Genetically Modified Salmon: Food or 'Frankenfish'? by Monique Conrod

by Monique Conrod 2014

We've identified these texts as great options for text pairings based on similar themes, literary devices, topic, or writing style. Supplement your lesson with one or more of these options and challenge students to compare and contrast the texts. To assign a paired text, click on the text to go to its page and click the "Assign Text" button there.

Fracking Fuels Energy Debate

Erica Gies

We use the energy from natural gas for power. However, a relatively new process of getting this natural gas out of the ground called fracking has sparked a debate about sustainable energy.

Pair “Fracking Fuels Energy Debate” with “Genetically Modified Salmon” and ask students to compare the costs and benefits of each new technology.

10th Grade News 1140L

Can't We All Just Get Along?

BirdBrain Science

This informational text discusses the diverse interactions of organisms that can be mutually beneficial.

Pair “Genetically Modified Salmon: Food or ‘Frankenfish’?” with “Can’t We All Just Get Along?” and ask students to compare the similar themes of the two texts. Consider the advantages and disadvantages of introducing genetically modified fish into the environment. How would you generally describe humans’ interactions with the earth in terms of the two texts?

6th Grade Informational Text 600L

Strength in Numbers

BirdBrain Science

In the informational text "Strength in Numbers," the grouping of organisms and their roles in the natural world are discussed.

Pair “Genetically Modified Salmon: Food or ‘Frankenfish’?” with “Strength in Numbers” and ask students to classify the organisms in the article. How does classifying the organisms give them a better understanding of their role in the world?

5th Grade Informational Text 550L

Things Get More Complicated When You're Older

BirdBrain Science

"Things Get More Complicated When You're Older" is an informational text that explains how living things create different types of cells to do different types of work.

Pair “Genetically Modified Salmon: Food or Frankenfish?” with “Things Get More Complicated When You’re Older” and ask students to discuss the pros and cons of changing the natural order of a living thing’s genetic instructions.

6th Grade Informational Text 610L

How Human Should A Gorilla Be?

Barbara J. King for NPR

The informational text "How Human should a Gorilla Be" discusses Koko, a gorilla who uses American Sign Language to communicate with humans.

Pair “Genetically Modified Salmon: Food or ‘Frankenfish?’” with “How Human Should a Gorilla Be?” and ask students to discuss how the progress of humans can have negative impacts on the world around them. How do the benefits and costs of genetically modified salmon compare to costs and benefits of teaching Koko ASL? Are both forms of progress worth the cost?

10th Grade Informational Text 1200L

Technology Haiku

John P. Curtin

In John P. Curtin's "Technology Haiku," the speaker reflects on the evolution of technology and wonders where it will go next.

Pair “Genetically Modified Salmon: Food or Frankenfish?” with “Technology Haiku” and have students discuss whether they believe using technology in this way is an example of “good” or “bad” technological progress. How do the benefits and costs of producing genetically modified salmon affect whether or not this process is an example of “good” technology?

6th Grade Poem

Food Deserts

Jessica McBirney

"Food Deserts" explains the consequences of living in food deserts and presents possible solutions to this national problem.

Pair “Genetically Modified Salmon: Food or ‘Frankenfish’?” with “Food Deserts” and ask students to discuss how modified fish could help solve the problem of food deserts. How could purchasing genetically modified fish help or hurt low-income families?

8th Grade Informational Text 1260L

Alaska Accelerates Indoor Agriculture

Emily Schwing

In the informational text "Alaska Accelerates Indoor Agriculture," Emily Schwing discusses the use of greenhouses to produce fruits and vegetables during Alaskan winters.

Pair “Genetically Modified Salmon: Food or ‘Frankenfish’?” with “Alaska Accelerates Indoor Agriculture” and ask students to discuss the different types of technology present in the two texts. How does the discussion surrounding the use of greenhouses compare to the use of genetically modified food? Why does one appear to cause more controversy than the other?

7th Grade Informational Text 840L

Banana Threat: Attack of the Clones

Alison Pearce Stevens

In the informational text "Banana Threat: Attack of the Clones," Alison Pearce Stevens discusses the threat that a fungus poses to bananas.

Pair “Genetically Modified Salmon: Food or ‘Frankenfish’?” with “Banana Threat: Attack of the Clones” and ask students to discuss how genetically modifying Cavendish bananas could help protect them. What are some potential consequences for modifying Cavendish bananas, as people suspect there may be for genetically modifying salmon?

10th Grade Informational Text 920L

The Face of Immortality?

Cricket Media

The informational text "The Face of Immortality?" discusses Daniel Martinez's work studying the lifespan of hydras, a small fresh-water organism believed to be immortal.

Pair “Genetically Modified Salmon: Food or ‘Frankenfish’” with “The Face of Immortality” and ask students to discuss whether they think animals could be genetically modified to be immortal. If species could be altered to live forever, how do you think this would impact our world? Do students think scientists will use what they learn about potentially immortal animals to change humans’ lifespans? Why or why not?

7th Grade Informational Text 840L

Your food choices affect Earth's climate

Janet Raloff

In the informational text, "Your food choices affect Earth's climate," Janet Raloff discusses the environmental costs of food production.

Pair “Genetically Modified Salmon: Food or ‘Frankenfish’?” with “Your food choices affect Earth’s climate” to provide students with information about how foods are being genetically modified. Ask students to discuss the benefits of genetically modified plants and animals for consumption. What problems could genetically modified animals pose to humans or the environment? Is this an option for reducing the costs that food production has on the environment? Why or why not?

7th Grade Informational Text 1020L

Can DNA Editing Save Endangered Species?

Kathiann Kowalski

In the informational text "Can DNA Editing Save Endangered Species?" Kathiann Kowalski discusses how editing the DNA of invasive species could save endangered native species.

Pair “Genetically Modified Salmon: Food or ‘Frankenfish’?” with “Can DNA Editing Save Endangered Species?” to explore another example of DNA editing. How and why have scientists modified the genes of salmon? How does this compare to scientists’ proposal to modify invasive species’ genes? What are the dangers of introducing genetically modified organisms into the wild?

8th Grade Informational Text 930L

Gene editing wiped out a population of mosquitoes in lab tests

Tina Hesman Saey

In "Gene editing wiped out a population of mosquitoes in lab tests," Tina Hesman Saey discusses how scientists are editing mosquitoes' genes.

Pair “Genetically Modified Salmon: Food or ‘Frankenfish’?” with “Gene editing wiped out a population of mosquitoes in lab tests” to provide students with another example of modifying animals’ genes. Ask students to compare the reasons for modifying salmons’ and mosquitoes’ genes. What problems could arise from modifying these organisms’ genes? Why?

8th Grade Informational Text 890L

Explainer: How CRISPR Works

Tina Hesman Saey

In the informational text "Explainer: How CRISPR Works," Tina Hesman Saey describes how scientists can edit DNA.

Pair “Genetically Modified Salmon: Food or ‘Frankenfish’?” with “Explainer: How CRISPR Works” to provide students with information about genetically modified animals. Ask students to discuss the different genetic modifications that have been made to organisms, according to the two texts. Why is genetically modifying animals for consumption controversial? Ask students to discuss whether or not they think animals should be genetically modified for consumption.

8th Grade Informational Text 940L

The Cod Industry: Lifeblood of Newfoundland

Ann Stalcup

In the informational text "The Cod Industry: Lifeblood of Newfoundland," Ann Stalcup discusses the cod industry in Newfoundland.

Pair “Genetically Modified Salmon: Food or ‘Frankenfish’?” with “The Cod Industry: Lifeblood of Newfoundland” to provide students with information about genetically modified salmon. Ask students to discuss why salmon are being genetically modified. Do students think that cod could benefit from being genetically modified? Why or why not?

6th Grade Informational Text 1070L

Molecular scissors fix disease-causing flaw in human embryos

Tina Hesman Saey

In the informational text "Molecular scissors fix disease-causing flaw in human embryos," Tina Hesman Saey provides information about gene editing in human embryos.

Pair “Genetically Modified Salmon: Food or 'Frankenfish'?” with “Molecular scissors fix disease-causing flaw in human embryos” to provide students with information about salmon that have been genetically modified. What are the benefits of genetically modifying the plants and animals that humans eat? What are some of the risks? Do you think it is acceptable to modify plants and animals? What about humans?

8th Grade Informational Text 950L

A Matter of Taste

Jeanne Miller

In the informational text "A Matter of Taste," Jeanne Miller explains how the tongue, nose, and brain all contribute to taste.

Pair “Genetically Modified Salmon: Food or ‘Frankenfish’?” with “A Matter of Taste” to provide students with information about using genetically modifying animals for food. Ask students to discuss how plants and animals have been altered based on our food preferences and needs. What are the costs and benefits of modifying the plants and animals that humans eat? What about breeding crops to yield more food?

6th Grade Informational Text 940L

Carrots with Character: Understanding Genetically Modified Carrots

Erin K. Peabody

In the informational text "Carrots with Character," Erin K. Peabody discusses the health benefits of genetically modified carrots.

Pair “Genetically Modified Salmon: Food or ‘Frankenfish’” with “Carrots with Character: Understanding Genetically Modified Carrots” to provide students with another example of a genetically modified food. Ask students to discuss the benefits of genetically modified salmon and carrots. What concerns are expressed about genetically modified salmon? Do students think there are any risks with genetically modified carrots?

11th Grade Informational Text 1310L

Paired Texts > Genetically Modified Salmon: Food or 'Frankenfish'?