMO can purportedly be used to increase nutrition in some foods, like rice. It can be used to eliminate viruses in others, such as papaya. I say "purportedly" because reports are showing that that hasn't panned out too well.

For opponents, the list is great: environmental issues, inability to save seeds for next year's crop, health issues, very poor regulation, and strong arm tactics.

I could tell you what I think, but really you should take some time, read about the issue, and make up your own mind.

Here are some links that might be helpful in your research:
http://www.pbs.org/wgbh/harvest/etc/links.html
http://www.ehow.com/about_6529391_hybrid-vegetable-vs_-genetically-modified.html
http://justlabelit.org/about-ge-foods/
http://naturalsociety.com/scientists-warn-epa-over-monsantos-gmo-crop-failures-dangers/
http://bestmeal.info/monsanto/facts.shtml
http://www.who.int/foodsafety/publications/biotech/20questions/en/

Fifth Grade: We finished our first Botany block

We have officially finished our first block of 5th grade, Botany. It took longer than I expected; I allotted 4 weeks and it took 6 but, I think we covered a lot of ground. We spent more time out of the house than I had planned, with field trips and meet ups, but those things are just as important as our bookwork.

Pages from nature journal

Here's what we accomplished:

• Introduction to Botany — defining botany, it's importance, how it relates to man
• Classification systems: taxonomy, seed leaves, life cycle (perennial, biennial, annual)
• Daily nature walks to find specimens for each plant type. When we learned about fungus, we walked the neighborhood looking at various fungi. (This was our favorite botanical subject...we are still oohing and aahhing over the various fungi we find.)
• Weekly walks to Apollo park to look at specimens and draw in our nature journals
• Class with an herbalist, to identify various herbs and their uses
• Spore prints
• Leaf chromatography experiment
• Identifying plants by leaf shape, venation, arrangement
• Characteristics of lower plants and higher plants
• Descriptions and identifying: fungus, algae, lichen, moss, ferns, conifers, flowering plants
• Vascular system demonstration (celery and food coloring)
• Paper Clay leaf imprints

Plant identification by leaves

Paper clay leaf imprints

In addition, we

• Reviewed math concentrating on fractions
• Reviewed the parts of speech
• Learned about pronouns, common nouns, and proper nouns, as well as identifying the subject of a sentence
• Read biographies of John Muir, Anna Comstock, Maria Sybillis Merian, and Jane Goodall
• Started knitting socks
• In the process of making wooden animals in woodwork
• Piano lessons increased to 1 hour/week with the introduction of a monthly composer and instrument study
• Made a weather tree and continue to chart daily weather patterns

Field trips included an historic mill, American Visionary Arts Museum, a nature scavenger hunt, several park explorations, Flinchbaugh's orchard, a weekend trip to North Carolina, the herb walk (mentioned above) and a weekend camping trip.

Sketching on our herb walk

Fifth Grade: Botany Weeks Two and Three

Weeks two and three have just zipped on by. We've really been enjoying Botany; it's a great study for getting outside!

We packed so much into week two, but we both had a great time and learned much. We started the week by making nature journals. We bought two spiral bound sketchbooks at Michael's  and picked up a kneadable eraser and some drawing pencils. We each painted a water color, to cut down and use as a cover; the sketchbooks looked very impersonal with their black cardboard covers. On our Monday walk at Apollo Park we spent some time sketching a few plants, trying out the sketchbooks and exercising our fingers. And even more fun, we spent Tuesday afternoon in the backyard, just sitting still and observing and sketching our surroundings for 15 minutes. I didn't want to make the session too long, thinking the Boy would rebel. But at my call of "Time's up!" He responded with an "Awwwww, Mom."It sounds so much better at the end of an assignment rather than at the beginning of one. He drew one of our goats:

In our main lessons we moved through pollination, plant classification, and mushrooms. We learned that mushrooms are actually the fruiting body of the underground fungus. (A fact that fascinates the Boy). We drew mushrooms, observed them on our morning walks, photographed many types, and after collecting samples in a torrential downpour, made spore prints.

Main Lesson Book

To make spore prints, collect a few mushroom caps. Place them gill side down on a piece of paper. We used both black and white papers, as we weren't sure what color the spores would be. (Most were white, with one being a yellowish color). Place a glass or a bowl upside down over the cap, to keep it moist and undisturbed. Let it sit overnight. In the morning, remove the cover and the cap, and you should have a spore print on your paper. We pulled out a microscope type toy that the Boy received a few Christmases ago and looked at the prints close up.

Our sample mushrooms

Spore Print

We ended week two with a group field trip to John Rudy park, for a nature scavenger hunt and some much needed social time. Our scavenger hunt was a great success, with all of the kids working together, rather than competing. Walking down the trail you'd hear "Does anyone need an insect? I have an extra!" "I have two pieces of trash, who wants one?" Afterwards we gathered for snack and to display our findings. Several of the kids made bark rubbings, while others jumped on their bikes or scooters and pedaled around the bike path.

Some of the participants in our group scavenger hunt

 
Over the weekend we spontaneously decided to go camping. After driving our middle son to the bus station (return trip to college in NC) we packed up the car and drove the 45 minutes to Codorus State Park. We spent several relaxing days by the campfire. Really, we didn't do much at all. We ate, walked, sketched, read, and sat by the fire. We learned about American Chestnut trees, found an enormous hornet's nest, skipped stones, and made s'mores. It was a lovely break!

Sketching on our camping trip

Upon returning home, mama was slammed with a three-day migraine, so the Boy joyously spent those days woodworking with his father, watching "Myth Busters," and caring for his mama.

Fortunately the migraine lifted enough for us to join an herb walk on Friday. Our friend Jen, who makes flower essences, took our homeschool group through her farm and introduced us to many plants and their uses. Jen taught us that each plant has a story to tell, and if we listen carefully, the plant will teach us and tell us what it can give for our use. Some of the plants we learned about were: plantain, clovers, roses, elderberry, wood sorrel, goldenrod, ragweed, motherwort, nicotiana, comfrey, and calendula. We'll be heading back there in a few weeks to make a few preparations from some of these plants. I can't wait!

Fifth Grade: First Week of Botany Block

The first week of school is already behind us. Wow. Even amidst the chaos of way too much rain and the subsequent flooding, a dying refrigerator, and a sick car we accomplished so much! 

We fell right into our daily rhythm of morning verse, breakfast, animal care, walk (we skipped this on two days because of the deluge), beginning verse, and IAO verse. We added two new items to our list: daily dictation (that's how I'm getting grammar and spelling in, all year long) and mental warm up —math and/or reading questions and movement. 

We began our Botany block by taking a walk in a local park on Monday just to observe. Husband came with us and we had a pleasant, albeit wet, morning. That afternoon we made our sketch books using the rubber band and stick method. 

Walking in Apollo Park

Over the week we covered roots, stems, leaves, and blossoms. In the Waldorf pedagogy, a fifth grader doesn't receive heavy scientific nomenclature or detailed descriptions of processes. We learned the basics: what does a root do, what types are there, what is the purpose of a stem, the leaves, the blossom. We also made a chart of how to identify a plant by it's leaves— (shape, arrangement, margin, venation). We talked briefly of photosynthesis as that was of interest to him. I tried to present the material imaginatively and artistically, creating chalkboard drawings of each topic and getting outside to observe as much as possible.

In Waldorf, the subject of human reproduction does not come until late middle school but, botanical reproduction lays a light path in that direction. After all, that is why flowers exist: to reproduce. We examined flowers in our backyard, finding many different arrangements of stamens around the pistil and ovary. Using an idea from  Kovac's Botany book, I told a story of the flower seeds being like a Sleeping Beauty awaiting her Prince. Prince Pollen comes riding in on his horse, Bumblebee, to gently waken the princess.

We did a few activities this week, too. We took magnifying glasses out in the yard and looked at various flowers. The rose of sharon and flower maple had beautiful, easy to see flower parts. We put a sweet potato in water to sprout as a root project. For stems, we dyed a glass of water blue, then placed two celery stalks in the water and let sit overnight. By morning, not only were the leaves turning blue, but you could actually see how the blue had risen up through the stalk. Very cool. 

Stamens and pollen of a flowering maple

Blue stems in the celery

Leaves are turning blue

 

Week two will find us creating nature journals and learning about plant partnerships and plant families.  We will also start a book by John Muir as our nightly reader.